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Relevant bibliographies by topics / School of Architecture + Design

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Academic literature on the topic 'School of Architecture + Design'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "School of Architecture + Design"

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Charleson, A. W. "Seismic design within architectural education." Bulletin of the New Zealand Society for Earthquake Engineering 30, no. 1 (March 31, 1997): 46–50. http://dx.doi.org/10.5459/bnzsee.30.1.46-50.

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This paper discusses the teaching of earthquake resistant design within schools of architecture. It aims to stimulate discussion on more effective means of teaching the subject, and to suggest ideas and resources for schools whose seismic design curriculum might benefit from further development. It is argued that seismic design issues should be included and integrated into architecture curricula. The case is based primarily on observations of building failures resulting from flawed architectural design decisions and subsequent critical reaction from within the architectural profession itself. However, another reason is that the large sizes and restrictive layouts of some seismic load resisting systems impact unavoidably upon architectural layouts. The content, teaching methods and teaching staff qualities appropriate for a seismic design curriculum are discussed in a case study from the School of Architecture, Victoria University of Wellington. Two key aspects of perceived success are the course's relevance to architectural design and the variety of presentation. Teaching methods, teaching aids and useful references are provided. The evaluation of the courses considered in the case study is discussed, and postgraduate and post-graduation seismic education in New Zealand is reviewed.

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Willis, Julie. "From home to civic: designing the Australian school." History of Education Review 43, no. 2 (September 30, 2014): 138–51. http://dx.doi.org/10.1108/her-02-2014-0009.

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Purpose – The purpose of this paper is to examine the design of state school buildings in Australia from the 1880s to the 1980s to establish common threads or similar concerns evident in their architecture at a national level. Design/methodology/approach – The researcher compiled a significant data set of hundreds of state schools, derived from government, professional and other publications, archival searches and site visits. Standard analytical methods in architectural research are employed, including stylistic and morphological analysis, to read the designs for meaning and intent. Findings – The data set was interrogated to draw out major themes in school design, the identification of which form the basis of the paper's argument. Four major themes, identifiable at a national level, are identified: school as house; school as civic; school as factory; and school as town. Each theme reflects a different chronological period, being approximately 1900-1920, 1920-1940, 1940-1960 and 1960-1980. The themes reflect the changing representation of aspiration for the school child and their engagement with wider society through the architecture of the school. Originality/value – The paper considers, for the first time, the concerns of educational architecture over time in Australia on a consciously national, rather than state, level.

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Zain, Noorhasanah. "PEMODELAN ARSITEKTUR ENTERPRISE MENGGUNAKAN METODE TOGAF ADM (Studi Kasus: SMAN 1 WATUBANGGA)." Jurnal Teknologi Informasi dan Terapan 5, no. 1 (April 3, 2019): 1–8. http://dx.doi.org/10.25047/jtit.v5i1.72.

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SMA Negeri 1 Watubangga is one of the schools in Kolaka Regency that implement the flagship program, but the current condition of SMA Negeri 1 Watubangga does not have an integrated information system architecture according to the needs and objectives of the school, this problem arises because the school has not focused on the process development of information systems. Therefore it is necessary design of information system architecture SMA Negeri 1 Watubangga. Architectural modeling in this research using TOGAF Framework (The Open Group Architecture Framework) with ADM (Architecture Development Methode) method. Stages used are the preparation of architectural vision, business architecture, information system architecture, technology architecture, opportunities and solutions and migration plans.The result of this enterprise architecture modeling is the blue print model and framework in integrated school information system modeling to support the needs of SMAN 1 Watubangga.

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Sankowski, Olga, Kevin Otto, Seung Ki Moon, and Dieter Krause. "PhD Research Learning in Product Architecture Design." Proceedings of the Design Society: International Conference on Engineering Design 1, no. 1 (July 2019): 549–58. http://dx.doi.org/10.1017/dsi.2019.59.

