Дисертації з теми "Education for sustainable design"
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De, Eyto Adam. "Sustainable design education : learning strategies for multidisciplinary education of undergraduates and professionals." Thesis, Bournemouth University, 2010. http://eprints.bournemouth.ac.uk/15097/.
Повний текст джерелаPasupa, Sarakard. "Sustainable development in Thailand supported by industrial design education." Thesis, Loughborough University, 2016. https://dspace.lboro.ac.uk/2134/23707.
Повний текст джерелаKuzmina, Ksenija. "Investigating opportunities for Service Design in Education for Sustainable Development." Thesis, Loughborough University, 2014. https://dspace.lboro.ac.uk/2134/16281.
Повний текст джерелаHakky, Danya. "Examining the Status and Future of Design for Sustainable Behavior in Interior Design Education." Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/73933.
Повний текст джерелаPh. D.
Bakirlioglu, Yekta. "Biomimicry For Sustainability: An Educational Project In Sustainable Product Design." Master's thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614721/index.pdf.
Повний текст джерелаJimenez, Jesus Mangaoang. "For Earth's Sake: Closing the Chasm between Theory and Practice in Sustainable Interior Design Education." Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/art_design_theses/36.
Повний текст джерелаKessler, Charlotte. "Developing curricula that equip designers with capabilities to enact sustainable futures: A matter of ethos." Thesis, Queensland University of Technology, 2022. https://eprints.qut.edu.au/235591/1/Charlotte%2BKessler%2BThesis%281%29.pdf.
Повний текст джерелаTural, Senem. "Sustainability And Industrial Design Education: The Case Of The Department Of Industrial Design At Metu, Turkey." Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/12611050/index.pdf.
Повний текст джерелаsustainability has become an important concern of industrial design education. The purpose of this study is to determine the state of sustainable design education in the undergraduate industrial design programs in Turkey &ndash
especially in the Department of Industrial Design at Middle East Technical University (METU) &ndash
by exploring the relation between industrial design education and the concept of sustainability with regard to the examples from all around the world. With reference to the arguments collected by the literature review study and findings of the field study about the opinions of industrial design students and educators, suggestions will be made on how sustainability can be integrated in the curricula of the undergraduate industrial design programs in Turkey.
Radu, Maria Carina. "Designing for a sustainable attitude : The role of informal education in changing students' attitude towards recycling." Thesis, Linnéuniversitetet, Institutionen för design (DE), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-96537.
Повний текст джерелаJimenez, Jesus Mangaoang. "For Earth's sake closing the chasm between theory and practice in sustainable interior design education /." Atlanta, Ga. : Georgia State University, 2009. http://digitalarchive.gsu.edu/art_design_theses/36/.
Повний текст джерелаTitle from title page (Digital Archive@GSU, viewed June 25, 2010) Michael White, committee chair; Amy Landesberg, committee member. Includes bibliographical references (p. 21).
Pihkala, S. (Suvi). "Touchable matters:reconfiguring sustainable change through participatory design, education, and everyday engagement for non-violence." Doctoral thesis, Oulun yliopisto, 2018. http://urn.fi/urn:isbn:9789526218434.
