• Land and Housing Review
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• v.4 no.2
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• pp.153-165
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• 2013

Deficiency in access to housing is a major manifestation of poverty. In the city of Bangalore, the poor and the marginalized constitute nearly 30 percent of the 8.47 million population (2011 Census) and are living in the nearly 640 slums in addition to squatter settlements and pavements. The city sprawls over an area of 741 sq. kms (2007 estimates) and the poor have very little access to personal living space. According to the Integrated Housing and Slum Development Program guidelines, each household with four average members should have 25 sq. meters of living space. In the case of poor of Bangalore, the attainment of even this minimum is a far cry. In recognition of this acuteness with regard to the problem of housing, the government has introduced schemes like the Jawaharlal Nehru National Urban Renewal Mission and the Rajiv Awas Yojana. And these schemes have witnessed only a limited success. Whenever the problem of housing for the urban poor is considered, the state and location of slums get into focus. The people living in slums are a crucial and inevitable support to the city economy. Relocation of slum people is fraught with loss of productivity and strain on the transport system and on the incomes of the poor. Their needs like housing, schooling, health centers, creches, hospices etc. have to be provided for. Financial support to the poor with regard to their housing needs will have to be imaginatively provided by banks and related institutions.

• Journal of the Korea Institute of Building Construction
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• v.21 no.4
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• pp.333-345
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• 2021

Due to the improved living standards and the expectation on higher-quality housing of tenements, complaints on the defects in the buildings are increasing every year. Also, the types of flaws are changing. We surveyed one hundred buildings(9,748 households) in 12 complexes across the country to investigate the shifted types. The number of defects received increased by about 1.6 times compared to 10 years ago, while the categories did not change. The report on the malfunctioning mechanical equipment has increased 1.4 times than ten years ago, and the types of the problem changed. The proportion of general parts(water supplement, drainage, water pressure) has decreased about 25% compared to 10 years ago. This is because the items related to the indoor environment become standardized in apartment housing. Therefore the problems related to those have been increased. As the specialized items applied to the tenement building are showing gradual expansion, the defect reports concerning those will also grow.

• Korean Journal of Child Studies
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• v.1
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• pp.65-81
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• 1980

This study is aimed at investigating the compensatory education which was already implemented or is being implemented in the U.S.A. and Japan; and at studying the types of programs and their characteristics; and at sounding out the possibilities of the application of such programs in family and social conditions is Korea. In order to achieve the above mentioned objectives, the established items for the study are as follows: (1) Various types of early children's education (2) Programs of compensatory education for the disadvantaged Children (3) Head Start Program, Early Training Project and Montessori School (4) Integrated Preschool Programs (5) Day-Care Center for employed mothers We investigated the various compensatory education programs for the preschool children who are in economically, socially, culturally disadvantaged conditions. Head Start Programs were federally supported programs for preschool children and opened as summer programs in 1965 for the first time. The purpose of Head Start has been to give preschool children the kinds of experiences they need in preparation for school. The Head Start children were found to be significantly better prepared for school than the normal children. However, after six to eight months, their initial advantages had virtually. disappeared and then the simple problem with Head Start and other such programs was that little long-term good could be evidenced unless the high quality educational environment was maintained. Therefore, to solve this problem, three other programs were funded as part of the overall Head Start. These three programs are the Parent-Child Center, Home Start, and the Child and Family Resources Program. The Early Training Project for disadvantaged children was implemented by Klaus and Gray of Peabody College in 1962. The program was a field research study concerned with the development and testing over time of procedures for improving the educability of young children from low income homes. Its major concern was to study whether it was possible to offset the progressive retardation observed in the public schooling careers of children, living in deprived circumstances. Children, who were trained through the Early Training Project were superior to control groups in the test of IQ and vocabulary as well as linguistic abilities, and preparation for reading. This project showed the possibilities which could prevent preschool children from being disadvantaged socially, culturally and mentally. In 1907, Montessori School was established by Maria Montessori in Italy and her school program has been introduced at present to several countries in the world as one compensatory educations. She first began her experimental methods with retarded children, followed by disadvantaged children from the tenements of Rome. The Montessori approach futures a prepared environment and carefully designed, self-correcting materials. The Montessori curriculum presents tastes that feature sequence, order, and regularity, in addition to those that develop motor and sensory skills. She was interested in children's intellectual development and in developing good work habits. One of the latest developed programs for disadvantaged children is "Integrated Preschool Program" which has successfully integrated handicapped and nonhandicapped children. Several studies have showed that handicapped children in integrated school environments are accepted by and interact with their nonhandicapped peers. In fact, this program provides a number of potential, and perhaps opportunities for nonhandicapped children to serve as valuable resources in fostering the development of their handicapped peers. Next we turn to Japanese programs which are divided into two different types. One is Day-Care Center which was established by Child Welfare Law and the other is kindergarten organized by School Education Law. The kindergarten opened in 1876 and it has been part of school systems since 1947 by the implementation of education law, and the Day-Care Center which started in 1890 for the employed mothers. was changed into Day-Nursery by the enactment of child welfare law in 1947. The laws and operational regulations for the Day-Nursery were set up and were put in effect by the establishment standard acts of children welfare facilities, and the Day-Nursery has been operated in various types by the increasing demand, chiefly because of the socio-economical changes of family structures in both urban and suburban areas. Nursery education for physically and mentally disadvantaged children is for those who are blind, deaf and dumb, mentally retarded; physically disadvantaged by accidents or diseases. Montessori education in Japan was started in 1968 and many research groups for studying Montessori were organized. In 1977, Montessori remedial education society was also organized in which they started a number of studies; a study for developing materials; in-service training for the remedial education; and seminars and lectures, etc It is strongly suggested that we study the early educations that are being implemented in Japan and a variety of compensatory educations that were already implemented in the U.S.A. and modify them for the organization of our own model and properly accommodate them to our social needs.