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AbstractThe field of design research has been expanding into a wide diverse range of multidisciplinary topics. It takes substantial time for young researchers to attain a cumulative overview of state of the art on ever more complex methodologies. Teaching doctoral candidates in summer schools is an approach being taken by the design society to support them attaining an immersed understanding of a chosen research field as well as to help them formulate their own line of research. The aim for a new researcher is to form exchanges and collaborations with other researchers. The 'International Summer School on Product Architecture Design - PAD 2018' was such an effort, where 17 international PhD researchers and three international faculties met for a week and explored research in product architecture through hands-on exercises. We surveyed the researchers for effectiveness of the summer school and found that structure and concept of the summer school was effective for providing a background baseline of state of the art. We found there was a significant but less impact on individual participant´s research. We have yet to understand if the creation of collaborations among participants will occur.

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Brittin, Jeri, Dina Sorensen, Matthew Trowbridge, Karen K. Lee, Dieter Breithecker, Leah Frerichs, and Terry Huang. "Physical Activity Design Guidelines for School Architecture." PLOS ONE 10, no. 7 (July 31, 2015): e0132597. http://dx.doi.org/10.1371/journal.pone.0132597.

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Chechel', I. "MODERN DESIGN CONDITIONS AND COMPONENTS OF THE ARCHITECTURAL CONCEPT OF SECONDARY SCHOOLS." Bulletin of Belgorod State Technological University named after. V. G. Shukhov 6, no. 7 (July 10, 2021): 73–88. http://dx.doi.org/10.34031/2071-7318-2021-6-7-73-88.

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Today, large-scale programs for the construction of general education facilities are being implement-ed in the country. The Russian architecture of general educational buildings is gradually moving away from the standard architectural solutions approved by practice. This is influenced by the condi-tions of the current stage in the development of the state and society, and the tasks for the formation of an individual and a new generation of citizens. An analysis of the works of modern Russian architects suggests that the country has begun and is steadily gaining momentum in the process of forming the architecture of a new generation of school buildings. According to the author, the process is under the influence of a number of objective conditions. They are: the need to provide cost-effective architectur-al solutions of the design documentation for the mass construction of an object of General education in Russia; the continuation of the traditions of the author's architectural design for the public sector in education and the growing influence of the architecture of the non-public (private) sector to create innovative school buildings of the new generation; the impact of the reform processes in the field of pedagogical technologies in the system of General education and in solving complex issues of security and anti-terrorist protection of the object of General education on the formation of architecture of the school building; the operation of the object of General education in Emergency situation ( pandemic) and transition to the information society in the era of digitalization,; the enforcement of Federal laws of the Russian Federation in the field of safety of object of General education. Based on the identified conditions, a new systematization of the components of the architectural concept is proposed and the principles necessary for the creation of a general education building that marks the end of time are formulated.

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Pozdnyakov, A. L., E. V. Pozdnyakova, J. V. Skripkina, and T. A. Efanova. "PRINCIPLES AND DESIGN TRENDS OF MODERN EDUCATIONAL SCHOOLS." Proceedings of the Southwest State University 22, no. 6 (March 27, 2019): 72–80. http://dx.doi.org/10.21869/2223-1560-2018-22-6-72-80.

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The article talks about the practice of designing and building modern secondary schools, as well as the need to rethink the material component of this process, a new look at the adoption of space-planning decisions of similar institutions, based on modern urban planning and typological requirements for the organization of educational work, including the existing level of architectural and urban science. The aim of the study is to analyze the principles and recommendations on the architectural and planning formation of secondary schools that correspond to the specifics of the modern educational process. The study examines the formation of architectural-planning and functional solutions for school buildings based on the search for new approaches in design. The analysis of the modern system of the educational process and its requirements in the development of a new spatial organization of the school environment. In addition to this, the existing structure of education in modern schools is considered, which may further affect the design, change the architectural quality and improve school buildings. It explains how the school space can make an educational sense and what it should be for it to become. The article deals with the problem of reforming the modern Russian school architecture, which stopped in its development at the Soviet stage, which includes most of the school buildings of standard construction. As a result, trends in the design of general education spaces were studied and the main problems encountered in the development of new plans in schools were identified and methods for their solutions were proposed. The necessity of introduction of the modular principle of designing schools with a fundamental difference from the standard building is shown. Each specific project may contain individuality both in visual perception and in the layout of the modules, functional meaning, scale.

