Journal articles on the topic 'Architectural design; schools; environmental design'
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1
Klochko, Asmik R., and Polina A. Topaeva. "Current trends in the architectural design of inclusive schools." Stroitel'stvo: nauka i obrazovanie [Construction: Science and Education] 11, no. 3 (September 30, 2021): 23–40. http://dx.doi.org/10.22227/2305-5502.2021.3.2.
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Introduction. The co-authors address current trends in the architectural design of inclusive schools. Their mission is to maximize the social involvement and integration of disabled children into groups of kids. The purpose of this research is to identify guidelines for designing inclusive schools and to make recommendations for the design of inclusive schools that conduct adaptation events. Materials and methods. The co-authors have used methods of comparative analysis and synthesis of foreign and Russian research, literary and design materials; findings of sociological surveys; a multidisciplinary approach that encompasses medicine, social science, and legal norms, that influence the guidelines for designing inclusive schools. Results. The research is focused on developing guidelines for designing inclusive schools and recommendations on the design of inclusive schools whose administration conducts adaptation events for children with minor disabilities and a normal level of intelligence, the vision acuity of, at least, 0.4 diopters, the hearing impairment of 26 to 40 dB, minor muscle-skeleton disorders, including wheelchair users, capable of getting around on their own. These results may be taken advantage of by architects, designing inclusive schools; they can also be taught at universities of architecture. Conclusions. The co-authors make recommendations for the design of inclusive schools designated for particular categories of disabled persons. The analysis of problems in the context of architectural and space-planning design of inclusive school buildings will allow to improve their structure and study their typology with a view to further development. The development of inclusive education, which is also regarded from the standpoint of architectural and space-planning design, draws human attention to the problem of responsibility for disabled children that must be be assumed by the society and the state.
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Keumala, Nila, Mohammed Amer Younus, Yong Kuan, Asrul Sani Bin Abdul Razak, Muhammad Azzam Ismail, and Karam M. Al-Obaidi. "Pedagogy of Architectural Education on Sustainability in Malaysia – Student Perspective." Open House International 41, no. 4 (December 1, 2016): 104–8. http://dx.doi.org/10.1108/ohi-04-2016-b0014.
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The increasing global concerns about the environmental degradation and climate changes oblige architecture students to apply sustainable design approaches in their studio projects. Therefore, renewable energy raises the expectation of providing sustainable solutions for their architectural design proposals. This paper aims to investigate the learning of students in knowledge, awareness and applicability on sustainability during their first three years of the part 1 architecture programme. Surveys were conducted on 500 students from eight architecture schools from the local universities, two architecture schools from the polytechnic colleges and three architectural schools from the overseas universities. These survey results from 335 respondents confirmed that the learning on sustainability through self (51.6%), peer (48.6%) and design studio lecturers (37.0%). These results confirmed also that most respondents did rely on pre-design assessments to develop sustainable design strategies in their final architectural design proposals. These results concluded that the perception of architecture students on learning sustainability is based mainly on other sources. These findings provide knowledge for educationists and practitioners towards the planning of architecture curriculum and the implementation of pedagogical approach in sustainability. This paper determines the most important source of learning on sustainability knowledge for students in the pedagogy at university level.
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Yue, Peng, Jia Ping Liu, Bin Zhou, Yi Xuan Lu, and Ashley Xin Zhang. "Ecological Architectural Technology Optimization Design — Longgang High School’s Cafeteria Design as an Example." Advanced Materials Research 368-373 (October 2011): 3619–23. http://dx.doi.org/10.4028/www.scientific.net/amr.368-373.3619.
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Problems such as poor indoor environment, pollution to the surrounding environment and waste of water and power universally exist in the school’s cafeterias. In view of this, in the design of Hanzhong Longgang High School’s cafeteria, the pre-research was firstly made to discover and analyze the existing environmental problems and their causes; then the design objectives were brought forward to lower environmental pollution, improve indoor environmental quality, and reduce energy consumption. After that, ecological technological measures were selected and optimized to be applied to the architectural space design. Lastly, architectural scheme was created. In the architectural design, the ecological technology has been applied to achieve the proposed goals in order to create a healthy and comfortable dining environment for the students, and, at the same time accumulate experience on optimized design of ecological buildings.
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Dong, Tie Xin. "Metal Coat of Modern Architecture." Applied Mechanics and Materials 357-360 (August 2013): 1379–82. http://dx.doi.org/10.4028/www.scientific.net/amm.357-360.1379.
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There has been a long history of applying metal to architecture. At the beginning, they just appeared in the structure of bridges, factories and storages, and then gradually turned up as a form of building structural materials in civil architecture such as markets, schools and office buildings. So all the time, metal like steel structure or hardware impresses people as a kind of industrialized building materials. With the development of architectural technology and the researching of characteristics of building materials, metal material has been brought in building skin design with brand-new appearance, and coruscate new vitality in the field of architectural design depending on full of variety of expressions and economic environmental character.
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Montoya, Olga Lucia, and Cesar Augusto Mejía Zuluaga. "Standard for School Design in The Tropics: Compliance and Classroom Comfort." Journal of Design and Built Environment 21, no. 3 (December 31, 2021): 63–82. http://dx.doi.org/10.22452/jdbe.vol21no3.5.
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For the design of schools in Colombia, NTC 4595: Planning and Design of School Facilities and Environments, offers design recommendations to achieve comfortable spaces in terms of thermal, visual and auditory comfort. The aim of the contribution, derived from a PhD research, is to analyze the comfort in classrooms of public schools in Cali in terms of: a. climatic moments and b. level of compliance with the Technical Standard, in order to validate the relevance of the recommendations to the comfort perceived by students. The methodology used is the User Perception Environmental Audit, in four public schools, for which measurements of environmental parameters were made with specialized equipment and surveys of 535 students. Statistical processing was carried out using test for paired samples, and one way ANOVA's. Among the main findings is the low use of external environmental conditions, derived from inflexible architectural envelopes; in addition to the low relationship between compliance with the standard and the comfort perceived by students. This demonstrates the need for further study of the normative ranges and recommendations for tropical contexts such as the one studied.
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López-Chao, Vicente, Antonio Amado Lorenzo, Jose Luis Saorín, Jorge De La Torre-Cantero, and Dámari Melián-Díaz. "Classroom Indoor Environment Assessment through Architectural Analysis for the Design of Efficient Schools." Sustainability 12, no. 5 (March 6, 2020): 2020. http://dx.doi.org/10.3390/su12052020.
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Optimization of environmental performance is one of the standards to be achieved towards designing sustainable buildings. Many researchers are focusing on zero emission building; however, it is essential that the indoor environment favors the performance of the building purpose. Empirical research has demonstrated the influence of architectural space variables on student performance, but they have not focused on holistic studies that compare how space influences different academic performance, such as Mathematics and Arts. This manuscript explores, under self-reported data, the relationship between learning space and the mathematics and art performance in 583 primary school students in Galicia (Spain). For this, the Indoor Physical Environment Perception scale has been adapted and validated and conducted in 27 classrooms. The results of the Exploratory Factor Analysis have evidenced that the learning space is structured in three categories: Workspace comfort, natural environment and building comfort. Multiple linear regression analyses have supported previous research and bring new findings concerning that the indoor environment variables do not influence in the same way different activities of school architecture.
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Turgut, Hülya, and Emel Cantürk. "Design Workshops as a Tool for Informal Architectural Education." Open House International 40, no. 2 (June 1, 2015): 88–95. http://dx.doi.org/10.1108/ohi-02-2015-b0012.
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Although the design studio has formally been the locus for design education, informal education approach has gained more and more acceptance in the world. Informal education, which is the education outside the confines of curricula, includes the acquisition of knowledge and skills through experience, reading, social contact, etc. Workshops cover the essential weight of this informal education. Although the role of the design workshops in architectural design education has been very limited through overall design education’s past, many schools of architecture have taken steps to consider workshops as the part of informal learning and education. “Culture and Space in the Build environment” (CSBE) Network of IAPS have been organizing “culture and design workshop series” for graduate and post graduate students in Turkey since 2001. In these workshops, a design teaching approach based on the conceptual framework of culture and space interactions is applied. The conceptual framework developed for the architectural design education, takes three fundamental starting points for workshops as the part of informal design education: as a tool for informal design education (method), as a tool for learning & understanding culture-environment relations (content), and as a tool for awareness of different environments/contexts (scale/place). The foundation of the conceptual framework is based on the general approach that discusses the “architectural design process” with regards to environmental context and content. Within this context the aim of the paper is to discuss and evaluate the importance and the contribution of workshops as tool for informal architectural design education. These discussions will be held on the case of IAPS-CBSE Network’s last workshop “Istanbul as a Palimpsest City and Imperfection”. In the paper, the process, the method, the content and the results of workshop studies will be discussed and evaluated.
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Romashko, Anastasiia, and Yuliia Kharaborska. "SOME ASPECTS OF THE NEED FOR RENOVATION OF THE FUNCTIONAL PLANNING STRUCTURE OF SCHOOLS." Architectural Bulletin of KNUCA, no. 22-23 (December 12, 2021): 150–56. http://dx.doi.org/10.32347/2519-8661.2021.22-23.150-156.