Повний текст джерелаTiivistelmä Kestävyys on aikaamme läpileikkaava, sosiaalisiin ja ekologisiin epäkohtiin tarttuva haaste, joka yhdistää tutkijoita ja muita toimijoita moninaisina jaetun huolen ja interventioiden kohteina myös koulutuksellisissa ja teknotieteellisissä projekteissa. Posthumanistinen ja uusmaterialistinen ajattelu on haastanut ymmärryksiä kestävyydestä asettamalla inhimillisen toimijuuden erottamattomaksi osaksi maailman jatkuvia tulemisen ja tuottumisen prosesseja. Painopiste kestävyyden, muutoksen ja niihin liittyvien vastuullisuuksien tarkastelussa on siirtynyt arkisten käytänteiden moniulotteisiin kietoutuneisuuksiin. Väitöstutkimukseni sisältää neljä artikkelia, jotka perustuvat kahteen empiiriseen kokonaisuuteen. Työni aineisto on tuotettu tutkimalla työpaikkakiusaamiseen liittyvän osallistuvan suunnittelun vastuullisia käytänteitä sekä väkivaltaa, väkivallan ehkäisemistä ja väkivallattomuutta käsittelevää akateemista koulutusta. Väitöskirjaan sisältyvissä artikkeleissa olen tarkastellut pyrkimyksiä kohti väkivallattomuutta sekä muutokseen sitoutuneita ja siihen moninaisesti kietoutuvia käytänteitä. Työni yhteenveto-osassa työstän artikkeleissa esitettyjä osallistumista, refleksiivisyyttä, välittämistä ja väkivallattomuutta käsitteleviä tuloksia diffraktiivisesti. Työstämisen teoreettis-käsitteellisenä kumppanina toimivat Karen Baradin ja Donna Harawayn kosketusta ja vastuullisuutta käsittelevät keskustelut. Yhteenvedon tavoitteena on tarkastella feministisen (uus)materialistisen ajattelun mahdollisuuksia tuottaa uutta ymmärrystä kestävyydestä osana vastuullisia osallistuvia toimintatapoja muutoksen – ja erityisesti väkivallattomuuteen pyrkivän muutoksen – jokapäiväisissä käytänteissä. Kestävän muutoksen ja väkivallattomuuden mahdollisuudet tuottuvat osallistuvan suunnittelun, koulutuksen ja arjen käytänteissä moninaisin tavoin. Vastuullisuutta tarkastellessani esitän ajatuksen ”koskettavista kudelmista”, mikä kutsuu tunnistamaan, kuinka eettisen kestävyyden ja suhteisuuden mahdollisuudet ”kanssatuottuvat” arkisissa kohtaamisissa. Samalla se haastaa rakentamaan uudenlaista, tähän eettis-ontologiseen kietoutuneisuuteen sitoutunutta vastuullisuutta jokapäiväisissä suunnittelun, tutkimuksen, koulutuksen ja arjen pyrkimyksissä kohti kestävää muutosta ja väkivallattomuutta
Cull, Kirsty Amanda. "The education of undergraduate product designers in the principles and practice of sustainable design." Thesis, Robert Gordon University, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.423326.
Повний текст джерелаNam, Hyena. "Visual and Verbal Communication on Sustainable Packaging As a Vehicle for Public Education and Awareness." Kent State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1556185867839811.
Повний текст джерелаClune, Stephen. "Developing sustainable literacy in industrial design education a three year action research project enabling industrial design students to design for sustainability /." View thesis, 2009. http://handle.uws.edu.au:8081/1959.7/41047.
Повний текст джерелаA thesis presented to the University of Western Sydney, College of Health and Science, School of Engineering, in fulfilment of the requirements for the degree of Doctor of Philosophy. Includes bibliographies.
Strachan, Glenn Edward. "Catalysing change for sustainability in education : the relationship between sustainable building design and institutional change." Thesis, University of Gloucestershire, 2015. http://eprints.glos.ac.uk/3270/.
Повний текст джерелаMcWhirter, Nathan Daniel. "Teaching Engineering Students About Cognitive Barriers During Design for Sustainable Infrastructure." Thesis, Virginia Tech, 2017. http://hdl.handle.net/10919/81310.
Повний текст джерелаMaster of Science
Watkins, Matthew. "An investigation into effective methods for teaching social sustainability within product design in British and Irish Universities." Thesis, Loughborough University, 2014. https://dspace.lboro.ac.uk/2134/14155.
Повний текст джерелаMcMahon, Muireann. "Designed from the inside out : developing capacity for social sustainability in design through collaboration." Thesis, Loughborough University, 2013. https://dspace.lboro.ac.uk/2134/12121.