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Abbas, Yasmine. "Architecture as Landscape." SHS Web of Conferences 64 (2019): 02002. http://dx.doi.org/10.1051/shsconf/20196402002.

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This study constitutes the latest reflection on pedagogical research and experimental pedagogical projects involving the representation, design, and computation of ambiances. Led by the author at various architecture schools in France, Japan, and the United States, these creative explorations involving drawings and models offer ways to realize, feel, and fabricate architecture. The projects described were conducted in 2018 in courses offered by the Department of Architecture, Stuckeman School, College of Arts and Architecture at the Pennsylvania State University. They show that architectural productions are not static objects, but instead render a dynamic landscape itself nested within a changing milieu. Through these projects, by looking closely at the parameters of spatial effects, students engaged in processes of design taking movement into account in meaningful ways.

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Töpper, Daniel, and Fanny Isensee. "From «School Buildings» to «School Architecture» – School Technicians, Grand School Buildings and Educational Architecture in Prussia and the USA in the Nineteenth Century." Historia y Memoria de la Educación, no. 13 (December 14, 2020): 375. http://dx.doi.org/10.5944/hme.13.2021.27537.

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The history of school buildings is commonly written as a history of architecture, focusing on outstanding architects and buildings. However, the connection between pedagogical-administrative prescriptions and educational architecture has been studied less, particularly in the nineteenth century. This article highlights the often-overlooked agency of school technicians and proposes to interpret the nineteenth-century history of building schools as a history of implementing pedagogical-administrative objectives. The design of schools followed the inner differentiation of school curricula, at the same time being affected by the growth of school sizes prompted by school management structures and their efficiency aims. We will show how in larger cities the initial one-classroom schools developed into multiple-classroom buildings, taking on their final form in “grand school buildings”. The organizational developments tried and tested here would later become the national standard, with rural schools following with a certain delay. In order to grasp the emergence of the phenomena of these “grand school buildings” we combine the Prussian and US-American cases in their transatlantic connection in order to comprehend the transnational dimension of school building norms. Being closely connected through mutual observation, the US and Prussian contexts established two decisive aspects: in the Prussian case, the division into separate classrooms as functional units of school construction was implemented, while in the United States additional school rooms such as the assembly hall and specific subject-related rooms were introduced. “Grand school buildings” initiated the interest of the architectural profession, leading to negotiations between school technicians and architects.

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Parry, Eric. "Design thinking: the studio as a laboratory of architectural design research." Architectural Research Quarterly 1, no. 2 (1995): 16–21. http://dx.doi.org/10.1017/s1359135500002712.

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This paper looks at the case for studio design work taught in a unit system at Diploma/RIBA Part II level to be considered as a fundamental tool of research with a direct contribution to contemporary architectural practice. A case study of unit proposals for one year at the Architectural Association School of Architecture in London and its subsequent adoption by practitioners is used to illustrate the discussion.

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Dissertations / Theses on the topic "School of Architecture + Design"

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Zelenock, Julie Ann. "Ecology, architecture, education, design." PDF viewer required Home page for entire collection, 2008. http://archives.udmercy.edu:8080/dspace/handle/10429/9.

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Bernal, Jorge L. "Design and Architecture High School." Thesis, Virginia Tech, 2001. http://hdl.handle.net/10919/31126.