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The article considers the architectural problems of modern secondary education from the point of view of changes in the requirements of both the functional planning structure of the school and the educational process, in accordance with the reform of the Ministry of Education and Science - “New Ukrainian School”. It is noted that in Ukraine, most schools were built during the Soviet era and, accordingly, they do not meet modern requirements and are in need of renovation. Various periods of the formation and design of schools during the Soviet Union, from 1926 to 1956, are examined. The role of school is defined as a place where a person begins to form as an individual, and starts to realize their role in life. The influence of the architecture of the school building on the character and worldview of the child is considered. Such modern design trends of schools abroad as “open space”, “aspect of mobility”, and environmental friendliness are elaborated upon. The formation of a free school space layout allows the child to feel free and comfortable, and also makes it possible not to “hold down” thoughts in the process of understanding oneself and the world around them, establishing a more creative atmosphere. Another important aspect of the formation of modern schools in the world is mobility. In schools with a mobile interior, the child and the teacher can change the space for themselves - move everything and rearrange it as they need. The items do not have a fixed place, it is decided as necessary. One of the current trends in the architecture and design of modern schools is the inextricable link with the natural environment, the active interaction of the building and natural elements, their inclusion in school architecture and indirectly in the educational process. This direction is implemented using the technologies of "green building", that allow to create a sustainable architectural environment for school buildings and complexes, which preserves and improves the environment. Some examples in modern world architecture are analyzed, illustrating approaches to the design and renovation of schools.
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Kelbaugh, Douglas. "“Seven Fallacies in Architectural Culture”." Open House International 31, no. 2 (June 1, 2006): 5–11. http://dx.doi.org/10.1108/ohi-02-2006-b0002.
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As an architect and educator I worry about the intellectual and pragmatic challenges that currently bedevil architectural practice and pedagogy. There are at least seven design fallacies that in various combinations permeate professional practice and studio culture at most schools of architecture. Some are self-imposed and tractable; others are less easily addressed because they are externally driven by the media, technology, globalization and capital. Some are about form-making; others are about social equity and environmental sustainability. All seven are deeply embedded in our architectural psyches. Changing them will not be easy, but change them we must if we want to recuperate architecture and urbanism, as well as invigorate them as a more positive and progressive force in the world.
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de Freitas, Elizabeth, David Rousell, and Nils Jäger. "Relational architectures and wearable space: Smart schools and the politics of ubiquitous sensation." Research in Education 107, no. 1 (November 15, 2019): 10–32. http://dx.doi.org/10.1177/0034523719883667.
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This paper undertakes an analysis of the “smart school” as a building that both senses and manages bodies through sensory data. The authors argue that smart schools produce a situation of ubiquitous sensation in which learning environments are continuously sensed, regulated, and controlled through complex sensory ecosystems and data infrastructures. This includes the consideration of ethical and political issues associated with the collection of biometric and environmental data in schools and the implications for the design and operation of learning environments which are increasingly regulated through decentralized sensor networks. Working through a relational and adaptive theory of architecture, the authors explore ways of intervening in smart schools through the reconceptualization of sensor technologies as “atmospheric media” that operate within a distributed ecology of sensation that exceeds the limited bandwidth of the human senses. Drawing on recent projects in contemporary art, architecture, and interaction design, the authors discuss specific architectural interventions that foreground the atmospheric qualities and ethical problematics of sensor technologies in school buildings.
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Santini, Tyana. "Guilty by Association: Addressing Sustainability in Architecture Education." International Journal of Environmental Science & Sustainable Development 5, no. 2 (December 30, 2020): 60. http://dx.doi.org/10.21625/essd.v5i2.760.
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Despite the growing interest in sustainability, negative associations of this term with naïve discourses, green-washing, or low-quality design are still common within some areas in the discipline of architecture. Through a literature review and an examination of the programs of the top ten architecture schools, this article explores the causes and implications of this slight but persistent discredit of sustainability in the field of architecture. The article discusses how some of the perceived downsides of sustainability are reflected on the university curricula, as the fragmented understanding of environmental problems or the overly technical approach to their solution within technology and design. The discussion also addresses the improvements brought by recent multidisciplinary explorations of environmental issues made within the architectural humanities, that provide students a comprehensive historical, social, and cultural understanding of the issue.
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Sudarjat, Hadi. "Parking Area for People with Special Needs: Standard Design in Indonesia." Indonesian Journal of Community and Special Needs Education 2, no. 1 (December 11, 2021): 53–58. http://dx.doi.org/10.17509/ijcsne.v2i1.43609.
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The goal of this research is to describe the concept of a disabled parking lot. This study was based on an examination of the literature from a variety of sources, particularly those in Indonesia. The results of the research are collected, processed, and provided in the form of an easy-to-understand explanation. As a result, it is envisaged that the research findings can be utilized as a guide for architectural and environmental construction, particularly in hospitals, schools, and public facilities for persons with special needs (i.e. wheelchairs, crutches, and canes for the blind).
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Xie, Xiaohuan, Shiyu Qin, Zhonghua Gou, and Ming Yi. "Incorporating green building into architectural education: what can we learn from the value-belief-norm theory?" International Journal of Sustainability in Higher Education 22, no. 3 (February 3, 2021): 457–76. http://dx.doi.org/10.1108/ijshe-06-2020-0200.
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Purpose Aiming to find out how to incorporate green building into the architectural curriculum, this study aims to explore the psychological path for cultivating architectural students’ awareness and motivation to learn the green design concepts and related technologies. Design/methodology/approach Based on a global review of relevant architectural courses in universities, a set of green building learning behaviors was proposed and a survey was conducted in architectural schools in South China to verify the “value-belief-norm” theory through the lens of green building learning behaviors. The psychological path that affects students’ green building learning behaviors was analyzed using structural equation modeling. Findings The results showed that biospheric and altruistic values could directly affect students’ motivation to learn green building, while personal norms served as the mediating condition for personal values and beliefs, and ultimately improved motivation. Practical implications The study suggests that the cultivation of environmental awareness and a sense of the ecological crisis should be developed through foundation courses, by establishing an ecological architecture curriculum, to more effectively guide students to learn and practice green building. Originality/value This study, for the first time, applied the “value-belief-norm” theory, which was developed to explain the psychological path for pro-environmental behaviors, to green building learning behaviors of architectural students.
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Folic, Branislav. "The contribution to the research into the role of Bogdan Bogdanovic in the creation of the New School of architecture in Belgrade." Spatium, no. 27 (2012): 19–25. http://dx.doi.org/10.2298/spat1227019f.
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Following student protests in 1968, the reform of universities began in Yugoslavia. The idea of the humanization of architectural profession and the reform of Belgrade Faculty of Architecture towards the environmental studies was launched. The article examines the impact of the New School on the humanization of the architectural profession as part of a general movement to humanize the society of the sixties, as well as the significant role of Bogdan Bogdanovic in the realisation of such an endeavour. First steps towards creating a New School could be foreseen in Bogdan Bogdanovic's text Arhitektura je nauka (The Architecture is a Science) in 1969, which suggests the introduction of the humanistic disciplines in architectural education as well as in the analytical texts of Professor Branislav Milenkovic ?O nastavi na arhitekstonskom fakultetu? (About Teaching at the Faculty of Architecture, 1945-1968) and assistant lecturer Ranko Radovic ?Ucenje neimarstva? published in the magazine Arhitektura-urbanizam (Architecture-Town Planning) No.52 in 1968. During his stay in America, Bogdanovic gained some experience visiting multidisciplinary schools of environmental design. Analyzing the school curriculum and current trends in the education of architects, he set the basis for the application of environmental design. The reform was carried out transparently with equal participation of students, teachers and former students of the Faculty of Architecture. The team for the creation of the New School, led by Bogdan Bogdanovic, after each meeting published announcements that contained conclusions on the implementation of reforms. These announcements and processed materials represented the content basis of the New School of architecture.
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Kamen, Ruth. "Viewpoint." Art Libraries Journal 26, no. 2 (2001): 3–4. http://dx.doi.org/10.1017/s0307472200012104.
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Architecture, the focus of this issue, is held to be the ‘mother of the arts’. It is also referred to as the ‘queen of the decorative arts’. But in the family of art libraries and art librarianship, architecture is often a neglected stepchild. So I welcome the invitation extended in this issue of the Art Libraries Journal to the ‘Cinderella of the arts’, and hope that her appearance at the art ball will extend beyond midnight.Over the past quarter of a century or so that I have been an architectural librarian, I have sometimes wondered why architecture libraries are isolated from their sister libraries in the world of art and design, and why architecture libraries and librarians feel the need to separate themselves from their art and design siblings. Is it because the art community is uncomfortable with architecture? If so, is this because architecture is outside the mainstream of art education or art history teaching? Or is it because architecture libraries are generally part of professional institutes, schools of architecture or architectural firms, whose concerns and affiliations may have more in common with the engineering sciences (civil, structural, materials, environmental), the building and construction industries, urban and landscape design, town and country planning, and estate, project and business management, than with the more scholarly and historical focus of art libraries in museums and universities?