Повний текст джерелаRaymond, Corbin Edlin. "A Biomimicry and sustainable product-service systems (S.PSS) approach to Design for Sustainability: a study in higher education in Industrial Design." Thesis, Cape Peninsula University of Technology, 2019. http://hdl.handle.net/20.500.11838/3090.
Повний текст джерелаIn this research study Biomimicry and sustainable product-service systems (S.PSS) are explored in order to examine the Design for Sustainability (DfS) paradigm through a set of eight guidelines. It is argued that Biomimicry holds the blueprint to a design strategy that is more environmentally sustainable. This research study demonstrates that sustainability’s triple bottom line can be achieved by combining Biomimicry’s potential for environmental sustainability with S.PSS’s potential to foster social and economic sustainability. The study describes a behavioural change towards sustainability and proposes design education as a strategy to nurture sustainable design praxis. It is shown that the sustainable design praxis of student groups leads to behavioural shifts towards sustainability through design education. Industrial design students at the Cape Peninsula University of Technology in South Africa engaged in a short course on DfS and their design outcomes provided the data sets that have been analysed through inductive thematic analysis. The course was used as a case study from which theory was built. This specific research approach is called theory building from case studies. The appendices are included to supply additional evidence of where and how the data collection happened, and provides depth and insight into the projects. The richness and scope of the research study is supported by the appendices - it is for this reason that the rather sizable addition was included. It is through the thematic analysis that a set of eight guidelines were developed from the data and measured against a framework of critical citizenship in order to evaluate the societal behavioural shift to a more holistic approach to DfS. This thesis draws on existing fields of study within the DfS paradigm and integrates several fields of study in order to contribute to the discourse of a holistic approach to DfS.
Weber, Erwin. "Towards local cultures of sustainability : facilitating community created environment education centres through design." Thesis, Queensland University of Technology, 2012. https://eprints.qut.edu.au/52771/1/Erwin_Weber_Thesis.pdf.
Повний текст джерелаIsoldi, Rosilaine André. "Tradição, inovação e sustentabilidade : desafios e perspectivas do projeto sustentável em arquitetura e construção." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2007. http://hdl.handle.net/10183/108465.
Повний текст джерелаConsidering the assumption that the design act should respond to social and conceptual contemporary changes and the new requirements of achieving sustainability, this work studied characteristics and principles of sustainable design in architecture and construction. The hypothesis established by this study was that the combination between tradition and innovation (looking for an alternative technology) can contribute for sustainable design. This was a qualitative and multidisciplinary study and presented a panorama on sustainability in architecture and construction knowledge fields, with updated from the literature added with contributions from the anthropologic sciences and including a case study. The thesis showed that sustainable architecture and construction requires the consideration of many dimensions and the process for their materialization is differentiated, incorporating new variables and presenting many challenges and perspectives. Both, tradition (old knowledge) and innovation (new knowledge) can contribute with lessons and references that break up with the usual practices in architecture and construction and make possible the election of more sustainable alternatives for buildings and human environments, since they are more suited to value social and cultural aspects and the environment, to better exploit local potentialities and supply user’s needs. The thesis findings intend to integrate the accumulated knowledge on the theme, in the expectation that the conclusions, even if restricted to a specific point of view, can be a useful addition to the theory and the practice of sustainable architecture and construction, thus contributing for the creation of more human habitats.
May, Friederike. "A Hitchhiker’s Guide to Climate Change Leadership : An Educational Design Research exploration of a sustainability course at Uppsala University." Thesis, Uppsala universitet, Institutionen för geovetenskaper, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-254995.
Повний текст джерелаWinter-Simat, Nikolas Michael. "Becoming integral educators for sustainable futures: A human-decentred design approach to teacher development in an independent secondary school." Thesis, Queensland University of Technology, 2019. https://eprints.qut.edu.au/129132/1/Nikolas_Winter-Simat_Thesis.pdf.
