A Powerful Point

Last week two of our teachers were asked by a college director to prepare a training session about MS Powerpoint, using Multimedia Flash player to put the pesentation on the web. As someone who has used PP (MS Powerpoint) in teaching for over 10 years I offered some tips.

The first was that as I have been finding in my work in Mongolia, (call me a luddite! but...) sometimes a presentation can be made more clearly using simple technology, like pencil and paper scotch taped to the wall, chalk on a blackboard, or overhead transparency. I navigated to a technical point in Edward Tufte's essay on "Powerpoint does Rocket Science" demonstrating six hierarchical levels on a single slide, exemplifying 'bureaucratic hyper-rationalism'.

We discussed the recent lecture competition I had attended with the college director at the Food Technology College, where experienced Mongolian lecturers seemed to have the same problems in designing their presentation slides as we find world wide; few clear illustrations and way too much text. Additionally cyrillic fonts were a problem in the presentations, with gratuitous or irrelevant use of special effects. Together, we looked at similar slideware software on the Wikipedia page for context.

For learning to use Macromedia flash player, as with most software, there are clear tutorials (in English) available in the help window, and these collegues would use these to make the MM Flash Player presentation.

I wondered if the tutorial on MS Powerpoint would convey key principles, i.e.

• introduce the overall objective of the presentation
• carefully arrange the information - graphic and verbal- for the presentation in chronological order
• keep the main points simple and clear
• finish on time and allow time for questions

But would this make for a marketable piece of training? Or is there enough of this sort of thing in Mongolia already? Is it a language issue?

Since lunchtime, there is another project soon to be on the board, for a family resort eco-complex. I would work with the third year students over the summer, to develop a 2 hectare site in Yarmag, just out of Ulaanbaatar, which at first glance on google map appears to be on the north side of the Bogd Mountain Range...

Keeping Busy

My 'counterpart' / College vice Director Hashbayar last week suggested we revive the Energy Efficient House project. What had happened to the consultation, I asked? The World Vision area director had decided - after terminating the planned professionally prepared community consultation - that there was no suitable community member in Bayankhoshuu. Now, Hashaa said, could the college draw our own model Energy Efficient house? Towards whom should it be directed? What location? I asked. We would just do it generically as a model, Hashaa suggested, then solicit interest. I said I felt the UNDP Mongolia Energy Efficient Housing 'pattern book' was already filling that need.

Hashbayar said he also had a client wanting to build town houses, not unlike those the college's company has previously built. I suggested noting down some client requirements at his social meeting planned for the Thursday evening. He chuckled - that's "not the Mongolian way". I was introduced to a student who would help with drawing (and who would learn something), and waited in vain for the call which was to follow the next day.

English-speaking club has been in spontaneous recess, perhaps because of the Enterovirus-71 causing quarantine confinement for children under 16, and also my little neighbours are out of contact for lessons, and we are getting our laundry machine washed at a guesthouse instead of at the neighbours'.

A German-speakers' meeting was arranged so I could introduce Mandukhai, (the hard-working daughter-assistant of my lecturer colleague) to Jo, a German teacher intern from Vienna; a friend of a friend working here in UB. Mandukhai has expressed interest in studying in German-speaking Europe. With Ariunaa along to make four of us, we met at Sacher, the Viennese cafe in the city centre, and I paid exorbitantly for a bad coffee. Meanwhile my college companions were tricked by the two lines on the menu; Apple juice 1500, large 2500. They each ordered apple juice, and when leaving, were informed (embarrassingly) that these had been 'large' - and about three times the price of lunch in the West where we work. Meanwhile, we had mostly spoken English, but had discovered some things about opportunities for foreign students in Austria.

Толгойт Халуун Ус - Bathing in Tolgoit

Many of the students I have met at this college live in nearby Tolgoit, a western peri-urban informal settlement of Ulaanbaatar. There are two main community bathing houses there in the 3rd Khoroo (informal village) of our Songinokhairkhan district, so when I was invited by the Gender Centre for Sustainable Development there, I was interested in visiting one, with regard to accessibility. (website unreliable - alternatively see this.)