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Iqbal, Saima, Nomana Anjum, and Nazia Iftakhar. "AN ENVIRONMENTAL ASSESSMENT OF PUBLIC PRIMARY SCHOOLS OF ISLAMABAD AND PROPOSED REMODELING FOR ONE SELECTED SCHOOL." Journal of Research in Architecture and Planning 12, no. 1 (June 30, 2012): 13–38. http://dx.doi.org/10.53700/jrap1212012_2.
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Current research interest in sustainable built environment is compelling architects, engineers and designers to re-visit the existing buildings to evaluate them on environmental criteria and to assess if the building is conducive to accommodate the user needs. Such type of research, focusing on school buildings, has demonstrated that environmental features including thermal comfort, lighting, indoor air quality, acoustic and provision of open spaces, impact the performance of students and teaching staff both physically and psychologically. The paper discusses the state of government school buildings in Islamabad. Post occupancy evaluation technique has been adopted to evaluate the school buildings. Extensive case studies are carried out on five school buildings drawn from the existing Federal Government (FG) Schools (one each from the five sectors) on account of said environmental features conducive to student learning. The research is carried out in two phases; first phase comprises data collection through questionnaire surveys and observation sheets from students and teachers about their perception and satisfaction for various environmental features. In second phase the environmental meters had been used to record the temperature, lighting and acoustic levels in the selected schools. Findings from research have been compared with international and national standards, and directed to identify the inadequacies and design draw backs. The study has revealed that space standards are much below the international standards and existing classes are very cramped in most cases. There are also design flaws in lighting, thermal comfort and acoustics and essential facilities are either missing or are substandard in most cases. Finally, an attempt is made to remodel one of the five schools studied and identified as lowest in meeting the environmental features. The research concludes with recommendations applicable for remodeling of existing schools or for the construction of new primary school buildings. Keywords: User-friendly architectural design, Sustainable building design, Environmental quality of school buildings, Conducive environment, Post Occupancy Evaluation.
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Chansomsak, Sant, and Brenda Vale. "Progressing Practices of Sustainable School Design." Journal of Green Building 5, no. 2 (May 1, 2010): 147–57. http://dx.doi.org/10.3992/jgb.5.2.147.
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This article discusses a survey of contemporary practices of sustainable school design. It reveals a trend that relies on technological fixes and outlines barriers to this, primarily related to lack of awareness of benefits, and a limited perception centring on the process of pre-design, design and construction but ignoring the use phase. To overcome the barriers, this article argues that a paradigm shift is required, embracing the creation of sustainable systems through a holistic approach to education, so that design operates and interacts with other disciplines. The suggestions provided could also be used to improve sustainable architectural practices in general.
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Almusaed, Amjad, Asaad Alasadi, and Asaad Almssad. "A Research on the Biophilic Concept upon School’s Design from Hot Climate: A Case Study from Iraq." Advances in Materials Science and Engineering 2022 (March 27, 2022): 1–12. http://dx.doi.org/10.1155/2022/7994999.
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In recent years, there have been solid global trends and severe attempts by ministries of education in the world to improve the reality of educational institutions and schools through the design and construction of schools and educational systems that meet the requirements of the age by applying the concepts of sustainable and effective systems to the new generation. They called for a promising future and hence the need to activate the applications of the biophilic schools. The theme of the biophilic schools is closely related to the concept of sustainable environmental structures that deal with the surrounding natural environment with intimacy, which is one of the most important new methods of design and construction at present, where ecological challenges are powerfully evoked in the making of their design decisions. Biophilic schools are an essential part of a new concept that wants to design revolutionary educational systems with new economic outputs that are valuable but do not depart from the idea of sustainable schools in general. It represents an expression given to schools designed to be environmentally sensitive and healthy for their occupants and educational systems based on experience, humanity, and attraction. Indeed, many architects have begun to explore and develop new architectural designs linked with the concepts of biophilic schools. Through the researchers’ awareness of the negative circumstance experienced by school buildings in Iraq and by investing in the recommendations of an applied field research, it was reached to crystallize the research problem represented in the obstacles that schools suffer from, which calls for the search for developmental solutions for an efficient educational environment, and in order to reach this goal, by informing researchers about new global experiences in this field, the research presented its hypothesis in choosing the model of biophilic schools that exist in many countries in the world, because of what it can provide from successful and fruitful educational and urban components. The researchers reached many conclusions and recommendations aimed at applying the research hypothesis and achieving its goals.
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Muxí, Zaida, and Daniela Arias Laurino. "Filling History, Consolidating the Origins. The First Female Architects of the Barcelona School of Architecture (1964–1975)." Arts 9, no. 1 (February 25, 2020): 29. http://dx.doi.org/10.3390/arts9010029.
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After Francisco Franco’s death, the process of democratisation of public institutions was a key factor in the evolution of the architectural profession in Spain. The approval of the creation of neighbourhood associations, the first municipal governments, and the modernisation of Spanish universities are some examples of this. Moreover, feminist and environmental activism from some parts of Spanish society was relevant for socio-political change that affected women in particular. The last decade of Franco’s Regime coincided with the first generation of women that graduated from the Barcelona School of Architecture (ETSAB). From 1964 to 1975, 73 female students graduated as architects—the first one was Margarita Brender Rubira (1919–2000) who validated her degree obtained in Romania in 1962. Some of these women became pioneers in different fields of the architectural profession, such as Roser Amador in architectural design, Alrun Jimeno in building technologies, Anna Bofill in urban design and planning, Rosa Barba in landscape architecture or Pascuala Campos in architectural design, and teaching with gender perspective. This article presents the contributions of these women to the architecture profession in relation to these socio-political advances. It also seeks—through the life stories, personal experiences, and personal visions on professional practice—to highlight those ‘other stories’ that have been left out of the hegemonic historiography of Spanish architecture.
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To, Phuong Thanh, and David Grierson. "An application of measuring visual and non-visual sensorial experiences of nature for children within primary school spaces." Archnet-IJAR: International Journal of Architectural Research 14, no. 2 (October 31, 2019): 167–86. http://dx.doi.org/10.1108/arch-05-2019-0139.
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Purpose Proximity to nature is essential to a child’s development. Well-designed educational environments are crucial to supporting this proximity, particularly in the early years of schooling. The purpose of this paper is to measure children’s experiences of nature within three primary school spaces at various locations in Glasgow, Scotland. The methodology for measuring children’s visual and non-visual sensory experiences is developed to evaluate the connection between naturalness values and spatial environmental qualities across varying “Child–Nature–Distance” ranges. Design/methodology/approach The approach associates children’s multiple layers of sensory modalities with particular attributes of the spatial environment within primary schools to determine the level of naturalness that children experience, in both internal and external spaces. Findings The study finds that children’s experiences are significantly influenced by factors relating to urban setting, built environment master planning, architectural features and interior design. Research limitations/implications Apart from primary school architecture for children, this methodology could be fully developed to the comprehensive human–nature relationship under the impacts of physical features and societal of other diversified environments in a future study. However, the offering reasonable primary school architecture for a proper children’s multi-sensorial experience with natural environment cannot thoroughly established with a quantitative aspect by the present study only. More qualitative research is recommended to examine the process of altering from “cause” to “perceived” nature of users’ cognitions, attitudes and behaviours within the exposure proximity to nature. Practical implications The methodology for measuring visual and non-visual sensorial experiences of nature, and its application to children’s learning and leisure spaces within primary school architecture could offer a tool for assessing current schools, and evaluating future design proposals for new schools. Originality/value The authors argue that the applicationof this method can support design decision making for refurbishing schools at the micro level, and in planning urban development involving proposals for new schools at the macro level.
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Nawar, Adil Hatem, and Ahmed Adnan Saeed. "Sustainable Development for Urban Prosperity in Harmony Between Nature and Architecture." Asian Journal of Water, Environment and Pollution 20, no. 1 (January 23, 2023): 105–13. http://dx.doi.org/10.3233/ajw230014.
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The relationship between nature and architecture is ancient and has differed in different architectural schools or urban cultures in order to achieve urban prosperity. Analysis of the concept of relationship comes through two main concepts: harmony and contradiction developed with the development of the concept of sustainable urban development. This overlap generated new trends in the field of urban design and environmental design together. Hence, the research aims to develop relationships at times in harmony and at times in contradiction according to a range of positive impacts on nature and the environment built on both negativity on the natural environment first, then on human beings secondly, then it examined the effect of one on the other, which appears outwardly, sometimes in harmony and sometimes in opposition, and combines them under the concept of inclusiveness in achieving goals of urban sustainability.
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S.N, Samosir, and Harsidani D.D. "The Green Architecture Approach to Natural School at Suburb." International Journal of Architecture and Urbanism 3, no. 2 (August 31, 2019): 179–91. http://dx.doi.org/10.32734/ijau.v3i2.2150.
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Natural school is an educational institution that can answer the environmental problems and rigid education system problems with natural nuances. The green architecture approach is used as a design approach to achieve natural school goals that provide an understanding of how awareness of nature is applied in the school. The green architectural approach can be applied by the use of environmentally friendly local materials, natural ventilation, environmentally friendly waste management, and the use of the minimum natural resource. This study uses a glass box and a black box design method. The result of this study is a natural school design that is environmentally friendly and healthy in the suburb of Medan, Indonesia.