Повний текст джерелаSohrabi, Kharazi Mohammad. "Pedagogical toolkit : How the value of repair can be increased through resilience." Thesis, Linnéuniversitetet, Institutionen för design (DE), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-74738.
Повний текст джерелаDonegan, Josh. "Design and Implementation of a Ferrocement Improved Cookstove in Rural Panama." Scholar Commons, 2018. http://scholarcommons.usf.edu/etd/7138.
Повний текст джерелаMcGlohn, Emily, and Emily McGlohn. "A Comparative Study of Climate Based Design of Building Enclosures." Thesis, University of Oregon, 2012. http://hdl.handle.net/1794/12348.
Повний текст джерелаJackson, Nancy A. "A glasshouse to bridge the centuries : nineteenth century "winter garden" to twenty first century "green"." Virtual Press, 2005. http://liblink.bsu.edu/uhtbin/catkey/1314219.
Повний текст джерелаDepartment of Landscape Architecture
Moya, Pereira Sofia. "Designing a framework for mobile learning adoption and sustainable development." Doctoral thesis, Universitat Rovira i Virgili, 2020. http://hdl.handle.net/10803/670904.
Повний текст джерелаLa digitalización del mundo es imparable, las funcionalidades que ofrece mobile learning proporcionan posibilidades ilimitadas para mejorar el aprendizaje, y la literatura existente sobre mobile learning ha evidenciado resultados positivos. Sin embargo, existe una brecha entre la disponibilidad de tecnología y su uso en educación, incluso cuando sucede, a menudo no optimiza los resultados. Existen pocos modelos para la adopción de mobile learning. En este contexto, el objetivo principal de esta investigación es mejorar la adopción y el uso sostenible de mobile learning mediante la creación de un marco teórico. Design-based research (DBR) es la metodología que guía esta investigación. Se ha desarrollado en cuatro ciclos de diseño para desarrollar, probar y refinar el marco teórico para la adopción de mobile learning. El primer ciclo de diseño identifica los problemas y las preguntas de investigación. Durante el segundo ciclo de diseño se identifican los principios de diseño y en base a estos principios, se desarrolla el primer prototipo. El tercer ciclo de diseño incluye tres iteraciones con el objetivo de testear y refinar el diseño inicial. Una primera iteración detalla los factores que afectan la adopción de mobile learning en Cataluña y se basa en un juicio de expertos. Una segunda iteración valida y ordena los factores identificados, un cuestionario recoge las percepciones de 147 docentes. Finalmente, una tercera iteración identifica los principales indicadores para evaluar y ajustar la adopción de mobile learning, y propone un cuadro de mando.
The digitization of the world is unstoppable, the functionalities offered by mobile learning provide unlimited possibilities to improve learning, and the existing literature on mobile learning has proven positive results. However, there is a gap between the availability of technology and its use in education, even when it happens, it often does not optimize the results. There are few models for the adoption of mobile learning. In this context, the main objective of this research is to improve the adoption and sustainable use of mobile learning by developing a framework. Design-based research (DBR) is the methodology that guides this research. It has been developed in four design cycles to develop, test, and refine the theoretical framework for the adoption of mobile learning. The first design cycle identifies problems and research questions. During the second design cycle, the design principles are identified and based on these principles, the first prototype is developed. The third design cycle includes three iterations with the aim of testing and refining the initial design. A first iteration details the factors that affect the adoption of mobile learning in Catalonia and is based on an expert judgment. A second iteration validates and orders the identified factors, a questionnaire collects the perceptions of 147 teachers. Finally, a third iteration identifies the main indicators to evaluate and adjust the adoption of mobile learning and proposes a scorecard. Based on the three design cycles, the fourth cycle proposes design principles and presents a refined version of the first prototype of the framework.
Le, Roux Leonie. "The development of an instructional design model as a strategic enabler for sustainable competitive advantage." Thesis, Stellenbosch : Stellenbosch University, 2008. http://hdl.handle.net/10019.1/1483.
