Thesis (M.Arch.)--University of Hong Kong, 1998. / Includes special report study entitled : Hall life of HKU students. Includes bibliographical references. Also available in print.

Most utility's and electricity resellers stimulate changes in their load shape through various demand side management activities. The most common way of altering their load shape is through the implementation of different tariff structures. The thesis investigates the effect of combining hot water load control with heating ventilation and air-conditioning load control to reduce the electricity costs due to a demand tariff that is a direct result of demand side management. The entire study is focused on the demand tariff of the University of Pretoria. Although the study was done on the University of Pretoria the methods developed are universal and can be implemented in any situation where hot water load control and heating ventilation and air-conditioning load control are to be combined. The study presents a detailed literature study on the current developments in the field of hot water and heating ventilation and air-conditioning load control. No current work could be found in which the two control methods are combined. Models were developed for controlling the electricity load and for determining the savings. The heating ventilation and air-conditioning load's and the hot water load's uncontrolled load models respectively had a mean absolute percentage errors of 3.83% and 3.2%. The forecasting method used to determine the available energy for pre-cooling and the start time of shedding had a mean absolute error of 3.2%. A case study of the University of Pretoria was done. The effect of using only hot water load control is presented. The case study was expanded to include structural thermal energy storage and then water thermal energy storage. This expansion was done using the HV AC system in combination with the hot water load control system. With an only 10.3% contribution to the university's maximum demand, the hot water load control reduced the university's electricity account (energy + demand) by 5.44%. The heating ventilation and air conditioning load contribute to 6% of the university's maximum demand. With the structural thermal energy storage using the heating ventilation and air conditioning system, the savings increased to 6.12%. With the addition of a 750m3 water thermal energy storage tank to the heating ventilation and air-conditioning system, the savings increased to 7.14%. / Dissertation (MEng (Electrical Engineering))--University of Pretoria, 2005. / Electrical, Electronic and Computer Engineering / unrestricted

Buildings constitute a substantial percentage of most educational institutions' assets, user needs and operating costs. The performance level of this resource is therefore very critical to educational effectiveness. However, despite the crucial role of this resource in the education and construction sectors of the economy, evaluation of building performance is not a mainstream activity in Africa, particularly Nigeria. Presently, there is limited or no research/data in Nigeria to assess how extensively the use of or lack of building performance evaluation techniques affect teaching, learning spaces and overall organisational performance. The aim of this research was to develop an appropriate model for building performance evaluation in higher education institutions based on performance indicators, for improved awareness, understanding and practice. The research primarily focused on "user needs/requirements" within the organisational context. The methodology employed in the study included a review of the relevant literature and multiple case-studies conducted on four Federal Government universities in South East Nigeria. The target universities constituted the units of analyses and therefore provided opportunity for in-depth examination of the links between users, building facilities and organisational processes as established in the literature review. Epistemologically, the research is objectivist and paradigmically positivist. However, some qualitative aspects of data were relevant to the study and therefore used in a complementary manner. The case approach utilized mixed methods by applying a range of data collection techniques and evidence from multiple sources. The sampling technique was sequential involving both purposive and stratified random sampling. The study reveals apparent lack of a systematic mechanism for evaluating the success or performance of completed and occupied buildings and so the interaction between users and buildings did not add value to learning and working experiences in the target institutions. The bespoke methodology and conceptual process model developed in this research constitute an innovative and pioneering contribution to building performance evaluation as a developing field of knowledge. The study has established a basic level of awareness and understanding among construction practitioners that building performance evaluation can be used as a tool for delivering strategic objectives in the management of educational buildings. The study strongly advocates the inclusion of building performance evaluation as part of the building procurement process. The proposed model in the study provides a useful guide needed by the institutions to navigate to future competitive success in higher education built asset/facilities management.

No description available.

No description available.

The purpose of this study was to: (a) determine the design features of the physical learning environment that support and enhance collaborative, project-based learning at the community college level; and (b) to gain an understanding of the rationale for the selection of the features. The characteristics of the physical environment investigated in the study were scale, location, functionality, relationships, and patterns. Aspects of the rationale or purpose for the selected features included: (a) important factors for consideration, (b) sequence of consideration among the factors, (c) relationship among the factors, (d) derivation of the factors, (e) design process considerations, and (f) theories used to make the recommendation. The literature review indicated a need for changing learning expectations to prepare learners for rapidly changing roles and responsibilities in work, family, and community for the 21st century. Collaborative, project-based learning was identified as a pedagogy that prepares learners for these new learning expectations by conceiving, developing, and implementing projects relevant to the learners' and the communities' needs. This active learning process teaches critical thinking, problem solving, teamwork, negotiation skills, reaching consensus, using technology, and taking responsibility for one's own learning. Data were collected in three phases using a phenomenological approach to gain an understanding of the two foci areas of the study. Methods for collecting data included site visits, observations, text, interviews, and designs. Participants included architects, educators, and learners. The findings from the study included the initial identification of 44 design features of the physical learning environment that support and enhance collaborative, project-based learning at the community college level and the determination of the rationale for the selection of the features. Analysis and synthesis of the features resulted in 32 design features that were placed in the following six categories: (a) learning group size, (b) functional spaces for learning activities, (c) adjacencies, (d) furnishings, (e) psychological and physiological support of the learners, and (f) structural aspects. The essence of designing physical environments that support and encourage collaborative, project-based learning is the interrelationship among the categories and features within the categories. / Graduation date: 2002

Thesis (M.I.D.)--Auburn University, 2008. / Abstract. Vita. Includes bibliographical references (p. 62-65).

This thesis defines the discipline of Interior Architecture from an academic perspective, from a professional perspective, and through a series of case studies on various building types. The primary building type, which is studied in this thesis, is the university setting, with specific emphasis placed on the "social spaces" within the university, where people interact and collaboratively engage one another and the environment around them. Interior architecture is explored through a study of numerous design elements and psychological phenomena, including proxemics, control of one's environment, response to technology, location of social spaces, permanence versus flexibility, provision of spatial variety, public versus private realms, and multisensory perceptions of three-dimensional space. / Department of Architecture

No description available.

Thesis (M. Arch. D.U.)--University of Notre Dame, 2005. / Thesis directed by John Stamper for the School of Architecture. "April 2005." Includes bibliographical references (leaves 87-88).