In the 1940s, Iran experienced dramatic changes in urban form, as worldwide modernization movements were embodied in new ‘modern’ neighborhood units in Tehran. Proposals for these neighborhoods, like those in other countries, not only included new housing typologies, but also aimed to alter existing social structures and facilitate nation building. Discussions and proposals regarding new neighborhoods centered on creating healthy, suitable, low-cost housing for new government employees – a group emblematic of Iran's newly established, modern middle class. However, the traditional lifestyle was an undeniable fact of society. Facing the modern socio-urban policies and socially traditional way of living led to both cultural change and landscape transformation. This paper discusses: how do regional architectural traditions transform the global modernity? How are Western conventions of how to be modern transformed by regional tradition and a different lifestyle? How does the institutionalization of modern neighborhoods, based on the lifestyles of its people, create an indigenous modernity? This paper illustrates how urban and social reformation practices towards modernization in the early twentieth century were embodied by Tehran's first modern neighborhood, Chaharsad Dastgah, as well as how domestic Iranian lifestyles influenced this neighborhood and distinguished it from its contemporaries.
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This essay investigates the Iranian encounter with and influence on the international modernist movement. The reception of international modernist discourses and their weaving into Iranian housing- and city-building practices contributed to the formation of a peculiar, alternative, and indigenous version of modernism that took hold in the 1950s. While such practices were clearly part of the international modern movement, they were simultaneously definable as uniquely Iranian. By analyzing the Narmak quarter in Tehran, this paper explores how the production of a middle-class neighborhood became part of a nation-building strategy. Through processes of moderation and appropriation, the idealistic modernist version was made more practical based on pre-existing socio-cultural characteristics and typological elements. Ultimately, this local version of modernism led to the acceptance of modernism, provoked an urban reaction and produced some unexpected social consequences.
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Purpose: In Amsterdam – the Netherlands – we know that children living in low income households have a lower health status and report lower physical activity levels than their peers in middle- or high-income households. Seven primary schools located in neighborhoods with a low social-economic status are currently developing their own active school using the ‘Creating Active Schools Framework’. This study was conducted to assess the current physical activity and sedentary behavior patterns during and after school of the pupils in these seven primary schools.Methods: In this cross-sectional study, we collect data in seven schools located within an Amsterdam neighborhood with a low social economic status score. Within each school, 4 classes are eligible for participation. Children wear an accelerometer from Monday morning until Friday afternoon to assess physical activity levels. Parents of participating children are asked to complete a questionnaire on baseline characteristics, wellbeing and out of school physical activity behaviors. The mean sedentary time (ST), low physical activity (LPA) time and Moderate to Vigorous physical activity (MVPA) time will be calculated. The association between the outcomes of the accelerometer data and gender and health related outcomes reported by parents will be assessed.Results: The data will be collected between March and May 2023. We will present the average LPA and MVPA during and after school time. The duration of the ST bouts during and after schooltime. And associations between ST, LPA and MVPA and gender and health related outcomes.Conclusions: The results of this study will be used to support local school teams in the development and implementation of local action plans towards a school day that involves less sitting and more physical activity.
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