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This thesis is about learning from architecture, it is about teaching design at an early age, and how light and space speak about architecture. It is about teaching design and architecture at the high school level, and the ideas, metaphors and sources of inspirations used to achieve this. Design students require a sense of the sublime, the ability to respond to art and architecture, and challenge to aspire to greatness. Schools of design must teach about nature, the metaphysical and the fragility of mankind, moving away from prior schools of thought including "form follows function" and replacing the traditional teaching of architecture with a more inclusive approach.One way to develop thought processes that lead to inclusivity is through the metaphor. Metaphors are the foundation of the imagination. Strongly developed metaphorical channels are essential to any designer. They offer opportunities to contemplate a proposed work in another light. They inspire the designer to probe new sets of questions and develop new ideas and interpretations. Several metaphors formed the basis of this thesis, "Learning as Light," "A new light every dawn," and "Education by Design," which proposes that twenty?first century design educators rely more greatly on the use of metaphors in their teaching curriculum. Above all, the search for the metaphysical "soul of the building" is and will continue to be the most integral element in the teaching of design and architecture. Art, architecture and archeology are essential elements to a robust design education, for they provide the context for the history, challenges and changes of the field. This thesis proposes a Design and Architecture High School in downtown Washington, a design developed through careful consideration of the elements essential to the transfer of knowledge.
Master of Architecture

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Song, Kanda. "Knowledge organization : Beichuan Middle School architecture design." Thesis, Massachusetts Institute of Technology, 2009. http://hdl.handle.net/1721.1/54556.

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Thesis (S.M.)--Massachusetts Institute of Technology, Dept. of Architecture, 2009.
Page 67 blank. Cataloged from PDF version of thesis.
Includes bibliographical references (p. 65-66).
This Thesis is comprised of two interrelated parts: the first part attempts to incorporate Design and Methodology into the framework of Knowledge Organization, tries to refine/ redefine the workflow, and establishes a working model which represents/guides the process from the formation of ideas to the solutions of fabrication/construction using BIM. The second part further explore the meaning/connotation of Knowledge Organization, reconfigure the model and accordingly adjust the methods being used, considering the specific context and conditions at the earthquake area of Beichuan County in China.
by Kanda Song.
S.M.

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Jolley, Christopher S. "Waldorf Architecture: A Pedagogy's Relation to Design." University of Cincinnati / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1276954474.

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Rossouw, Renee Elizabeth. "A new learning environment: designing an urban school dedicated to the learner and the community at large." Master's thesis, University of Cape Town, 2009. http://hdl.handle.net/11427/24370.

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My project is the design of a primary school in an urban context with an interest in developing a school that speaks about new type of learning environments. This typology will address the challenges of designing a school in an urban context, Cape Town, while rethinking how schools are designed with regards to its programme and layout. I am concerned with designing a school which will truly be a space for the learner. This environment is a space where he/she can work/learn together as a group or individually, in classes or in self-study-activities. This environment is a place where the learner can meet and play in an ungoverned manner, where the school building has an equal emphasis on learning and playing. The design of this building should address the needs of the learner as a child that needs to learn, express, move, run. At the same time, the school-building is no longer a sole institution used only by its learners. Rather, it becomes a building which can bring together learners from different schools, and other members of the public to become an active community building. This document will reveal the process of uncovering that Circulation-space is one of the primary spatial components in new School Design - This component will resolve my above-mentioned inquiries as it becomes the solution to architecturally resolving it. This document is divided into the following processes: Chapter l (The Design Principles): I will investigate 3 case studies of three different types of schools and conclude with design principle which will act as design informants for the school I will design. The primary conclusions will then be developed into conceptual ideas whose architectural expression will be addressed in chapter 4. In Chapter 2 (Site Selection), I start of by investigating 6 schools and their facility deficiencies located in close proximity to each other in the city of Cape Town. These deficiencies act as informants to what the Semi-public Shared facilities will be as part of the programme of my school. This chapter also includes diagrams and investigation into the site I have chosen. In Chapter 3 (Timber as Material) I look at different used of timber as a material in school design. Chapter 4 (Design Development), I focus my-design as responding to the challenges of an urban school, as well as further developing the concept of Circulation as one of the primary spatial components in School design. The rest of the chapter will include the spatial explorations of designing the new type of urban school.