Повний текст джерелаThesis (PhD (Business Management))--Stellenbosch University, 2008.
Organisations increasingly operate in an environment of continuous change and turbulence which places new demands on the choice of business and supportive strategies relevant not only to the sustainable competitive advantage (SCA) of the particular organisation, but also countries and the global nature in which they operate. A business-level strategy is to a large extent vested in intangible resources, specifically human resources strategy and capital, including the capabilities embodied in a productive and skilled workforce. In Africa, and South Africa in particular, there is a shortage of a workforce of such a nature. This is amongst others the result of past inequalities but also of shortcomings in current training practices in both the private and public sectors. One way to improve workforce output is though appropriate training aimed at increasing job-specific knowledge and the concomitant skills and productive behaviour. Changes and turbulence in the environment, therefore also create different challenges to training strategies and practices, with a shift from all-at-once to ongoing training with verifiable learning. In this regard instructional design (ID) models are deemed intrinsic to training strategy. In this dissertation an ID model within a particular contextualised situation is offered that broadens, deepens and extends existing ID models by positioning it within business-level strategy and by utilising a multidisciplinary approach pertinent to the new demands on training. To serve as a test-bed for the ID model it is implemented in a case organisation. The aim of the research is to evaluate the impact, based upon action standards, of the ID model on job-specific knowledge and productive behaviour and to provide an explanation of the internal construct relationships of the ID model. The purpose of the research is exploratory and interpretive, culminating in the single-case study tactic, wherein both quantitative and qualitative methods are applied. The case organisation is considered to be representative of a certain type of organisation with comparable characteristics. Where the existing literature supports the results (as in this instance), inductive generalisation facilitates the transferability and exportability of the ID model to other organisations. Results reveal a positive reaction to the ID model and a measurable increase in job-specific knowledge and concomitant productive behaviour. It is considered to be preferable over more traditional training practices. The relationships between the internal constructs of the ID model and improved job-specific knowledge and productive behaviour are seen to be facilitated by the combination and interplay of the components of the ID model. The contribution of this research is in providing and evaluating an ID model aimed at addressing the previous shortcomings in training and ID models and the application thereof in practice. Thus, the significance of the study lies in its extension of existing literature on ID models and specifically their contribution to sustainable competitive advantage, i.e. an academic theoretical contribution that extends the current body of knowledge. Particularly in its South African and African context, given the background of shortages in skills and productive behaviour and the need for fast-tracking the development of a competent workforce, the study is significant in that it provides guidelines for the practical development and implementation of a new ID model. The study makes recommendations to enhance both the formulation of the theoretical ID model as well as its practical implementation. It furthermore recommends extended research to explore the possibility of exporting the ID model to a broader range of private sector organisations as well as its possible transferability to public sector organisations.
Lin, Mu-En. "UP : Grow up with your furniture." Thesis, Konstfack, Industridesign, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:konstfack:diva-7835.
Повний текст джерелаDeprez, Stefan Gert Marie. "Towards monitoring that makes sense : action research design of a planning, learning and accountability system for a sustainable agriculture programme in Eastern Indonesia." Thesis, Rhodes University, 2011. http://hdl.handle.net/10962/d1003686.
Повний текст джерелаBaier, André [Verfasser], Henning [Akademischer Betreuer] Meyer, Henning [Gutachter] Meyer, and Matthias [Gutachter] Neef. "Education for sustainable development within the engineering sciences - design of learning outcomes and a subsequent course evaluation / André Baier ; Gutachter: Henning Meyer, Matthias Neef ; Betreuer: Henning Meyer." Berlin : Technische Universität Berlin, 2019. http://d-nb.info/1195039565/34.
Повний текст джерелаHATCH, DANIEL AUGUSTIN. "EDUCATIONAL ARCHITECTURE: CATALYZING ENVIRONMENTAL STEWARDSHIP THROUGH A PARTICIPATORY RELATIONSHIP WITH ECOLOGICALLY RESPONSIBLE DESIGN." University of Cincinnati / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1148319485.