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Davidová, Marie. "Breathing Artifacts of Urban BioClimatic Layers for Post-Anthropocene Urban Environment." Sustainability 13, no. 20 (October 13, 2021): 11307. http://dx.doi.org/10.3390/su132011307.
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This article seeks the qualitative synthesis of schools of thought from extreme climate regions that could support urban biodiversity and climate change adaptation through architectural design. It proposes that climate comfort and biodiversity are closely related. This article suggests a possible systemic urban metabolism within a built environment that can support a transition to post-Anthropocene, where humans and other species live together in synergy. This article exemplifies and seeks systemic relations and reflections of gathered field studies documentation of case studies of breathing walls, envelopes, and screens generating bioclimatic layers in the cultural landscape, selected for their penetrability and performance. The samples from diverse study journeys that were codesigned through vernacular cultures and the author’s research by design speculations on the responsive screen ‘Ray’ are investigated and speculated upon through gigamapping (visual complexity mapping). This gigamapping is not to present any hard data model but to relate, inform and speculate on the investigated field that is grounded in research by design on cross-species coliving. This is approached through possible architectures and architectural and urban design parasites, transitioning towards synergetic landscapes of our envisioned colived and cocreated futures.
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Kurniawan, Tedi. "Stairs Designed for People with Special Needs." Indonesian Journal of Community and Special Needs Education 2, no. 1 (December 11, 2021): 59–64. http://dx.doi.org/10.17509/ijcsne.v2i1.43610.
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The purpose of this paper is to explain the standard for stairs for people with special needs. This study was based on a literature review from various sources, particularly sources in Indonesia. Detailed examples on how to design stairs were presented. This study is hopefully used as a reference and a guide for architectural and environmental construction, particularly in hospitals, schools, and public facilities for people with special needs (i.e. wheelchairs, crutches, and canes for the blind).
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Setyabudi, Irawan, Dian Kartika Santoso, and Yuswa Istikomayanti. "PERANCANGAN TAMAN EDUKASI SEBAGAI UPAYA MENDUKUNG OUTDOOR LEARNING PROCESS DI SEKOLAH." Aksen 7, no. 1 (October 31, 2022): 60–71. http://dx.doi.org/10.37715/aksen.v7i1.3130.
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Architecture plays an important role in creating space for human activity. One form is an open space designed as a garden. Recently, the idea of caring for the environment has been implemented in schools with the Adiwiyata program by realizing school members who are responsible for environmental protection and management through school management to support sustainable development. The garden design process is environmentally friendly supporting facilities. The design case study was carried out at SMP 26 Malang. The problem is, the gardens around the main school in every corner or in front of the class have no thematic grouping of plant species, graffiti on the fence walls that need updating, no canopy for circulation, and many other elements that can be processed. The research method was carried out qualitatively with architectural design methods and adapted to education science. The purpose of this study is to provide a garden designconcept that is able to accommodate educational and recreational out-of-class activities for students of SMPN 26 Malang and can be generalized as a general design concept of an educational park for schools. Recommendations from the design are in the form of out-of-class learning concepts. The concept base that will be developed is from a smart and studentfriendly park which means that the park takes into account aspects of the intellectual, physical and psychological wellbeing of students, besides that it does not cause mental and physical harm. A participatory element in its implementation is needed.
Keywords: Garden concept, outdoor learning process, smart-student friendly park
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El-Daghar, Khaled. "Critical Thinking and Collaborative Problem-Solving for Improving Education Performance – Case Study Thermal Retrofit to Ensure Health and Wellbeing of Historic Built Environment in Lebanon." International Journal of Environmental Science & Sustainable Development 5, no. 1 (July 1, 2020): 37. http://dx.doi.org/10.21625/essd.v5i1.716.
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The global ecological crisis is an indispensable issue that needs to be solved. The importance of developing critical thinking and communication skills in teaching-learning methods will help to enhance education performance; as well, the students would become informed participants in environmental decision-making. Lebanon is suffering from multiple ecological problems due to the environmental mismanagement, particularly energy problems. For this reason, training the Lebanese students mainly in architecture schools should to think critically about environmental issues, and using collaborative problem-solving as one of teaching-learning methods and techniques, which will be directly reflected in finding solutions to the problem under investigation. The researcher aims to experiment and apply this method in a history of architecture class at faculty of architecture, to improve the environmental quality of health and wellbeing in historical built environment. This will increase the awareness for conservation aspects of architectural heritage in students, on the one hand. In addition to spread the spirit of teamwork, to facilitate the concept of integrated design process between the different disciplines when practicing professional life, on the other hand. Therefore, the study aims to produce a new methodology for integrating teaching-learning method in architecture, presenting various international attempts of thermal retrofit in historical built environment, guiding the architectural students to follow the same approach of such projects, which will save energy in a country that has a major problem in electricity. The case study is based on a real problem in a realistic situation in Tripoli old Souks at north Lebanon, in which the instructor and the students will analyze and propose some solutions of building thermal retrofit within this historical context, using collaborative problem-solving strategy that could clarifying its reversal extent on the validity of health and wellbeing with the continuity of conserving the architectural heritage.
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Al Omari, Hafsa, and E. Luma Al Dabbagh. "Developing a Green Building Assessment Tool for Schools (Case Study in Mosul City)." Advanced Materials Research 433-440 (January 2012): 5821–27. http://dx.doi.org/10.4028/www.scientific.net/amr.433-440.5821.
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The green building or green architecture has come to light as a strong architectural movement at the end of 1990's and as a main trend in architectural practice. The architectural green is a modern architectural philosophy which deals with the competent relationship between the functional constructive systems and its vital environmental, by controlling the inputs and outputs of this system with the least negative effects on the environment and occupant's health, and the least energy consumption during the various stages of the building ( construction, operation, maintenance and destruction ) to achieve the functional activities and the inventive and efficient architectural structures. The importance of this movement lies in trying to achieve the sustainable development in its environmental, social and economic aspects because of the problems that developed and developing countries ( e.g. Iraq ) face such as energy consumption and pollution. Several international standards of different classifications, depending on local context of each country, has been appeared. Some of these tools are (BREEAM, LEED, CO-CHPS Colorado, GBTool, CASBEE) which aim to assess the performance of the building from green Architecture's perspective. Although there is a similarity in the classification levels including the sustainable location, how to use (water, energy and atmosphere, materials, resources) effectively, indoor environment quality and the design's innovation, they differ in other aspects that its importance relies on the environmental and local context. The problem of our research was the absence of the practical evaluation tool of the green building ( school buildings ) for the Iraq's local context in general and Mosul in particular, compatibly with the city climate. The research aims at making theoretical construction to identify the assessment indicators of the school buildings from green architecture's perspective, in order to create suitable and general assessment tool for schools building in Mosul city which can help improving the performance of these schools, decreasing the effect on the health, sparing energy coasts, and other benefits in the stages of the project ( pre-construction, construction, post-construction ). The research supposes that the multi-dimensional designing strategy is an active tool used in establishing the tool classification of assessment. For reaching goals, the research adopts the theoretical method and questionnaire. Finally, the research provides an assessment tool for school building in Mosul from the green architecture's perspective (AGBS) Green Building Assessment Tool for school ) in conformity with the local context of the city for enabling the designer to follow it in order to achieve the investment within his school architectural products. Results indicate six categories for assessment tool. First Sustainable Sites category (SS) which have the greatest weight 25.7%, , then Indoor Environment Quality(IEQ) 24.35667%. then Materials & Resources (M&R), Energy & Atomosphere (A&E), Water Efficiency(WE),and Innovotion in design (ID), have 17.32% ، 10.5% ، 3.987181% , Respectively.
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Lin, Yi-Pin. "Natural Ventilation of Toilet Units in K–12 School Restrooms Using CFD." Energies 14, no. 16 (August 6, 2021): 4792. http://dx.doi.org/10.3390/en14164792.
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In this study, the influence of architectural design parameters (the exterior window area, the wall height at a corridor-side, and the door gap of a toilet unit) on the airflow patterns and malodorous volatile substance (acetic acid) distributions within toilet units were investigated via computational fluid dynamics (CFD), with the restrooms in K–12 public schools (kindergarten through grade 12) of Taiwan as research objects. The results show that when there is a 2 m/s north wind in winter, all the cases exceed the required 12 air changes per hour (ACH), and most are above 43.75 ACH. When there is a 0.5 m/s south wind in summer, nearly half of the cases fail to reach 12 ACH. Maintaining an adequate natural ventilation rate and an acceptable level of odor pollution through passive design and architectural design is difficult. Thinking about how to improve the ventilation efficiency of toilet units with the aid of simple, appropriate, and energy-saving mechanical ventilation approaches is necessary.
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Burkė, Aistė. "Links between the Aesthetic Education Environment of Schools and Pupils’ Artistic Self-Expression." Acta Paedagogica Vilnensia 42 (July 12, 2019): 99–128. http://dx.doi.org/10.15388/actpaed.42.7.