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Sheehy, Christopher Patrick. "Playtesting Educational Architecture." Thesis, Virginia Tech, 2018. http://hdl.handle.net/10919/83926.

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Architecture and game design both have very similar goals: they both are seeking to create 3-dimensional environments that deliver an optimal user experience. In game design, these environments are simulated, whereas in architecture these environments are eventually made real. Architects are uniquely able to envision fully realized 3-dimensional environments from abstract 2-dimensional drawings. Because of this, the spatial qualities of a building can remain obfuscated to anyone besides the designer until the building is actually constructed. Tools from game design offer the opportunity to not only communicate a building's spatial qualities to users and clients during the design process, but also the ability to establish metrics against which the success of a current design iteration can be tested. In game design, this is called "playtesting". Playtesting in this project involves porting a digital model of of the building into a game engine, and allowing a designer or user to interact by moving around the model with a controller. This "playtesting" process allows a designer to gather meaningful and informative feedback from users during the design process, by observing and inquiring about the user's experience during the playtest. In addition, these tools simulate the experience of movement through the space, something very difficult to understand from static drawings. This thesis was explored through the design of an elementary school in Alexandria, VA. Elementary schools are often the subject of extensive study on user experience, because creating an optimal learning environment is so crucial to the success of young students. .
Master of Architecture

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Reves, Ian P. "New assemblies for learning : flexible construction systems aimed at new concepts of learning environments." Thesis, Georgia Institute of Technology, 2011. http://hdl.handle.net/1853/39616.

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The design and construction of American public high schools are forcibly influenced by ultra-cost effective techniques demanding simplicity in construction and durability of material. The inflexibility and banality of the architecture this paradigm typically delivers begs for exploration of the feasibility of innovative construction technologies. Technologies that influence both form and technique such as prefabrication of modular elements, utilization of CAD/CAM techniques to mill customized parts and pliable materials (i.e. plastics) crafted to achieve dynamic forms. More engaging, flexible learning environments could be realized that significantly increase the performance of the architecture, both formally and ecologically, as well as ennobling students.

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Balasubramanian, Ms Kiruthika. "An Experiential Approach to Architecture: Design of an Architecture School and Student Housing." Thesis, Virginia Tech, 2016. http://hdl.handle.net/10919/71654.

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"The architectural experience silences all external noise, it focusses attention on one's very existence." An architecture of the Seven Senses: Juhani Pallasma As I sat down thinking about this quote images of the courtyard of the Salk institute, the central reading area of the Library of Congress, Tadao Ando's Church on Water and light, the step wells of Adalaj in India, Peter Zumthor's Therme Vals came to my mind. I feel that the scale and being part of something larger than what man could create such as the sky, the ocean and an experience that appeals to the senses, one that is a perfect orchestration of the color of light, the pattern of shadows, the materiality of the wall, the feeling of warmth, the sound of waves, the reflection of the waters creates a sense of calm within. Drawing from my personal experiences, the thesis shall explore the above idea in a school of architecture with a public interface located along the waterfront. "Buildings should be monumental and spiritually inspiring." Louis Kahn
Master of Architecture

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Mierke, David S. "project: spARCH: Igniting Design Thinking Through Architecture How the Architectural Design Process can Inspire Social Entrepreneurship." University of Cincinnati / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1346171281.

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Clonts, Kelly A. "Methods to improve school design in Sierra Leone." Thesis, Massachusetts Institute of Technology, 2011. http://hdl.handle.net/1721.1/65735.

