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Thesis is submitted in partial fulfilment for the degree of Master of Architecture (Professional) to the Faculty of Engineering and the Built Environment, School of Architecture and Planning at the University of the Witwatersrand, Johannesburg, 2017 / Throughout history, people have remembered their past through the dissemination of knowledge from one generation to the next. This transfer of ideas, history, culture and identity allows for the continuation of narrative to transcend the bounds of time and contribute to a rich memory landscape, that cultivates a unified perception of community memory. This is in turn, directly translated into the physical landscape. Architecture becomes the physical attribute of shared identity, and creates spaces where new memories can be made and the past, remembered. This idea of remembering and creating contextual memory is thus relevant to all people and communities, as it is a core principle in creating consensual outlooks. This premise permeates into the exploration that memory, as a passive device of remembering and an active node of creation and education, is a unifying agent within a community and is directly related to the surrounding architectural space. Cultivating the question of whether there is a correlation between memory and the architectural spaces in which it is created, and to what extent they influence each other? The investigation examines the various facets of memory and recall processes that affect the architectural landscape and in turn shape human perceptions surrounding it. This interplay between memory, architectural memory and human memory is a layered discourse that ultimately resulted in the finding that architecture and memory are linked in the way people remember and use space. The historically rich memory landscape of Fordsburg became the apt site choice which allowed these ideas to grow into an architectural response. This culminated into the idea of combining preschool and exhibition typologies, with specific allowances for photographic and community spaces. These programmes were unified through their relation to memory and the spaces in which they occur. The aim was to unify these programmes and create a space which encouraged learning and community integration, whilst commemorating the history and memory of the past in a dynamic and linked manner. The building aims at creating a positive architectural addition to Fordsburg by addressing the need for education within the community, whilst architecturally responding to facets of the past through the adaptation of the Lilian Road Art Studios, creating a palimpsest of built fabric that speaks to the continuation of memory making in architectural environments. This investigation and resulting building have demonstrated that architecture and memory are linked, and although this may not be the only way to link the two in a manner that speaks to the past, present and future is a response that amply describes the parameters in which they can occur. / GR2017

Thesis. 1978. M.Arch.A.S.--Massachusetts Institute of Technology. Dept. of Architecture. / MICROFICHE COPY AVAILABLE IN ARCHIVES AND ROTCH. / Bibliography: leaves 118-122. / M.Arch.A.S.

Research shows the environment affects the user both psychologically and physiologically. Teachers often alter their classrooms in order to effect these changes, for instance, by adding elements for warmth, offsetting harsh lighting, or using found objects to mark and divide space. Research and observed use communicate a need for a planned variety of spaces in function and in character. The project is a redesign of Therrell High School in southwest Atlanta seeking to complement the new movement to small learning communities, which embeds programmatic variety in the public school system. Therrell is divided into three small thematically described academies, which effectively function as three separate high schools: the School of Science, Technology, Engineering, and Math; the School of Health Sciences and Research; the School of Law, Government, and Public Policy. The design focuses on the necessary variability of spaces inherent in small learning communities. These spaces seek to address the varied instructional strategies that accompany the thematic endeavors of each school and introduce variety in architectural character, thus accommodating variable needs and desires of students. The focus of the project is on the student and the nature of space that fosters positive experiences as well as positive learning outcomes.

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Most city dwellers simply endure the fast paced lifestyle and the stresses of the urban environment, forging coping strategies daily. The effects of stress and related health conditions are evident throughout the global population and South Africa is no exception. South Africans are not immune to the mental and physical effects of a stressful lifestyle. The modern day life is full of various stresses, including inter alia environmental factors, family pressures, social relations and career and they can all contribute to an increasing set of life demands. Trying to cope with the effects of daily stress is a common situation for most. It may be argued that these challenges in one's life encourage motivation and innovation. However living under constant pressure increases stress and negative emotions which results in the body being in a state of constant ‘emergency mode’ (www.helpguide.org). As an individual takes on more negative stress, the need to seek relief from the effects thereof increases. Although one may think that one is coping with the ever increasing levels of stress and negative energy within one's life, one often does not realise that there is a progressive deterioration in ones mental and physical vitality (www.helpguide.org). This dissertation is aimed at developing an understanding of how architectural environments (from a broad macro-perspective to a micro-specific context) can influence an individual’s stress levels, and can play a positive role in supporting human wellbeing or can have a negative impact and work against the wellbeing of city dwellers. In theory by transforming the range of potentially negative impacts (generated by many urban environments and by the buildings that constitute such environments) architects can assist urban residents to better cope with life’s challenges. In this way other social ills such as domestic violence, suicide, depression and mental illnesses may be reduced (Ozalp et al: 2003; 26-29). This dissertation explores issues from the broad macro-perspectives, the meso context, the microspecific aspect and the interior environment. The macro-perspective component explores genius loci from both negative and positive architectural environments within cities. Some of the negative aspects of cities such as urban sprawl, here reference is made to the Gestalt and Lynchian theories. The meso context addresses the social components and identities of the urban environments, dealing with the issues such as the lack of public space, parks, green spaces and areas for social interaction, and how the Gestalt theory relates to this. The micro-specific context explores the concept of genius loci and the healing properties of water and of landscapes and the increase of sick building syndrome within cities. Lastly an analysis of the interior environment is provided through an exploration of the components of light, colour, texture and materials and their relationship to the Gestalt Theory. / Thesis (M.Arch.)-University of KwaZulu-Natal, Durban, 2010.

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This dissertation addresses the following research questions: How do physical features of high density college dormitories affect residents' perception of crowding, and what kinds of design strategies are available for alleviating the perceived crowding? The data source was responses to a self-administered questionnaire from residents of living units which were randomly sampled from three dormitories of comparable physical density at Oregon State University. Seven hypotheses were used to examine the relationship between perceived crowding and physical features associated with different settings in selected dormitories. The first hypothesis sought to clarify how selected physical variables, compared with selected social and personal variables, contributed to perceived crowding both in dormitory dwellings (floor crowding) and rooms (room crowding). For the remaining hypotheses, comparisons were made to determine if differences existed between groups living on floors with varied corridor length, floor height (distance above ground level), and bathroom location, and between groups living in rooms with varied desk location, room location, and window orientation. Using multiple regression analysis and analysis of variance as the major tools for hypothesis testing, the study found that: (1) both room and dwelling crowding were not significantly affected by the selected physical, social, and personal variables; (2) floor crowding was significantly lower among residents of short corridors and among those who shared suite rather than community bathrooms. Variations in floor level did not affect perceived crowding; (3) room crowding was not significantly affected by variations in desk location, room location, and window orientation, but rather by the interactive effects of window orientation and floor height.