Повний текст джерелаHaynes, Donna Elizabeth Liu Tsai Lu. "Sustainable design for primary grade students in Latin America to leapfrog into the twenty-first century for economic development." Auburn, Ala., 2007. http://hdl.handle.net/10415/1374.
Повний текст джерелаQuinlan, Joshua Mortimer. "Reduce, Reuse, Recycle – Research: Sustainable Scene Design for a Production of Henrik Ibsen’s An Enemy Of The People." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1461084681.
Повний текст джерелаWatson, Mary K. "Assessment and improvement of sustainability education in civil and environmental engineering." Diss., Georgia Institute of Technology, 2013. http://hdl.handle.net/1853/48981.
Повний текст джерелаCoskun, Aykut. "Post- Use Design Thinking For Product Design Process And Sustainability A Study On An Educational Project In Glass Packaging." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612411/index.pdf.
Повний текст джерелаKajo, Marika. "Hur gestaltar lärare hållbar utvekling? : En fenomenografisk analys av lärares gestaltning inom kursen Teknik1 på gymnasiet." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-35062.
Повний текст джерелаPakravanmobarakeh, Mohammad Hossein. "Economic Input-Output Analysis for Battery Recycling Programs at the Higher Education Institutions and Regional Sustainability Planning." University of Dayton / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1397736905.
Повний текст джерелаPerpignan, Catherine. "Définition d’un cadre de compétences pour intégrer l’ingénierie durable dans les formations technologiques : application à l’écoconception." Thesis, Compiègne, 2021. http://www.theses.fr/2021COMP2653.
Повний текст джерелаThe new generation of engineers must be trained to measure the economic, environmental and societal impacts of their decisions, from an international perspective and on a local and global scale. Supporting the transition to sustainable engineering, training and being trained in this engineering field have therefore become major challenges for society, industry, training institutions at all levels, teachers and students from recent years. In a system that is both global and local, collective and individual, designing, producing, selling, using and recycling increasingly complex products are also complex problems for engineers to solve. They must adopt an integrative and systemic approach to be prepared to meet such challenges, which transcend the boundaries of any single discipline or culture. It is therefore necessary to question the capacity of the current education system, and in particular the organization and content of higher education courses in engineering, whether initial or lifelong, to provide an appropriate response to these challenges. Our work consisted initially in making an inventory of the integration of sustainable development in French training to identify the strengths and weaknesses of current programs. Based on this observation and by studying the scientific literature, we have identified skills and knowledge in sustainable engineering necessary to develop and have made proposals to participate in the evolution of the current system. We have organized them into a sustainable engineering competencies block and have proposed a structuring reference framework - the ROSET model. This model should help institutions, teaching teams and teachers to design their own training path. A model of the implementation process completes and operationalizes it. The last part of this work presents some examples of educational activities to help teachers who want to engage in a new educational proposition based on this framework of competences
Haile, Yohannes. "Sustainable Value And Eco-Communal Management: Systemic Measures For The Outcome Of Renewable Energy Businesses In Developing, Emerging, And Developed Economies." Case Western Reserve University School of Graduate Studies / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=case1459369970.
Повний текст джерелаVictoria-Uribe, Ricardo. "Translating sustainable design : exploring sustainable design integration in Mexican SMEs." Thesis, Loughborough University, 2009. https://dspace.lboro.ac.uk/2134/12681.
Повний текст джерелаBatalha, Maria José Cadarso. "Sustainable communication design." Doctoral thesis, Universidade de Lisboa. Faculdade de Arquitetura, 2014. http://hdl.handle.net/10400.5/12620.
Повний текст джерелаDanatzko, Joseph M. "Sustainable Structural Design." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1275406390.
Повний текст джерелаJohansson, Josefine, and Wohlfart Lisa Zöllner. "Sustainable bathroom design." Thesis, KTH, Skolan för industriell teknik och management (ITM), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-216381.