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For a child, the school is like a separate “state” in which they are fully educated and influenced by a variety of environments, including aesthetic education. The significance of the environment in which the learner lives, matures, and creates has been found to be enormous. In Lithuania, there is a well-established “package” of environmental requirements for general education schools – educating, safe, functional, ergonomic, aesthetic. This article analyzes the relationship between the aesthetic education environment of the school and pupils’ artistic expression. Is it possible to develop the artistic self-expression of pupils in schools when creating an environment for aesthetic education? And is this a problematic question? The purpose of this article is to reveal the link between the aesthetic education environment of schools and pupils’ artistic expression.The following methods were used in the article: (1) an analysis of educational documents and scientific literature and (2) a review and comparative analysis of the realized projects. The educational document analysis method was used to review and analyze Lithuanian educational documents on school education environments. The analysis of educational documents on the educational environment of schools has led to the conclusion that a great deal of attention is paid to the ergonomic, functional, and aesthetic planning of educational spaces. The aim here is to create high standards for school education. The creativity of students, as well as the contribution of artistic self-expression, are identified as important aspects in creating an aesthetic education environment. The link between the creation and development of such an environment, and the involvement of the educational process participants in the creation of such spaces are emphasized. The creation of an aesthetic education environment in schools is more associated with visual and applied art.In applying the method of scientific literature analysis, this study includes a review of research conducted by Lithuanian and foreign authors about various school education environments, the influence of school education(s) on pupils’ learning, the aesthetic relationship of pupils with school education and the aesthetic education of schools; links between environmental and artistic activity are established. This article discusses the peculiarities and possibilities of modernizing the educational spaces of Lithuanian schools.After the analysis of scientific literature on the educational environment, it was concluded that the topics of the school educational environments were relevant to Lithuanian and foreign scientists. The environmental impact of school education was proven on the basis of a multi-faceted study; the concept of an aesthetic education environment has been revealed, its significance for personality development emphasized. The conclusion is that the aesthetic educational environment of a school can influence the formation of the students’ aesthetic attitudes. The active artistic expression of pupils can be provided by educators with certain conditions for their activities, or pupils can develop joint initiatives contributing to the creation of an aesthetic education environment. After discussing the modernization of the educational spaces of Lithuanian schools, an important link was identified between the creation of educational spaces and pupils’ artistic expression.The analysis of educational documents and scientific literature scientifically substantiated the link between the aesthetic environment of a school and pupils’ artistic expression. Examples of certain “dream school” projects in Lithuania and abroad were analyzed using the sample review method. This article contains an overview of the Lithuanian Primary School of the Veršvų Gymnasium in Kaunas (2018) and the Balsių Progymnasium in Vilnius (2011). Chosen for the review of foreign schools were the “Wish School” in Sao Paulo, Brazil (2016), We Grow and Blue School Preschool and Elementary Schools in New York, USA (2018), Lake Wilderness Primary School, Washington, USA (2017), Heart in Ikast International School and Multifunctional Center in Ikaste, Denmark (2018), Vittra Brotorp, Vittra Telefonplan, Vittra Södermalm School in Brotorp, Stockholm, Sodermalm, Sweden (2011–2012).An overview of architectural examples (analogues) implemented by Lithuania has revealed that Lithuanian architects can perfectly design schools that are modern, technologically equipped, ergonomic, etc. In the reviewed examples (analogies), the learning environment is safe and modern; they promote communality, creativity. The corridor system and the “four-walled” classrooms were retained in the design of Lithuanian schools. Pupils are encouraged to create and to participate in the creation of an aesthetic education environment through visual and applied art. Artistic self-expression is promoted by dancing, musical activities, and the like. Communality and a variety of after-school activities are promoted.An overview of architectural examples (analogues) implemented by foreign countries has revealed the latest architectural trends in global school design practice. It is noted that the design of new school buildings has been important for cities, societies, and education for decades. In many cases, the design process of the schools discussed was developed in conjunction with the needs of the community and adapted to the local architectural context. In the examples of foreign countries discussed, the functional zoning of premises was combined with modern design, educational principles, and the latest technologies. School interiors have been designed with a new concept of education and learning in mind. When designing the school spaces, it was emphasized that students are active subjects and space changers. In some of the examples of the discussed schools, the idea of a “class without borders” has been implemented. Non-formal seating, colorful furniture, and bright-colored walls are accentuated. Classrooms are modern and flexible and easily adaptable in accordance with the educational needs of the pupils. A diversity of activities, communication, and an atmosphere of creativity are promoted. Common spaces are easily adaptable and inspiring. Pupils’ artistic self-expression, curiosity, and the aim to “awaken” creativity are encouraged. Functional zoning allows students to work successfully together and independently. Attention is paid to communality and a diverse spectrum of activities.An overview of implemented Lithuanian and foreign architectural examples (analogues) has revealed the connection between the aesthetic environment of a school and the artistic expression of the pupils: 1) Students are encouraged to create and participate in the creation of an aesthetic education environment through visual and applied art; 2) Music, dance, and self-expression are promoted in school spaces; 3) The community is involved in the school design process.By comparing Lithuanian and foreign (analogous) examples, it may be stated that Lithuanian schools are well-planned and meet high standards. The interior spaces could be more colorful and playful. In the cases of foreign (analogous) countries, internal spaces are more characterized by informal seating places, vibrant and colorful furniture and walls. The corridor system is more boldly eschewed, and the concept of “classes without walls” is implemented.
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Wheeler, Andrea. "POST OCCUPANCY EVALUATION OF SUSTAINABLE SCHOOLS AND CHILDREN'S WAYS OF KNOWING: NEW DIRECTIONS IN TEACHING AND RESEARCH." Journal of Green Building 12, no. 3 (September 2017): 125–35. http://dx.doi.org/10.3992/1943-4618.12.3.125.
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INTRODUCTION Architecture is now more than ever dominated by scientific method. This paper examines what is really at stake when designing sustainable architecture. It is a methodological study and focused on science as understood in Post Occupancy Evaluation (POE) of sustainable buildings, specifically school buildings. Questions raised in this paper include the very real problem of designing for children’s comfort and education in school architecture, but also much wider issues than simply those of the design of children’s environments. Children's ways of knowing, thinking and feeling, represent the antithesis of what might be considered reliable feedback about the performance of a building. Children are not considered to have the same status as adult human beings; the truth of their experience, their understanding of reality, the reliability of their data, is in question. Diverse ways of constructing knowledge are recognized by researchers, even in the field of construction, but even from the perspective of contemporary architectural theory, working with children tends to be seen as the extreme of what is possible in the co-production of knowledge. Children's contribution and their right to research has dubious significance for many, but the problem exposes a conflict between different world views at stake in design for a community, especially a community as extensive as that for a school, and for scientific method which is at the forefront of research in sustainable design and building evaluation. Green or sustainable schools are an important site from which to explore the broad questions of changing social behaviors, inclusivity and difference–as well as the more usual reductions in energy efficiency and innovation in material production. Building performance studies, including post-occupancy evaluations (POE), are increasingly taking into account not only the performance of buildings, in terms of energy and water efficiency, but also the behavioral and social dimensions of sustainability, in order to assess the actuality of sustainable buildings, rather than simply design intent. Within the field of construction research, scholars are increasingly challenging methods adopted to collect performance data, questioning tools and measures, and highlighting the complexity of the impact of any building in its environment, including its social or economic contexts. Innovative ethnographic and art-based research methodologies are being adopted as examples of new ways to examine building users' relationship to their environments and this has included building contractors' experiences (Pink et al 2010). Nevertheless, these are experimental studies with little exploration as yet, and little impact on the industry and professions.
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Sanoff, Henry. "Research Based Design of an Eelementary School." Open House International 34, no. 1 (March 1, 2009): 9–16. http://dx.doi.org/10.1108/ohi-01-2009-b0002.
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The aim of this paper was to examine current learning styles and teaching methods in order to suggest a new form of learning environment for young students. Features such as different activity settings and small group activities aimed at enhancing learning resulted from the participation of students, teachers and parents in the design of the Gibsonville Elementary School. Teachers, working in small groups, compared different classroom arrangements along with criteria to compare and evaluate each alternative and unanimously selected an “L” shape classroom, which became the basis for the design of the school. Another critical design feature that emerged from the teacher workshop was direct access from each classroom to the outdoors, allowing teachers to create outdoor classrooms that could enhance student's ecological awareness. The final design featured four academic houses of six L shaped classrooms each around an open courtyard to provide a resource for students, parents, and teachers to collectively explore and maintain outdoor environmental themes. A post occupancy evaluation was conducted several months after completion of construction and revealed a high level of satisfaction; however, the findings pointed to the need for a subsequent workshop to focus on the effective arrangement of furniture in L shaped classrooms. The participatory process was identified by the students and teachers as the key factor contributing to the design, which of one of the first schools of its type in the United States.
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Manca, Sara, Veronica Cerina, Valentina Tobia, Simona Sacchi, and Ferdinando Fornara. "The Effect of School Design on Users’ Responses: A Systematic Review (2008–2017)." Sustainability 12, no. 8 (April 23, 2020): 3453. http://dx.doi.org/10.3390/su12083453.