Миний ярилцаж байсан коллежийн ихэнх оюутнууд Улаанбаатарын баруун хэсэгт орших хагас хотожсон суурин болох Толгойтод амьдардаг. Сонхинохайрхан дүүргийн 3-р хороонд хоёр нийтийн халуун усны газар байдаг. Нийгмийн Хөгжлийн Жендер Төвөөс намайг тэнд урьсан. Би бүх хүмүүст нээлттэй эсэхийг мэдэхээр нэгэнд нь очиж үзэхээр болсон. (вебсайт боломжгүй байгаа тул эндээс үз.)

Bayarsgalan and Enebish (of GCSD) met me punctually at our college and we drove to Chimbat's bath-house, the newer of the two, where the community NGO had secured a room - donated by the proprietor - to be adapted for 'universal accessibility'. Encouragingly, the community workers had sourced and photocopied the Mongolian Norm MN 301-04-01. Chimbat herself and a staff member watched as we inspected the tiled 2.3 x 2.6 metre room she was offering for the project. Currently there is a hand-shower in one corner (with a high mounting) and a wooden duckboard.

Баясгалан Энэбиш (НХЖТ-ийн) хоёр надтай манай коллеж дээр цагтаа уулзаадЧинбатын халуун ус руу машинаар очсон. Тэндхийн эзэн нь хандивласан нэг өрөөг ТББ-нхан хүн бүрт хүртээмжтэй өрөө болгохоор авчихсан байсан. Мэргэжилтэнгүүд Монголын стандарт MN 301-04-01-ийг үндэслэсэн байсан ба түүнчлэн хуулбарыг нь байрлуулсан байсан. Чинбатын төсөлд зориулж өгсөн 2.3 x 2.6 хэмжээтэй өрөөг биднийг хянаж байхад тэр ажилтантайгаа мөн тэнд байсан. Өрөөний нэг буланд гар угаагч болоод шалан дээр тавьдаг модон хавтан байсан.

Certainly some wall hooks would be useful, but Bayarsgalan's proposal for a new bath and an internal wall and seemed ambitious, especially when I learned of a nine-day deadline, and negligible budget. The access to the centre entrance up steps and over a 150mm high pipe in the corridor would present greater accessibility challenges. (At 1:12, over 3m of temporary ramps, which could also present a lifting hazard for staff..) I explained that enlarging the 680mm door opening would involve considerable business disruption and some skilled labour or supervision in order to replace it with a wider one. Textured wall guide strips for blind users may be given a lower budgetary priority, given the narrow corridor width. I reflected on my own bathroom adaptations when I was temporarily wheelchair bound. Perhaps some reliable secured handrails would be a practical adaptation.

Ханын өлгүүрүүд тэнд байх нь дээр боловч Баярбаясгалан зөвхөн шинэ банн болоод тусгаарлах хана санал болгож байсан. Сүүлийн хугацаа нь 9 хоног бас санхүү бараг байхгүй гэдгийг нь би мэдээд түүнийг өөрийн сонирхолын төлөө байгааг ойлгосон. Орох замд 150мм-ийн өндөртэй усны хоолой байдаг нь хүмүүст саад болдог. ( хэрэв 3м-н урттай байнгын бус налуу шат байрлуулбал үүнийг зөөхөд ажилчдад хэцүү байх болно). Хаалгыг 680м болгон өргөтгөвөл бизнесд таатай бус төдийгүй энэ тохиолдолд ажиллаж чадах ажилчид хэрэг шаардагдах болно гэж би тайлбарласан. Хараагүй хүмүүст зориулсан тэмтэрж болох барзгар хана, өргөн багатай коридор зэргийг тэд чухал шаардлагатай бус төсөвт оруулж магалгүй байсан. Би тэргэнцэртэй байсан үеэ эргэн санаад магадгүй бариул байх нь илүү тохиромжтой гэж бодсон. (to be continued soon)

It seemed time and money limitations might work against the potential for a community project for vocational students, but I suggested a proposal be put forward to local people and students to engender participation over a longer period. I was told that some research on disability and accessibility needs in the area had already been done. Could a user be found, I now persisted, who might be consulted before and after the alterations, and who might collaborate as a future champion / advocate for a wider programme- I was lobbying for grassroots participation. Next, spontaneously, I was taken to visit a local person with disability.