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Thesis (S.B. in Art and Design)--Massachusetts Institute of Technology, Dept. of Architecture, 2011.
Cataloged from PDF version of thesis.
Includes bibliographical references (p. 80-83).
Most schools in Sierra Leone are constructed using a standard design with little variation from building to building. They are relatively high-cost and have poor ventilation, lighting and thermal comfort. In January 2010, thirteen primary schools in Sierra Leone were analyzed in order to identify design changes that will improve performance and reduce costs. One struggle that this analysis revealed is that construction methods have not changed for decades, as local builders resist changes in the current design. This thesis aims to explain small-scale alterations for primary school buildings in Sierra Leone and list the impact on daylighting and thermal comfort performance for each alteration. For each design alteration, the daylight performance, air flow, and thermal comfort of the new design are compared to the standard design. The overall goal of this thesis is to create guidelines that can be used to reduce the risk of design changes and improve the performance of schools without raising costs.
by Kelly A. Clonts.
S.B.in Art and Design

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Books on the topic "School of Architecture + Design"

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Cole, Doris. School treasures: Architecture of historic Boston schools. Weston, MA: Font & Center Press, 2002.

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Corey, Freed Eric, ed. Sustainable school architecture: Design for primary and secondary schools. Hoboken, N.J: John Wiley & Sons, 2010.

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Gelfand, Lisa. Sustainable school architecture: Design for primary and secondary schools. Hoboken, N.J: John Wiley & Sons, 2010.

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Katherine, Enggass, ed. Linking architecture and education: Sustainable design for learning environments. Albuquerque: University of New Mexico Press, 2008.

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Mostaedi, Arian. Preschool & kindergarten architecture. Singapore: Page One, 2006.

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Preschool & kindergarten architecture. Barcelona: Carlos Broto, 2006.

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Crosbie, Michael J. Class architecture. Mulgrave, Vic: Images Pub. Group, 2001.

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America's best architecture & design schools, 2010. Norcross, GA: Greenway Communications, for the Design Futures Council, 2009.

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America's best architecture & design schools, 2009. Norcross, Ga: Design Futures Council, 2008.

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Space and learning: Lessons in architecture 3. Rotterdam: 010 Publishers, 2008.

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Book chapters on the topic "School of Architecture + Design"

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Walker, J., M. Wilson, Y. Dean, J. van Heyningen, B. Haward, and N. Choudhury. "A Low Energy Design for King Alfred School, London." In Architecture and Urban Space, 755–60. Dordrecht: Springer Netherlands, 1991. http://dx.doi.org/10.1007/978-94-017-0778-7_113.

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Kodama, Yuichiro. "Bioclimatic Design for an Elementary School in Northern Japan." In Architecture and Urban Space, 785–90. Dordrecht: Springer Netherlands, 1991. http://dx.doi.org/10.1007/978-94-017-0778-7_118.

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Norton, B., J. R. R. Wagge, and D. Newton. "Passive Solar Design of Green Park Combined School." In 1989 2nd European Conference on Architecture, 588–90. Dordrecht: Springer Netherlands, 1990. http://dx.doi.org/10.1007/978-94-017-0556-1_169.

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de Coninck-Smith, Ning. "Thinking About Architecture and Governance: A Postscript." In Making Education: Material School Design and Educational Governance, 213–19. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-97019-6_11.

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Shabha, G. S. "Development of Objective Methods for Measuring Flexibility of School Buildings." In Design and Decision Support Systems in Architecture, 165–77. Dordrecht: Springer Netherlands, 1993. http://dx.doi.org/10.1007/978-94-017-1229-3_13.

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Bertram, Kate. "The Cultural Architecture of Schools." In The Translational Design of Schools, 105–23. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-364-3_5.

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Bellfield, Thomas, Catherine Burke, Dominic Cullinan, Emma Dyer, and Karolina Szynalska. "Creative Discipline in Education and Architecture: Story of a School." In Making Education: Material School Design and Educational Governance, 119–36. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-97019-6_6.