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This systematic review focused on the effect of the educational environment design on students’ and teachers’ performance, satisfaction, and wellbeing. Starting from a bulk of 1307 articles, a set of N = 68 empirical papers was selected and organized on the basis of four different content clusters, i.e., architectural building design and aesthetic features, indoor environmental features, classroom design, and school green spaces/outdoor spaces. From the analysis of research findings, the key role of pleasant, warm, and flexible learning environments emerged, for promoting both wellbeing and performance of users. More specifically, the presence of charming colors and pictures, ergonomic furniture, and adequate acoustic, thermal comfort, ventilation, and natural lighting have emerged as important features that school designers should care for. Furthermore, an integration of both indoor and outdoor learning situations showed to be effective for improving students’ learning and wellbeing.
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Lovec, Vesna, Miroslav Premrov, and Vesna Žegarac Leskovar. "Is There Any Relation between the Architectural Characteristics of Kindergartens and the Spread of the New Coronavirus in Them?—A Case Study of Slovenia." Sustainability 12, no. 24 (December 11, 2020): 10363. http://dx.doi.org/10.3390/su122410363.
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The COVID-19 era is bringing changes to different parts of everyday life, redefining what people used to consider normal. As the world deals with this highly contagious disease, the issue of the built environment, buildings, their architecture and possible relations among their characteristics and the spread of the virus remains unclear. Preschool and school education is an essential part of society. However, with the spread of COVID-19, kindergartens and schools keep on partly or fully closing and reopening, trying to provide a safe and healthy environment for children. Instructions and recommendations from different experts and organisations worldwide were announced in terms of how to adjust the functioning of kindergartens in conditions of the uncontrolled spread of COVID-19. The measures include organisational and hygiene measures. Organisational measures are closely related to the architectural design of a building. At this point, the main question of this research was raised: is there any relation between the architectural characteristics of kindergartens and the spread of the new coronavirus in them? The research examined the architectural characteristics of kindergartens in Slovenia with reported COVID-19 cases among staff or children.
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Costa, Thais Santos, Elzilane Carvalho, Wilson De Barros Feitosa Júnior, Raquel Nadine Cavalcante Ferreira, and Joelmir Marques da Silva. "Applied Botany to Landscape Architecture as a discipline: an experience in the Architecture and Urbanism undergraduate course at Federal University of Pernambuco." Revista Brasileira de Geografia Física 15, no. 1 (March 23, 2022): 221. http://dx.doi.org/10.26848/rbgf.v15.1.p221-233.
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Knowing and understanding plants are essential factors for a successful landscape architecture project. Great landscape architects from the 20th and 21st centuries - such as Burle Marx, Fernando Chacel, Rosa Kliass, Caldeira Cabral, and Piet Oudolf - perceive vegetation as a link between nature and the city, in which the valuation and the respect for the landscape are the central points. Unfortunately, little focus has been given to the appropriate employment of plants in landscape architecture projects at architecture and urbanism schools, resulting in generic planting schemes. Should these schemes be called landscape architecture projects? Oppositely, Applied Botany to Landscape Architecture has as one of its objectives providing knowledge for the conception of plant palettes, which should consider not only aesthetic criteria but also biological and environmental ones from each species to establish a harmonious relationship with the existing environment. Thus, this article intends to present the experience and the results achieved in the discipline AQ553 - Special Topics in Architecture, Urbanism and Landscape Architecture Theory III (Applied Botany to Landscape Architecture). For this discipline, it was adopted descriptive and bibliographical research as a methodology, which has made possible the understanding of aesthetical and environmental matters related to the plant element and how these attributes can be reflected in a landscape architecture project. By leading students to consider the architectural and biological aspects of the vegetation components in their proposals, the procedure adopted in this discipline had great outcomes; for instance, improvements in the areas of environmental perception, graphic representation and design of landscaping projects.
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Kuchma, Vladislav R., and Marina I. Stepanova. "Hygienic requirements for school buildings’ modern architectural and planning solutions." Hygiene and sanitation 100, no. 9 (September 20, 2021): 998–1003. http://dx.doi.org/10.47470/0016-9900-2021-100-9-998-1003.
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Introduction. In the last decade, it has become evident that the school is not ready to provide the material and technical capabilities for the modern educational process. The school design strategy is changing, but these innovations are hardly reflected in the research of hygienists. The purpose of the study is to substantiate the hygienic requirements for modern architectural and planning solutions of school buildings. Materials and methods. Expert-analytical research was carried out. The object of the study: documents regulating the sanitary and epidemiological wellbeing of the population, the development of school education infrastructure, documents and publications that reveal the prospects for designing schools. Results. Most functioning school buildings do not meet the requirements for modern school infrastructure. Fewer and fewer students report that they “really like school”, which negatively affects their academic performance and psychological wellbeing. The need for fundamental changes in the construction of school buildings is recorded in the National Educational Initiative “Our New School” (2010). The design decisions of school buildings should take into account the experience of quarantine measures that had to be faced in the context of the spread of the new coronavirus infection (COVID-19). Hygienic requirements for modern architectural and planning solutions for school buildings are: taking into account climatic and geographical conditions; ensuring the psychological wellbeing of children, primarily due to the optimal number of classes and placement of educational premises for different age groups on separate floors, in blocks, buildings; convenient functional connections with the site; the possibility of transforming beliefs, protection from the effects of physical factors and the penetration of pollution from the environment, safe use of digital learning tools, optimal lighting and air-heat regime; sufficient area of educational premises for one student; optimal conditions for physical activity and physical education, regular healthy nutrition, meeting the needs of students in primary health care. Conclusion. Hygienic requirements for the spatial characteristics of school buildings should take into account the new risks to children’s health.
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Bazzocchi, Frida, Ciacci Cecilia, and Vincenzo Di Naso. "QUALITATIVE AND QUANTITATIVE GUIDELINES FOR CARBON-NEUTRAL KINDERGARTEN DESIGN IN ITALY." Journal of Green Building 16, no. 4 (September 1, 2021): 165–97. http://dx.doi.org/10.3992/jgb.16.4.165.
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ABSTRACT In Italy, when building a new school, there are no regulatory or cultural references that consider recent regulations on energy savings and emissions reduction, key environmental considerations that have received increasing notice in society and new teaching methods needs to address these environmental concerns, especially as related to the built environment. The main goal of this paper is to outline qualitative and quantitative guidelines for building low-carbon kindergartens in Italy. These guidelines will define a new building type for schools while also evaluating energy and environmental performance to create a structured and interdisciplinary support tool that can be used by designers during the preliminary phase of the design process. The method starts from the detailed analysis of representative sustainable buildings to define new typological models, then several energy and environmental analyses follow to evaluate the new building type performance, and finally the guidelines are detailed following the environmental and technological system.
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Papasterevski, Dimitar, and Aleksandar Radevski. "Restoration of the Elementary School "Johann Heinrich Pestalozzi"-Skopje." South East European Journal of Architecture and Design 2021 (October 29, 2021): 1–5. http://dx.doi.org/10.3889/seejad.2021.10058.
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The post-earthquake rebuilding of Skopje provided valuable examples of modernist architecture that deserve to be included in the category of a protected building heritage. A prominent instance is the elementary school named after the famous Swiss educator and pedagogue "Johann Heinrich Pestalozzi", the first example in this area that introduces the practical application of deeply thought-out methods of integral education promoted by him in the early 19th century. Many contemporary architects have incorporated the efficient use of this educational concept, including the renowned Swiss architect Alfred Roth, creating a unique sample of a school that includes specific geographic and regional features (climatic, seismic, cultural - aesthetic). In terms of properties, the building contains originality, rarity, and aesthetic-artistic value. With reference to other criteria, it also includes the value of authentic preservation, which is in crisis without adoption of adequate and prompt protection and restoration measures. In respect of protecting the school from further destruction, the Swiss Embassy in Skopje made an official request for a study and design documents for the school reconstruction by detecting all critical issues, developed and executed by the expert team from the Faculty of Architecture in Skopje. This paper, which is based on the results of the research, conducted by us as a part of the group, aims to elaborate the methodological approach of the analyses contained in the study, which, as a pre-design procedure, provided a solid base for developing design documents. A significant component of the study that needs to be emphasized was the use of computer technology throughout the work process, using parametric insertion of structural and other elements of the building's architecture into a 3D model. This approach allowed the generation of architectural details across any part of the facility in an exact form, which proved extremely useful through the process of constructing the design documents.
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Newton, Clare, Sue Wilks, and Dominique Hes. "Educational Buildings as 3D Text Books: Linking ecological sustainability, pedagogy and space." Open House International 34, no. 1 (March 1, 2009): 17–25. http://dx.doi.org/10.1108/ohi-01-2009-b0003.