(Mongolian version to be continued...)

The car was parked a few dusty blocks away at a Ger compound, with a ramshackle building. The ubiquitous guard dogs in this case were mere pups and a dusty mop of a terrier. We passed a ger with children sitting outside in the gravelly yard, and approached Enkhsaikhan's shack. I followed into the dirt floored lobby over a high wooden threshold and then stepped up into a darkened but richly furnished room, with carpets and tiered suitcases, as is customary. Enkhsaikhan a man who looked about thirty, was lying on a bed in a corner with only his head visible. Introductions were made, and when no limb was extended from under his bedsheet I firmly touched his shoulder in an attempt at greeting. I was told the man had no arms and legs. But later in the conversation about the bathhouses, including Khataanbaatar's, where he had previously worked, he showed an arm with amputated fingers. Two young boys sat and listened. Enkhsaikhan said that in his opinion the main issue for the bath house was the water temperature and the hard water due to a shallow well. He bathed weekly at Khataanbaatar's, separately from his able seven year old son, who currently was sitting at the foot of the bed. He did not feel he could comment on wheelchair accessibility, as he had (understandable given the environment, I thought) rarely used the wheelchair he had been given. It reminded me of winter here (...December blog) when afterwards I heard that the man had previously been sleeping rough in the cold, alcohol afflicted, before the amputations to his hands and feet for frostbite.

(Mongolian version to be continued...)

City Farm

Compared to the emergencies in China and Burma, development in Mongolia seems trifling. After the aggravation expressed last blog, it was nice to take a short break to visit the peri-urban MWFA city farm, in Bayankhoshuu, for the first time this year, and remember my arrival in UB. Although my friends Yugaana and Beitsanda (director) were not about, we were able to see the new building and well-equipped information centre. The recently published MWFA handbook about organic city farming (or similar in Mongolian) and showing how to grow veggies and flowers was available in the little shop along with seeds, tools and other goodies.

My friend and I looked around the property, at the healthy chickens, the greenhouses and newly seeded planterbeds. We were told it would be some time before the cabbages would be ready. We sat in a grassy spot in the sun and enjoyed the air and the view of the nearby mountains.

Im vergleich zur Not in Burma und China, scheint der Entwicklung in der Mongolei unwichtig. Nach der aufregegung letztes mal, ganz schoen war es wieder beim MWFA in Bayankhoshuu ein kurzer Besuch einzulegen. Ich dachte an den Tag meiner ankunft. Ob wohl meiner bekannten Yugaana und Beitsandaa nicht da waren, meine Beglieterin und ich konnten ein neues Haus und ein neuesUnterkunftskiosk besichtigen. Vorhanden auch neben Samen, Werkzeug usw., im neuen Mini-Laden war das neu-erschienenes MWFA Handbuch ueber Bio-Anbau (auf Mongolisch) und wie man Gemuese und Bluemen baut.

Wir schauten sowohl den Khaashaa (Stadtfarm), die gesunden Huehnchen, die Wintergaerten-haueser als auch den neu-gepflanzten Grundstuecke an. Einige zeit wuerde es noch dauern, hiess es, um Gemuse kaufen zu koennen. Wir sassen auf eine sonnigen stueck Rasen, und der Luft und der Blick auf der nahen Gebirge geniessten.

More Diplomatic

I was aggravated this morning (like a self-righteous foreigner?) when I saw Professor E.....-... again stagger drunkenly in to the college, to be received neutrally by our uniformed Security Guard. How can our college tolerate this, I wondered, when at the same time, the administration will dock good teachers' pay for arriving later than 9am - besides their working three or four hours' unpaid overtime in scheduled lessons after 6pm? What example does this Professor set for the students and other teachers? My colleagues requested that I turn a blind eye, because they say there is a shortage of good staff.