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Schumacher, Patrik. "Architecture Schools as Design Research Laboratories." In Total_Fluidity, 8–131. Vienna: Springer Vienna, 2011. http://dx.doi.org/10.1007/978-3-7091-0487-3_1.

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Khafaji, O. M. A., and K. H. Murta. "Controlled Ventilation as a Cooling Agent in School Design for Arid Tropical Areas." In 1989 2nd European Conference on Architecture, 111–14. Dordrecht: Springer Netherlands, 1990. http://dx.doi.org/10.1007/978-94-017-0556-1_33.

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Brenner, Sabrina. "Teaching cultural sensitivity at architecture schools for more sustainable buildings." In Design for a Sustainable Culture, 197–213. Abingdon, Oxon ; New York, NY : Routledge, [2017] | Series: Routledge studies in culture and sustainable development: Routledge, 2017. http://dx.doi.org/10.4324/9781315229065-15.

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Conference papers on the topic "School of Architecture + Design"

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Holland, M. C. G. O. "The Virtual School of Architecture and Design." In DIGITAL ARCHITECTURE 2006. Southampton, UK: WIT Press, 2006. http://dx.doi.org/10.2495/darc060131.

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Garrison, M. "Designs for the Global South: a sustainable primary school in Uganda." In ECO-ARCHITECTURE 2014. Southampton, UK: WIT Press, 2014. http://dx.doi.org/10.2495/arc140141.

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Pasciaroni, A., J. A. Rodriguez, F. Masson, P. Julian, and E. Nebot. "VLSI architecture design for particle filtering in real-time." In 2014 Argentine School of Micro-Nanoelectronics, Technology and Applications. IEEE, 2014. http://dx.doi.org/10.1109/eamta.2014.6906082.

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Pavlovic, Milorad. "An Analysis of Grading Discrepancy in Architectural Juries: The Case of Summer School Design Courses." In 4th International Conference of Contemporary Affairs in Architecture and Urbanism – Full book proceedings of ICCAUA2020, 20-21 May 2021. Alanya Hamdullah Emin Paşa University, 2021. http://dx.doi.org/10.38027/iccaua2021120n2.

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The architectural education process is fundamentally dominated by design studio courses. Their organization remains an open challenge for educators due to the complexity of related factors, such as teaching methods, design topics, assignments and assessments. In particular, the assessment of design studio courses is often a complex procedure, due to the involvement of several jury members with different expertise and their subjective interpretations. In this research, an analysis of the grading discrepancy in architectural juries is proposed. The study aims on quantifying the divergence between the final grades and the marks proposed by each juror. The percentage error was considered as a method for research. The procedure was introduced in the vertical architectural design studio at Alanya Hamdullah Emin Pasa University, Department of Architecture, during the summer semester of 2018.

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Smulevich, Gerard. "The Digital Bauhaus." In 1995 ACSA International Conference. ACSA Press, 1995. http://dx.doi.org/10.35483/acsa.intl.1995.63.

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This paper describes the use of electronic space in a fourth year undergraduate architectural design studio. It attempts to address the importance of developing a design process that is redefined by the use of computing, integrating concept and perception. This goal is set in the studio exercise, an international student design competition to design an addition to the school of architecture at the original Bauhaus/Weimar. The studio involved re-evaluating the Bauhaus principles of integrating the artist and the craftsman, but in contemporary or post-industrial terms. In 1989 the Wall came down. Seamless access of western telecommunications and media became greatly responsible for the crumbling of the rigid machine-age soviet technocracy; and with it, the former east German city of Weimar, home to the first Bauhaus, was once again a living part of architectural history. When the Association of Collegiate Schools of Architecture announced an international student competition to design a new addition to the school of architecture at the original Bauhaus/Weimar, we immediately decided that this should be an Electronic Bauhaus.