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This paper discusses the opportunity afforded by a substantial research grant to examine three aspects of recent school design and learning. First, spaces that support effective learning, second, the role of the building in achieving sustainability, and third, pedagogies and practices that support one and two. Schools are complex systems in which the physical environment interacts with pedagogical, socio-cultural, curricular, motivational and socio-economic factors as well as providing benefits or costs in environmental terms. Limiting the research focus to exemplar case study schools will enable a more comprehensive study of the schools as 3D texts. Through proactive research methodologies, students, teachers and architects will collaborate to manipulate the spaces to suit different learning modalities. Students will help collect environmental data and therefore learn more about climate and energy. They will also participate within teams to further their problem solving, communication and organizational skills. Teachers will become more aware of and hopefully skilled at managing space both environmentally and pedagogically. Architects will have the unusual opportunity of experiencing and analyzing their designs through the eyes of users. While this ambitious research is in its infancy, the interdisciplinary approach and support from nine industry partners is relevant for other researchers who are seeking to have an impact on design practice using an action research methodology. The research is timely.4 Following in the footsteps of the United Kingdom, Australian state and federal governments have committed to reinvigorate our aging school stock. This research led by an interdisciplinary team, was developed in partnership with Department of Education and Early Childhood Development, the Victorian Government Architect's Office, and seven design firms with expertise in learning environments. The research has been funded by the Australian Research Council
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Miano, Andrea, and Giovanni Chiumiento. "An Innovative School Building Design in the Town of Montemiletto." Open Civil Engineering Journal 14, no. 1 (September 14, 2020): 200–206. http://dx.doi.org/10.2174/1874149502014010200.
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Background: This paper presents an innovative design for a school building, awarded in the concourse “Scuole innovative”, published by the italian Ministry of Education, University and Research. The new school building is located in a newly built urban area of Montemiletto (Avellino, Italy), at the south-east of the Leonessa castle and the ancient nucleus of the town. The Comprehensive Institute that includes a kindergarten, a primary school and a secondary school, is proposed as a Civic Center, an “urban place”, characterized by new spaces of relationship and aggregation. Objective: The main idea of the project design is the creation of an innovative school with respect to the architectural, structural and plant system aspects and to the energetic efficiency and characterized by the presence of new environments of learning and openness to the territory. Materials and Methods: The project proposals can be summarized in the different points: a) unit of the morphological-settlement solution and the articulation of the Civic Center, to be identified as new reference point in the city; b) adherence of the characters of the school to the landscape and visual connection with the castle; c) urban and architectural role of the system of the paths and connections, which surround and enter in the intervention area; d) extension and permeation between the natural and artificial environments assigning to the roof the task of increasing open spaces; e) accentuation of the public and multi-functional character of the different spaces, so that the school can be a place for meeting and comparison, in which it is possible to test new ways of teaching; f) use of different types of green open spaces as gardens, flowerbeds, educational vegetable gardens that change with the seasons, sporting fields, cycle-forgave routes among the green. Moreover, with respect to the structural aspects, seismic isolation at the basis of the building is proposed. This paper focuses mainly on the aspects related to energy and environmental sustainability and life cycle cost with reference to the case study design. The goal is to reduce the impact on the ecosystem, trying to make the school building organic to the existing environment. The containment of energy consumption for the air conditioning of the rooms is done through the isolation of the massive walls of the façade, covered with local stone (Irpinia breccia) and polycarbonate. Water-saving is obtained by reusing rainwater for the irrigation of vegetable gardens, vegetation and sanitary use. Results and Conclusion: The use of recycled materials and components is proposed: the Irpinia breccia covering the façade and, with different grain sizes, the external roofing and flooring; the polycarbonate; the polyester insulation; the outdoor furniture in recycled wood. In addition, dry reinforced concrete construction technologies are chosen. Definitively, the main concept is to have “a school in the park”.
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Ремізова, О. І., and Н. В. Новак. "ІСТОРИКО-ГЕНЕТИЧНИЙ МЕТОД НАВЧАННЯ АРХІТЕКТОРА КОМПОЗИЦІЙНОЇ ТВОРЧОСТІ." SCIENTIFIC BULLETIN OF CIVIL ENGINEERING 108, no. 2 (2022): 4–11. http://dx.doi.org/10.29295/2311-7257-2022-108-2-4-11.
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The subject of the article is compositional pedagogy. It examines methods of teaching composition, various techniques of compositional activity, and the process of creating an artistic work. The historical process of the development of methods of teaching the compositional creativity of an architect is analyzed. It is shown that the formal theory of composition, which now dominates, has lost its historical meaning, and the diversity of views on compositional mastery accumulated in the course of the historical development of architecture did not have any affect on the content of the modern educational subject of both Soviet and Ukrainian schools during the time of Ukraine's independence. Attention is focused on the formation of new methods of design and composition education. The methodological strategy is based on the historical-genetic method of mastering the past experience of the architectural profession. The composition is considered as a specific artistic system of the architect's thinking and activity. The composition is also interpreted as the language of modern architecture that develops over time. The logical connection of ideas about composition presented in the process of evolution becomes the main principle of a new pedagogical approach.
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Al-Temeemi, Abdul-Salam, Jamal Al-Hubail, and Ahmad Al-Khayat. "Assessing Occupational Exposure to Surface Contaminants in Kuwaiti Educational Buildings." Frontiers Research of Architecture and Engineering 2, no. 3 (September 16, 2019): 1. http://dx.doi.org/10.30564/frae.v2i3.843.
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The prevalence of surface contaminants, such as potentially harmful bacteria, within building environments in the State of Kuwait is not known.To the authors’ knowledge, this article is the frst of such a report. A total of 342 stool samples were collected from 46 secondary schools to evaluate indoor occurrences of E. coli bacteria within selected lavatory surfaces. After microbiological testing, the results for the spread of the E. coli bacteria were categorized by total count, sampling location dependency, contamination level comparison between genders, and lavatory fxtures (i.e. seat and squat toilets). The results revealed that 7 schools have a bacterial contamination problem, there is cross-contamination between surfaces in the lavatory stalls, the boys’ lavatories were less sanitary than the girls’, and that the squat-style toilets are more contaminated than the seat-style. The results suggest that there is signifcant risk of spread of bacterial infection among students via contaminated hands and surfaces in the lavatory area in some schools. Thus, this study emphasizes the need to improve environmental hygiene and enhanced sanitation in these schools. In addition, conclusions can be drawn as to the effectiveness of the janitorial staff employed by the schools and the effcacy of the cleaning regime used in the lavatories. Furthermore, based on the fndings, there are architectural design consequences as squat-style toilets might be excluded in lavatories designed for schools to be constructed in the future.
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Obi, Nicholas I., Joy Sylvia C. Obi, Francis O. Okeke, and Rosemary C. Nnaemeka-Okeke. "Pedagogical Challenges of Architectural Education in Nigeria; Study of Curriculum Contents and Physical Learning Environment." European Journal of Sustainable Development 11, no. 4 (October 1, 2022): 32. http://dx.doi.org/10.14207/ejsd.2022.v11n4p32.
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The current curriculum design, program and the state of the physical learning environment in the Nigerian schools of architecture seem inadequate and ineffective. The study examined the teaching of architecture in Nigerian tertiary institutions. The aim is to ascertain the state of the present curriculum contents and learning facilities. Major Challenges identified in this study include dearth of learning facilities, inability to reform the curriculum contents and limited financial resources allocation to run the schools. Also increasing unemployment for architecture graduates and unskilled nature of practicing graduates were also included. Highlighted in the discussion for necessary intervention by stakeholders of Nigerian tertiary institutions includes review and upgrading of existing curriculum, efficient time-management skills and collaborative teaching and learning techniques. For physical learning environment, literature points that a clean, bright, organized and open-plan ventilated space strengthens learning by motivation. The result from the survey carried out on physical classroom environment among students of tertiary institutions, indicates that the level of satisfaction was fairly satisfactory and that the students expressed that large halls, large corridors were the most available facilities (63.2% and 52.8% respectively). The major equipment in the classroom were whiteboards (100%), personal computers (47.2%) and digital projector or smart board (30.4%), while the available facilities for pleasant environment were attractive surroundings (100.0%). Adjustment of training methodology, improving training skills, retraining the trained, upgrading infrastructure and facilities; expansion of the curriculum and training program were recommended in order to comply with the current global trends.
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Craig (INVITED), A. B. "A Review of Radon Mitigation in Large Buildings in the US." Radiation Protection Dosimetry 56, no. 1-4 (December 1, 1994): 29–32. http://dx.doi.org/10.1093/oxfordjournals.rpd.a082417.
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Abstract The Environmental Protection Agency of the US carried out its initial research on radon mitigation in houses, both existing and new. A review of this work is presented in another paper at this workshop. Four years ago, this work was expanded to include the study of radon in schools, both new and existing, and now includes studies in other large buildings, as well. Factors affecting ease of mitigation of existing schools using active soil depressurisation (ASD) have been identified and quantified. Examination of the building and architectural plans makes it possible to predict the ease of mitigation of a specific building. Many schools can be easily and inexpensively mitigated using ASD. However, examination of a fairly large number of schools has shown that a significant percentage of existing schools will be hard to mitigate with ASD. In some cases, the heating, ventilating, and air conditioning (HVAC) system can be used to pressurise the building and retard radon entry. However, in some cases no central HVAC system exists and the school is difficult and/or expensive to mitigate by any technique. Prevention of radon entry is relatively easy and inexpensive to accomplish during construction of schools and other large buildings. It is also possible to control radon to near ambient levels in new construction, a goal which is much more difficult to approach in existing large buildings. The preferred method of radon prevention in the construction of large buildings is to design the HVAC system for building pressurisation, install a simple ASD system, and seal all entry routes between the sub-slab and the building interior.
