published_or_final_version / Urban Design / Master / Master of Urban Design

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Thesis (M. Sc.)--University of Hong Kong, 1998. / Includes bibliographical references (leaf 101-103).

M.Tech. (Architectural Technology) / The inner city space is a living and working locale for diverse population groups. The central business district provides job opportunities for a multitude of skilled and unskilled workers who either live in the city or who commute from outlying areas and suburbs. In other words, it serves many purposes for many people. Yet it is rarely acknowledged as an appropriate space for young children. Reality, however, shows that children should and are accommodated within the inner city. They are part of the families that engage with the city on a daily basis. The research question addressed by this study mainly concerns how the architecture should respond to a situation which acknowledges the presence of children in the inner city in a way that is not only safe and secure but also draws on the unique learning experiences that the city offers. In this respect there are endless possibilities for discovery and sensory exploration. The city is a sensory cornucopia, of sorts. The challenge is therefore to create a relationship between the pre-school and the city that is symbiotic. Because life is the generator of the city, children add another layer to its intriguing complexities. In return, the city provides exciting educational experiences which "have the potential to ensure that memories are made and remembered. An urban preschool is not typified by the way it mirrors the urban context or incorporates it thematically, but by the way it engages and becomes part of its pattern language. Existing boundaries which are often restrictive and prescriptive are deconstructed and reconstructed, and, in doing so, the identity and the conventional stereotype of the urban preschool is redefined. The challenge that this study purports to address is to create a balance between two realms: the preschool as a place of ultimate safety and the public realm as a place of ultimate freedom. It takes into consideration how these issues have been addressed locally and overseas from the point of educational principles and, specifically, how the architecture supports and incorporates these principals within the urban context. Such an exploration of factors that typify an urban preschool (as opposed to the more familiar suburban model) will culminate in the development of a preschool that is completely context specific, especially with regard to the sensory references in the city.

This paper has been written primarily to emphasize the need of some pattern in school building and planning. The principles and practices herein contained are not complete in all aspects. Many of the specifications have been accepted by authorities specializing in this field. The county in which the writer is employed is about to embark upon a building program. It becomes a most opportune time to carry on a study concerned with the planning and construction of a practical building. Familiarization with accepted practices might well influence thinking of all concerned. To include community participation would establish a closer tie between two groups so dependent upon each other. / "June, 1953." / Typescript. / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Advisor: H. W. Dean, Professor Directing Paper. / Includes bibliographical references (leaf 60).

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Chow Wai Ling Karen. / "Architecture Department, Chinese University of Hong Kong, Master of Architecture Programme 1997-98, design report." / program / INTRODUCTION --- p.1 / EXISTING STATE --- p.1 / SOCIAL BACKGROUND --- p.1 / CULTURAL BACKGROUND --- p.2 / USER PROFILE --- p.2 / CLIENT --- p.3 / MISSION --- p.3 / OBJECTIVE --- p.3 / FUNCTIONAL PROGRAM --- p.4 / ARCHITECTURAL PROGRAM --- p.4 / PROGRAM REQUIREMENT --- p.5 / SCHEDULE OF ACCOMODATION --- p.6 / BUBBLE DIAGRAM --- p.7 / SITE ANALYSIS --- p.8-10 / MENTAL HEALTH AND ARCHITECTURE --- p.11-12 / process / DESIGN PROCESS --- p.1 / IMAGES --- p.2 / ZONING --- p.3 / PSYCHOLOGICAL --- p.4 / RESPONSES TO SPACES / SKETCHES --- p.5-6 / NATURAL FEATURES --- p.7-10 / 1st review --- p.11 / 2nd review --- p.13 / 3rd review --- p.14 / 4th review --- p.16 / final review / concepts --- p.1 / diagrams --- p.2 / site plan --- p.3-4 / ground floor plans --- p.5-7 / 1st floor plan --- p.8-9 / details --- p.10 / index --- p.11 / site sketches --- p.12 / perspectives --- p.13-14 / photographs --- p.15 / lighting study of activity hall / photographs --- p.16 / spatial quality of rooms / sectional perspectives --- p.19 / model photographs --- p.21-22 / development calculation --- p.23-25