Abstract not available. / Thesis(M. Arch.)-University of KwaZulu-Natal, Durban,2009.

When the design of a building is understood as a creation of ideas, and construction as putting these ideas into reality, then a building is only created once, and every change or growth will be just another construction phase. Under these circumstances, the act of creating the basis for flexibility requires the knowledge about quality and location of changes at a time when the building, Its use and Its user configuration do not exist. Since form and function are closely tied together, designing for flexibility will influence form. In the past, what was thought to be the most flexible building tended to have the most unspecific form. It must be the contributIon of architecture to achieve both, the adaptability for change, and the ability to express and interpret time, place and meaning. Since the introduction of mass production, building flexibility has been a leading economic factor in the planning of industrial and commercial facilities. Technological progress not only affects production conditions, but also constantly redefines requirements for spatial quality and the building conception. For the benefit of architectural meaning, and a work environment that can meet human requirements under changing conditions, planning methods and architectural concepts must distinguish between spaces with different flexibility demands. The sum of functions in a building can be divided in work-related and people·related activities. Work-related activities are production-oriented involving a relatively high degree of technology. People-reIated activities are oriented toward the basic human needs involving a relatively low degree of flexibility. Whereas work related functions have a high frequency of change affecting the building in many degrees, people-related spaces hardly ever change experiencing rearrangements rather than construction work. In architectural design, the relationship between these two different types of space finds expression. As examples in the past show, there is a variety of architectural interpretation of flexibility. The ability to replace elements in a building’s metabolic transformation is influenced by architectural order. In the design of a Research and Development Center an order is created serving work and people functions and distinguishing between temporary and permanent areas. / Master of Architecture

Especially in the context of a university, the architecture of a chemistry building can aim for expression of objectivity and functionalism. Space dedicated to research is a part of a basic desire for new insights and can contribute through its form to an understanding of the role of research. Conversations with chemistry students suggest that both space layout and quantity of laboratories can be improved. Perhaps the architecture can provide an additional stimulus beyond the basic needs of students and researchers. The proposed chemistry building focuses primarily on architectural sensory and experiential qualities inspired by architects Louis Kahn and Peter Zumthor. The project proposes more laboratories with a better academic research environment combined with more public space for enjoyment beyond the research life. Located at an important strategic site on campus, the building serves both as campus infrastructure and chemistry laboratories. The facade is intended as an assembly of grey precast concrete elements. The complex is divided into two main functional wings connected by a sculptural steel-glass stair object. The two wings serve as laboratories and offices, while the central glass stair offers a strong identity with a memorable space. The form offers a conversation between tradition and the future. The research part utilizes regular concrete structure with glass between the divisional walls, while the sculptural stair with its striking external form provokes a dialogue between art and science / Master of Architecture

The purpose of this creative project was to develop a master plan for an outdoor learning lab for Daleville Elementary School (DES) in Daleville, Indiana. Utilizing a formal design process, including surveys, case study research, and site analysis, the best solution was devised specific to the needs of DES. Along with a design team from Daleville, additional DES faculty responded to a written survey to validate requests for various features. Daleville students participated in a design workshop to express their own ideas for outdoor learning activities and features. A site analysis was conducted on the school grounds utilizing criteria set for features within the design program. Three concepts were generated, leading to the development of the master plan. The research and design process used to create the master plan have provided data suitable for further research and concepts for outdoor learning labs in the elementary school setting. / Department of Landscape Architecture