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Mitchell, Denis, René Tinawi, and Tim Law. "Damage caused by the November 25, 1988, Saguenay earthquake." Canadian Journal of Civil Engineering 17, no. 3 (June 1, 1990): 338–65. http://dx.doi.org/10.1139/l90-041.
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The November 25, 1988, Saguenay earthquake prompted a site visit by a team representing the Canadian National Committee on Earthquake Engineering. This paper contains selected ground motion records in the form of acceleration-time histories, obtained from the Geological Survey of Canada, and corresponding response spectra. The horizontal acceleration spectrum obtained for Chicoutimi is compared with the design base shear coefficients from the 1980, 1985, and 1990 National Building Codes of Canada. Failures of natural slopes and embankments as well as both architectural and structural damage are discussed. The significant role played by the presence of soft subsoil in amplifying the ground motion and resulting damage is illustrated. Although no major structural failures occurred, there were many examples of poor performance, and in some cases failures, of unreinforced masonry walls. Concerns are expressed over the abundance of unreinforced masonry, particularly in schools and buildings such as hospitals, for which postdisaster performance must be ensured. Key words: earthquake, Saguenay, soils, structures, codes, masonry.
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Tinawi, René, Denis Mitchell, and Tim Law. "Les dommages dus au tremblement de terre du Saguenay du 25 novembre 1988." Canadian Journal of Civil Engineering 17, no. 3 (June 1, 1990): 366–94. http://dx.doi.org/10.1139/l90-042.
Full textAbstract:
The November 25, 1988, Saguenay earthquake prompted a site visit by a team representing the Canadian National Committee on Earthquake Engineering. This paper contains selected ground motion records in the form of acceleration-time histories, obtained from the Geological Survey of Canada, and corresponding response spectra. The horizontal acceleration spectrum obtained for Chicoutimi is compared with the design base shear coefficients from the 1980, 1985, and 1990 National Building Codes of Canada. Failures of natural slopes and embankments as well as both architectural and structural damage are discussed. The significant role played by the presence of soft subsoil in amplifying the ground motion and resulting damage is illustrated. Although no major structural failures occurred, there were many examples of poor performance, and in some cases failures, of unreinforced masonry walls. Concerns are expressed over the abundance of unreinforced masonry, particularly in schools and buildings such as hospitals, for which postdisaster performance must be ensured. Key words: earthquake, Saguenay, soils, structures, codes, masonry.
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Cabeza-Lainez, Almodovar-Melendo, and Dominguez. "Daylight and Architectural Simulation of the Egebjerg School (Denmark): Sustainable Features of a New Type of Skylight." Sustainability 11, no. 21 (October 23, 2019): 5878. http://dx.doi.org/10.3390/su11215878.
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This article discusses the performance of a new skylight for standard classrooms at the Egebjerg School (Denmark), which was built ca. 1970. This building underwent important reforms under a European project to which the authors contributed. This research aimed to create a new skylight prototype that is useful for several schools in the vicinity, since there is a lack of educational facilities. The former skylights consisted of plastic pyramids that presented serious disadvantages in terms of sustainability matters. During the design process, the priority changed to studying the factors that correlate daylighting with energy and other environmental aspects in a holistic and evocative approach. Accordingly, the new skylight features promote the admittance and diffusion of solar energy through adroit guidance systems. In order to simulate different scenarios, we employed our own simulation tool, Diana X. This research-oriented software works with the effects of direct solar energy that are mostly avoided in conventional programs. By virtue of Lambert’s reciprocity theorem, our procedure, which was based on innovative equations of radiative transfer, converts the energy received by diffusive surfaces into luminous exitance for all types of architectural elements. Upon completion of the skylights, we recorded onsite measurements, which roughly coincided with the simulation data. Thus, conditions throughout the year improved.
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Rukhiran, Meennapa, Napasorn Phaokla, and Paniti Netinant. "Adoption of Environmental Information Chatbot Services Based on the Internet of Educational Things in Smart Schools: Structural Equation Modeling Approach." Sustainability 14, no. 23 (November 24, 2022): 15621. http://dx.doi.org/10.3390/su142315621.
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The Internet of Educational Things (IoET) equips chatbots with real-time environmental information monitoring to prevent student and instructor absences and safeguard their health. Individual behavioral intention toward a chatbot service is essential for better understanding the user’s experience and acceptance of monitoring environmental elements such as PM2.5, temperature, humidity, and carbon monoxide. This study aims to apply an integration of an extended framework for smart schools developing an environmental information chatbot service (ENICS) and various users’ continued behavioral intentions toward the chatbot system based on the unified theory of acceptance and use of technology model to support health and safety in universities. The proposed framework design can incorporate Internet of Things architecture to develop and utilize the chatbot services. The key results of the partial least square test largely support the validity of the proposed model and the significant effects of IoET, performance expectation, effort expectation, social influence, facilitating conditions, health and safety, behavioral intention, and use behavior on personal environmental information chatbot utilization. This study’s findings deal with a better design for environmental system development and understanding the factors influencing an individual’s intention to continue using a chatbot service for IoET applications with low-cost information facilities in safe environmental sustainability.
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Bello Gómez, Lorena. "CDMX Resilient Code: Water Commons in Mexico City." ZARCH, no. 15 (January 27, 2021): 138–53. http://dx.doi.org/10.26754/ojs_zarch/zarch.2020154492.
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Using Mexico City (CDMX) as a paradigmatic example of seriously unbalanced water regimes, our project Resilient Code helps strengthen and communicate CDMX’s government efforts toward risk reduction and water resilience in marginal communities. Our project does so by bridging otherwise separate agents in the government towards a common goal: equitable resilience. Resilient Code provides design solutions that link the social infrastructure of PILARES (a network of 300 vocational schools distributed throughout the city) to CDMX’s environmental and risk reduction initiatives, including their Risk Atlas. This strategic program of design-based solutions began with “water resilience” as a Pilot to repurpose public space throughout underserviced barrios as a network of “water-commons”. Resilient Code helps partners in CDMX implement projects to reduce environmental risks and complement socio-economic programs, fostering growth of the “water-commons”. Resilient Code is socialized through a participatory game-based workshop, and through an online Atlas of Risk Reduction.
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Eriksson, Sara, Lovisa Waldenström, Max Tillberg, Magnus Österbring, and Angela Sasic Kalagasidis. "Numerical Simulations and Empirical Data for the Evaluation of Daylight Factors in Existing Buildings in Sweden." Energies 12, no. 11 (June 10, 2019): 2200. http://dx.doi.org/10.3390/en12112200.
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Point Daylight Factor (DFP) has been used for daylighting design in Sweden for more than 40 years. Progressive densification of urban environments, in combination with stricter regulations on energy performance and indoor environmental quality of buildings, creates complex daylight design challenges that cannot be adequately solved with DFP. To support a development of the current and future daylight indicators in the Swedish context, the authors have developed a comprehensive methodology for the evaluation of daylight levels in existing buildings. The methodology comprises sample buildings of various use and their digital replicas in 3D, detailed numerical simulations and correlations of diverse DF metrics in existing buildings, a field investigation on residents’ satisfaction with available daylight levels in their homes, and a comparison between the numerical and experimental data. The study was deliberately limited to the evaluation of DF metrics for their intuitive understanding and easy evaluation in real design projects. The sample buildings represent typical architectural styles and building technologies between 1887 and 2013 in Gothenburg and include eight residential buildings, two office buildings, two schools, two student apartment buildings, and two hospitals. Although the simulated DFP is 1.4% on average, i.e., above the required 1%, large variations have been found between the studied 1200 rooms. The empirical data generally support the findings from the numerical simulations, but also bring unique insights in the residences’ preferences for rooms with good daylight. The most remarkable result is related to kitchens, typically the spaces with the lowest DF values, based on simulations, while the residents wish them to be the spaces with the most daylight. Finally, the work introduces a new DF metric, denoted DFW, which allows daylighting design in early stages when only limited data on the building shape and windows’ arrangement are available.
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Omar, Osama. "Near Zero-Energy Buildings in Lebanon: The Use of Emerging Technologies and Passive Architecture." Sustainability 12, no. 6 (March 13, 2020): 2267. http://dx.doi.org/10.3390/su12062267.
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Architecture always aims to find solutions for problems around the world. One of the major trends at present relates to energy consumption and climate change. Construction is responsible for 18% of CO2 emissions. However, continuing to use fuel as a main source of energy consumption for economic reasons, as it is the cheapest raw material and most easily available material for most of the Arab countries, results in a negative environmental impact on the quality of life in these countries. This paper investigates a new design concept and decision-supporting tools for zero-energy buildings. Based on critical thinking as a new mechanism to create a hierarchy of designing a building, the research presents the experience of the author in teaching architecture courses for postgraduates for five years (ARCH 662: Architecture Design and Decision-Supporting Tools and Arch 663: Advanced Sustainable Architecture). The result of this research could be new methodologies that help and guide the architect in creating more zero-energy buildings in their countries. In addition, the spread of knowledge in the future generation of architects in architecture schools will mean that new designers believe in protecting and taking care of their environment, which will increase awareness of environmental issues and improve the quality of life in these countries.