A presentation by Diploma students yesterday was followed by an (uncomfortable) discussion with architecture staff. The students had all done a lot of work, each presenting several boards of drawings at AO or larger. These are customarily done on white paper, wet stretched onto wooden frames.

1. Uranbileg had drawn a straightforward College building of about seven storeys in a symmetrical Y-form plan. Drawings, at scales from 1:1000 to 1:50, were competent, although no site analysis was evident. She promised to change the drawings for accessibility by ramp and for WCs on the ground floor only. The meaning of the blue glass, in anotherwise practical and well made 1:100 model, was a mystery, and the central circulation / stairwell showed promise despite an apparent lack of daylight.

2. Gursed (m) had also produced a thorough technical report for his College proposal. The facade and perspectives were engaging. The proposed landscaping intriguing.

3. Lhagva (m) had drawn a twelve storey dormitory, but seemed unsure of its exact size and capacity. Our teachers' quick estimate showed a 3,400m2 building with only 2,600m2 useable / lettable area. Besides, at USD$750/m2 the aggregated sale value of about 1.97 million would not even cover the construction cost, of about 2 million.

4. Gantulga (m) had a project for a 300 seat restaurant near the Wrestling Palace in the 10th district. On request, there was a workable commercial kitchen plan in the report. He had omitted to draw an important transverse section. When I offered to help adapt the drawings with a wheelchair accessible entrance and restaurant toilets, he vaguely suggested "Маргааш" (tomorrow) so instead I hurriedly pencilled improvements onto the plans.

5. Enkhbat's (m) Secondary School showed a reasonable courtyard, but no site plan, model or details. I asked the teachers about Mongolian standards of accessibility and energy efficiency for public buildings.

6. Khanburged also had designed a two storey school building. I asked if he had seen the Mongolian Government Construction Ministry's pattern school, which I had recommended he study last December. He claimed the Ministry had refused to allow him to see it. The proposed building was a rectilinear concrete framed building similar to examples shown in Neufert's 1965 Russian edition.

7. Otgonbaatar proposed three Cinemas, the central one of 400 seats flanked on each side by 200 seat cinemas. The centre of the ensemble was surmounted by a replica of Sydney Opera house. The clerestoreys would provide light into the auditorium until the movie started. Given that only one of many former Cinemas remains operational in Ulaanbaatar (and that Otgonbaatar had been unable to interview the Manager with whose contact I had provided him in December) I questioned the teachers on the business case for such a complex. Would a 'town hall', 'concert hall' or 'Opera House' perhaps better suit the main auditorium? How ironic that the Sydney Opera House replica might be subverted to its proper use...

8. Enkhtsetseg's dormitory building, on which I had assisted her often remained incomplete. I suggested a modelling workshop, along with Gursed, for the following day. She returned empty handed the next day, having left the 1:100 model at home. I showed examples from Curtin architecture students own guide book, and suggested we try a 1:500 mass model right now. "Маргааш" (tomorrow) she said.

When Professor Dagshigdorj enquired about my reflections, I was diplomatic.
Firstly, could not the architecture teachers, I suggested, with the support of the Mongolian Institute of Architects, please consult with the Construction Ministry about the accessibility and energy standards of the new Mongolian Pattern Schools? This was now being outsourced to GTZ, because of the lacking professional capacity of Mongolian architects. Professor Dagshigdorj dismissed this as 'corruption'. Meanwhile the 1965 Russian translation of Neufert seems to be the standard.
Secondly, could students be encouraged to consider the environmental and even financial feasibility context of their projects? There was no simple answer. But for now, it seemed that the calculation of concrete reinforcement was a higher priority. The graduation ceremony this Friday is being postponed.

Diplomatic

Diploma students presented themselves with their work on Monday, only hours after I had arrived on the dawn train from the Gobi and showered to remove the fine dust.