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Bianchi, Alessandro, and Gian Luca Brunetti. "Playing Architecture: A Prototype of a Coloured Primary School in Sichuan, China." In International Conference on Sustainable Design, Engineering, and Construction 2012. Reston, VA: American Society of Civil Engineers, 2012. http://dx.doi.org/10.1061/9780784412688.022.

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Vos, Els De. "Together, but different: two co-occurring new degrees at the school of architecture in Antwerp." In 9th Conference of the International Committee for Design History and Design Studies. São Paulo: Editora Edgard Blücher, 2014. http://dx.doi.org/10.5151/despro-icdhs2014-0009.

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Al Kuheji, Mohammed, and Wael Abdelhameed. "Acoustic Simulation in School Architectural Design." In 2019 8th International Conference on Modeling Simulation and Applied Optimization (ICMSAO). IEEE, 2019. http://dx.doi.org/10.1109/icmsao.2019.8880455.

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Yi Liao, Hang Zhou, Lei Huang, and Bo Li. "Architecture design and implementation of Beijing digital school system based on Cloud Computing." In 2015 International Conference on Logistics, Informatics and Service Sciences (LISS). IEEE, 2015. http://dx.doi.org/10.1109/liss.2015.7369619.

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Romano, Rosa, and Paola Gallo. "SUSTAINABLE SCHOOL FOR MED AREA: AN INTERNATIONAL DESIGN EXPERIENCE IN THE ENVIRONMENTAL DESIGN COURSE OF THE ARCHITECTURE SCHOOL AT THE UNIVERSITY OF FLORENCE." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.0375.

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Reports on the topic "School of Architecture + Design"

1

Johnson, Stuart E., and Arthur K. Cebrowski. Alternative Fleet Architecture Design. Fort Belvoir, VA: Defense Technical Information Center, August 2005. http://dx.doi.org/10.21236/ada450098.

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Wu, Q., T. Taylor, Y. Nir, K. Hoeper, and S. Decugis. Handover Keying (HOKEY) Architecture Design. Edited by G. Zorn. RFC Editor, July 2012. http://dx.doi.org/10.17487/rfc6697.

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Bachmann, Felix, Len Bass, Gary Chastek, Patrick Donohoe, and Fabio Peruzzi. The Architecture Based Design Method. Fort Belvoir, VA: Defense Technical Information Center, January 2000. http://dx.doi.org/10.21236/ada375851.

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Buck, R., and E. Lent. COG Software Architecture Design Description Document. Office of Scientific and Technical Information (OSTI), September 2009. http://dx.doi.org/10.2172/971779.

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Stans, L., M. Bencoe, D. Brown, S. Kelly, L. Pierson, and C. Schaldach. Network architecture functional description and design. Office of Scientific and Technical Information (OSTI), May 1989. http://dx.doi.org/10.2172/5590515.

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George, Colin B. SDOE 650: System Architecture and Design. Office of Scientific and Technical Information (OSTI), July 2014. http://dx.doi.org/10.2172/1171441.

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Heiner, Jonathan. Security Tagged Architecture Co-Design (STACD). Fort Belvoir, VA: Defense Technical Information Center, March 2013. http://dx.doi.org/10.21236/ada584582.

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Pollock, Guylaine M., Michael James McDonald, and Ronald D. Halbgewachs. Refinery burner simulation design architecture summary. Office of Scientific and Technical Information (OSTI), October 2011. http://dx.doi.org/10.2172/1029792.

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Bachmann, Felix, Len Bass, and Mark Klein. Preliminary Design of ArchE: A Software Architecture Design Assistant. Fort Belvoir, VA: Defense Technical Information Center, September 2003. http://dx.doi.org/10.21236/ada421618.

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Kazman, Rick, Jai Asundi, and Mark Klien. Making Architecture Design Decisions: An Economic Approach. Fort Belvoir, VA: Defense Technical Information Center, September 2002. http://dx.doi.org/10.21236/ada408740.

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