Повний текст джерелаSkanska är ett av de ledande byggföretagen inom hållbarhet i Sverige. Byggnader står för 40 % av både den globala energianvändningen och de globala resurserna. På grund av dagens rådande bostadsbrist behöver byggtakten öka och samtidigt bli hållbarare. Industrialiseringen inom byggsektorn är jämfört med andra branscher låg, men prefabricerade komponenter såsom väggar och bjälklag används i stor utsträckning. Under det senaste decenniet har även prefabricerade badrumsmoduler blivit allt vanligare i kommersiella projekt. En modul är ett komplett badrum, tillverkat i fabrik, som enbart lyfts på plats och kopplas in. Syftet med arbetet är att utvärdera modulkonceptet ur ett hållbarhetsperspektiv och att jämföra det med ett traditionellt platsbyggt badrum. Data har samlats in genom studiebesök, intervjuer, enkät, referensprojekt och bakgrundsstudier. Analysen baseras på sju nyckeltal, design, personalresurser, spill och förluster, tid, transport, ekonomi samt energi. Användning av moduler resulterar i en förbättring i fyra av sju nyckeltal, personalresurser, spill och förluster, tid och ekonomi. Största fördelen är den förkortade produktionstiden, vilket i sin tur leder till minskade kostnader. För referensprojektet blev kostnadsbesparingarna 6,6 % av den totala projektkostnaden. Vanligtvis är livscykelkostnader i dagsläget inte inräknade i de initiala kalkylerna, vilket ger en missvisande projektkostnad. Moduler är lämpade för projekt med minst 25-30 badrum, där slutanvändaren inte påverkar design och där det är minst 20 badrum per modell.
Taboada, Rojas Estefany Lisseth. "Nueva tipología del Centro Educativo Nacional, la pedagogía Montessori como filosofía de proyecto en V.M.T." Bachelor's thesis, Universidad Peruana de Ciencias Aplicadas (UPC), 2021. http://hdl.handle.net/10757/656014.
Повний текст джерелаThe purpose of this project is to propose a new design for the typology of a national educational center for the initial, primary and secondary levels, which has as a design tool the guidelines of the Montessori philosophy. The project is located in an area of great unevenness and in the microclimate of hills, where in the winter season the humidity percentage increases to alarming levels. It is so that two strategies are taken the first one is at an urban level; it is possible to integrate the Human Settlement of the city of Gosen with the rest of the city, since it is currently segregated by the different perimeter grounds of this area, and these lands have walls blind people who act as urban islands. A large park is proposed as a neighborhood integration strategy that contains different environments with different activities such as the area of urban gardens, sports fields, malls and learning streets where citizenship can be achieved. Added to this are the different environments that the school can share with the community such as the Library, the sports pavilion, the workshop area, the dining room and SUM. As well. On the other hand, at the architectural level the Montessori typology in conjunction with the organization and the appropriate design of the furniture achieve the integral learning of the child. Thus, the primary and secondary initial pavilions are composed of various educational landscapes, which produce emotions, and sensory experiences that enhance the child's learning.
Tesis
Bishop, J. D. K. "Sustainable electricity systems design." Thesis, University of Cambridge, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.596670.
Повний текст джерелаXu, Nan. "Sustainable Waste Treatment : Facilitating sustainable disposal of used garments." Thesis, Linnéuniversitetet, Institutionen för design (DE), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-104784.
Повний текст джерелаМельник, Леонід Григорович, Леонид Григорьевич Мельник, and Leonid Hryhorovych Melnyk. "Education for sustainable development." Thesis, Видавництво СумДУ, 2007. http://essuir.sumdu.edu.ua/handle/123456789/7976.
Повний текст джерелаPhillips, Christine Ann. "Sustainable place : a place of sustainable development." Thesis, Open University, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.286932.
Повний текст джерела