Preliminary diploma work was presented by Altangerel, Samdan-nyam, Myagmar, Altanchimeg and Javkhaa-bayar, all building engineering students. On close examination, a neutral-looking four-storey block turned out to be a rehabilitation hospital; with a lift but no accessible entrance. Drawing orientations were 'front, side' etc. rather than 'south, west' etc. Reinforcing steel had been carefully considered and calculated. A carparking structure was calculated, but not yet drawn. An airport had not been plotted due to a computer failure. A multi-storey farm was not presented because a teacher had questioned its viability. This prompted a peek with the student at Pig City (MVRDV 2001) A project for a school building was the exact replica of our planned new building, currently under construction outside. However the advice I had given last month to the architect, engineers and teachers, including accessibility, room uses, orientations, and fire egress, had not been taken into account by the student.

UB favourites

A meeting with Enkhtungalag's Second year architecture diploma students on the 29th, who were due to show their favourite UB buildings, was cancelled. I tracked down the young architect and teacher to help her with her research on the Petronas twin towers for a presentation, and had prepared ten points in Mongolian, with diagrams, for discussion. This, she said was not detailed enough, and she would prefer a full script in Mongolian. I declined to 'spoon-feed' her on this occasion.

Somehow, the message had got through to her students by the following week, and these had printed the seven page English-language Wikipedia article for the following week's lesson, although they still had not prepared any information about their favourite buildings in UB. When they attempted to hand over the Wikipedia article for translation (the Mongolian version is yet to be written) I suggested we discuss a few aspects which interest the students most. After much coaxing, they came up with height, lighting, materials, skybridge and commercial interiors. To the first, we agreed they would diagram the Twin Towers' height relative to Mongolia's tallest building alongside our current 2 storey schoolhouse and the new 5-storey one being built in front. This would be drawn at a suitable scale - as large as possible - on the classroom wall. The night lighting of the building in its city context would be demonstrated by a photograph to be researched and cheaply printed from a flash drive at a photo kiosk. The materials would be investigated, especially the metal cladding and the so-called "super-high-strength reinforced concrete" frame (apparently popular throughout Asia) which had replaced an intended steel one. These SHS RC columns would be drawn and compared to the ordinary ones on our building site outside. The flexible sybridge and its fire egress shortcomings discovered after the World Trade Centre disaster would be discussed. Finally further discussion of the interior would be postponed pending a discussion of presentation techniques including collage (C20 Western art is little known here) which I would prepare (with Ts. Uranchimeg's help) for next week.

The day following the first cancellation of CTC students favourites, I had arranged something similar as a guest at the languages institute of the State Uni of Science and Technology. The language students were mostly unprepared, but two of the group had brought materials which they could read. They agreed to prepare during the lessn and make short presentations on 'Mongolian architecture' after I 'firmly' organised them into two random groups. One group prepared a presentation called "Mongolian Architecture in Socialist and Contemporary Times", featuring one (Russian educated) Chimed, who in 1948 had begun a movement for an authentic national architecture, and comparing Choiljiljav's modern Urguu Apartments. Some footnotes offered verbally on architectural education were promised in an email by the group rep, Undram.

The second group produced a lineage of traditional Mongolian architecture, in particular, the Ger, from the C13 to the present, and covering herders' Gers, Monastery Gers and the distribution of urban settlements, in what could have been a very interesting topic.

During the remainder of the week, I took in the amazing kitsch film "The Conqueror" (USA 1953) at the ACMS Mongolian Studies film series, 'starring' John Wayne as Chinggis. On the weekend our group of nine made our overnight train visit to Sainshand in the Dorno-Gobi and to Danzanravjaa's Khamar Monastery in the desert.

Independent Living

On Tuesday 29 came the long-awaited follow-up meeting for the 'Independent Living' project of the Mongolian Wheelchair Citizens Association, МТИХ. Chuluundolgor had gathered nine people into her office at the Federation (MNFDPO aka Үндэсний Холбоо). Four from МТИХ, including advisor and engineer Avirmed, a new volunteer translator Uyanga (fresh from English speakers' club) and new VSO Aliyyah. Nickson of MNFDPO and myself joined as further VSOs, with Ariunaa translating, and Tsevelmaa (new volunteer recruitment NGO - Windows to Development Хөгжлийн Цонх) I translated from English into handwritten notes and read out notes in English with and on behalf of Nickson, whose offer to train the group in fundraising strategies were frustrated for the time being. An oversupply of opinions and translating made for some tensions and conflicts.

