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Good teaching requires pedagogical dynamism: a willingness to vary one's teaching approach relative to the context (and cohort) at hand, and to any new challenges that may arise from that context. This requires that teachers obtain a broad knowledge of teaching strategies and tactics. Given the demands of contemporary higher education, finding the time to obtain this knowledge can pose a challenge to full-time academics. This is exacerbated in the case of part-time and practitioner-teachers who often work in varying degrees of isolation from the communities of learning to which they contribute. An analysis of the teaching practices of eight high-performing practitioner-teachers, alongside data obtained from 74 students, within a master's-level architectural course at a large Australian university, has been used to delineate five strategies for optimising student learning within the architecture studio. These include: setting up a challenge that clearly articulates the role of the student within it; early and frequent assessment tasks to assist students in rapid skill development and reflective practice; communicating clear expectations around performance; facilitating a strong peer culture; and enhancing motivation via high expectations. This article details the tactics by which these strategies can be achieved. This article delivers directly applicable advice for architectural educators, but it also provides practical insight into the specifics of architectural teaching that may assist educators working in other disciplines.

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As governments around the globe navigate the effects of COVID‐19 crisis, the urban poor endure the unevenly distributed socio‐economic impacts of the pandemic. This burden is more pronounced in Global South megacities, where millions of people engage in precarious informal employment. We examine how the urban poor in Delhi (India), Dhaka (Bangladesh), and Manila (Philippines) have been disproportionately affected by the crisis. A cross‐case analysis was undertaken to determine how the realities and relations of one context can enrich our understanding of the other. We argue that the current COVID‐19 pandemic has exposed the unequal urban citizenship in these three metropolises. Drawing on research reports, news articles, and interviews with urban poor leaders, we explain how limited government assistance has forced some to retreat to their rural hometowns or rely on self‐help and mutual aid practices to survive. We consider the patterns both in governments’ treatment of impoverished citizens and in the unjust effects of lockdown enforcement on marginalised populations. We also discuss the roles that women and non‐government organisations (NGOs) have played in facilitating solidarity‐based practices to help urban poor communities cope with COVID‐19 vulnerabilities.

In today's ultra competitive environment, students face more stress than ever be, it related to studies, examination, peer, teachers or parent's pressure. The present study aimed to explore whether academic stress, suicidal ideation, mental well-being differ significantly in terms of 1 st semester and 3 rd semester students of medical, engineering and general field. For this study, a sample of 444 students of medical, engineering and general courses was taken. Students were equally distributed in each stream with 148 students. Tools used included the Adult Suicidal Inventory, Mental well-being Scale and Student Life Stress Inventory. Data were collected using the technique of stratified sampling. Data were statistically analyzed by mean, S.D., ANOVA and Product Moment correlation. The present study findings revealed that the students of 3 rd semester are more stressed and prone to suicidal ideation than 1 st semester students as well as significant positive correlation exists between academic stress and suicidal ideation but mental well-being is negatively correlated with both of the variables -academic stress and suicidal ideation.

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