The main outcomes of discussion were that МТИХ would need to plan, organise and fundraise for an Independent Living Centre Project. Despite their reservations, they would need to communicate and cooperate with МТИХ members and other NGOs and stakeholders such as MNFDPO who provide their accommodation. A plan, the first step needed to begin fund-raising, had not yet materialised on paper. Previous advice from myself and a 'needs analysis' had not yet been documented. The need to discuss and develop the plan with the 60 МТИХ members was reiterated in light of an approaching 2 May general meeting. Member support for the plan and steps taken to date, it was suggested, would be vital for the project's future.

While Chuluundolgor and Avirmed are both on the MNFDPO board, they criticise its constitution, financial management and transparency. However their 'own' МТИХ is not demonstrating these 'desirable and essential qualities'. I truly hope that the МТИХ will develop - I am very interested to see how the Independent Living Centre project will proceed, in aiming to help (especially adventitiously) disadvantaged Mongolians to develop independent lives, and I want to pursue ways in which I (and others) might practically support the project.

Languages

Today was the first time I have been asked for paediatric advice. My young cleaner colleague has bought some baby nutrition formula for the youngest of her five, and was unable to read the advice in German. Through translation in English, via Ariunaa we were able to establish the preparation method and danger to teeth and infants under eight months.

English speakers club on 26 April met at the Stupa at the Buddhist Centre, then went in two taxis to a newly established Czech-funded social work library in the National University. Host, Erdenechimeg had gathered social work students and the meeting grew to twenty one, filling the library. After introductions, conversation led from the history of social work in Mongolia to its future, and following a video, on to the nature of volunteering, which was clearly a heurism for many of those gathered. Four had come from our college, besides myself, and interacted well with the diverse group; tying in Amnesty, VSO, Caritas, Disability advocacy NGOs, as well as students. At some points the discussion was so interesting English was dropped in favour of Mongolian. Afterwards, a few friends from among our group went to the Railway station to investigate tickets for a future weekend getaway.

The Sunday 27 was my twentieth English lesson with neighbours Enkbat and Solongo, and I brought in an assistant in 16 year old Anja. Daughter of an English student neighbour from nearby building 19, Anja had previously joined the three of us for ice-skating and I suggested might be a replacement English teacher in future.

Bayan Adraga and DED

Time has flown, since the VSO leavers workshop on 17 April kickstarted my reference and job search preparations. The weekend following, I met with Ariunaa, my translating colleague at CTC, and her English student and Land Lawyer, Tsetsegee, also from Bayan Adraga in Khentii . I have been voluntarily teaching English to three townspeople including a cosmetic surgeon Zolzaya. The lawyer commissioned a Mongolian Deel as a gift for me. We discussed the plan for a new urban park in the town centre of Bayan Adraga. A landscape designer had provided a colourful geometric layout with 75 trees, two fountains and shops on a set on one hectare (10 000m2), which I discovered (without a map) is to be located near a school and the hospital. I suggested people from these communities be engaged or consulted for the benefit of sharing ownership, responsibility, fundraising, construction (perhaps an edible garden maintained by schoolchildren?) and maintenance. To this end I suggested Julia Udall's case studies of Sharrow, Sheffield (2007, pp32-45) and community gardens in the Urban Act handbook. The project might be sustainable with the involvement of community gardeners, I suggested.

On Tuesday 22, a collegial visit to CTC by former Deutsche Entwicklungs Dienst (DED) architectural trainer Sara Schneider made some teachers very happy. One elderly professor, on the way home drunk at 11am, unfortunately joined in to the meeting until he could be extracated. The remaining, all young female teachers, were given a laptop CV presentation and asked questions, with interpretation about NGO work in Mongolia, construction education, learning styles and careers in Spain, Italy and Germany. They analysed the illustrated CV, and had a discussion about computer programmes, Habitat for Humanity, and DED, which might be described as a German VSO.