published_or_final_version / Architecture / Master / Master of Architecture

published_or_final_version / Architecture / Master / Master of Architecture

Hung Kwai Yu, Jo. / "Architecture Department, Chinese University of Hong Kong, Master of Architecture Programme 2009-2010, design report." / "May 2010." / Includes bibliographical references (leaves 70). / Abstract of the Thesis --- p.2 / Issue of Concern - Teenagers and Education --- p.3 / Development Psychology of Teenagers --- p.7 / Research on Education an Learning Space --- p.11 / Hong Kong Education System & Local School Case Study --- p.16 / A Learning Village for Teenagers - Preliminary Thoughts --- p.21 / Site Analysis --- p.31 / Concepts of the Learning Village --- p.37 / Special Study / Chapter - --- Space for 334 New Curriculum / Chapter - --- Village as a School and Village as a Teenage Place --- p.52 / Final Design --- p.55 / Zoom-in Pictures of the Village --- p.62 / Bibliography --- p.70

The need to establish appropriate, adequate, and decent educational facilities for school children across the nation has been well-established. The ability of school districts in each state to build these facilities has varied widely in the past. Historically, most facilities funding ability for school districts has come from the local community and has been tied to property wealth and the ability of the community to raise significant tax dollars to pay for school buildings. Responding to an expanding need for increased facilities funding and school funding litigation, the state of Texas added facilities funding mechanisms for public school facilities construction in the late 1990s. The purpose of this study was to determine whether or not the methods of facilities funding were equitable in the state of Texas. In this study, equity values were framed around three equity concepts established in school funding equity literature. These three concepts were (1) horizontal equity defined as the equal treatment of equals, (2) vertical equity defined as the unequal treatment of unequals, and (3) wealth neutrality defined as the absence of a relationship between school district wealth and the equal opportunity of students. The sample comprised 1,039 school districts in the state of Texas. Well-established equity measures were administered to data including capital outlays, weighted per pupil capital outlays, instructional facilities allotments, and school district wealth. Horizontal equity measures included the McLoone index, the Verstegen index, the federal range ratio, and the coefficient of variation tests. The Odden-Picus Adequacy index (OPAI) was administered to determine levels of vertical equity. Finally, wealth neutrality was determined utilizing the Pearson product-moment correlation test. Findings indicated that there were poor horizontal equity levels both in the top half and bottom half of the distribution of capital outlay spenders. A coefficient of variation test was administered to determine overall horizontal equity. While it did not indicate poor overall horizontal equity, the existence of extreme outliers in both halves of the distribution indicated that the dispersion of spending at the top and bottom of the distribution were inequitable. In fact, over the three year period of the study, fifteen percent of the top spending districts spent between forty and fifty percent of all capital outlay expenditures. Vertical equity was tested by implementing a court mandated equalization standard of eighty-five percent. When the OPAI was administered at this equity level, vertical equity was poorer than horizontal equity. Finally, while some state implemented facilities funding mechanisms were wealth-neutral, the overall funding system, with its heavy reliance on bonded indebtedness, was not.

The nutritional status is significantly influenced by changes in eating habits of entire families. The baby is not born obese, but becomes it in the course of its development, due to heredity, family educational activities, psychosocial and cultural conditions of the society in which he or she lives. Everyday improper habits of adults are also transferred into the lives of children and violations of the principles of healthy eating, lack of physical activity, lack of rest and relaxation, stress and many other factors of present is involved in the onset of many diseases and complications of health. Base on fact that there are no standardised textbooks for teaching subjects Health Education and healthy lifestyle, while neither the directive which would lead teachers in pre-school education to systematic education of children in this area, I deal in my work with the question, which are the options to learn on healthy lifestyle and how get quality information teachers themselves. Futhermore I address the issue of overweight and obesity of children in terms of health literacy, strategy of selected primary schools and kindergartens on the question of exercise and diet and appropriate / inappropriate eating habits of children. The first part focuses on the implementation of programs in the field of...

Thesis. 1976. M.Arch.--Massachusetts Institute of Technology. Dept. of Architecture. / Microfiche copy available in Archives and Rotch. / Bibliography: leaves 60-61. / M.Arch.

published_or_final_version / Architecture / Master / Master of Architecture

The modern world is rapidly advancing towards a technological age where every aspect of people’s lives revolves around scientific innovations and consumerism. These advancements have allowed architects to traverse many boundaries and the design of buildings almost seems limitless. However, this has also caused a shift in architecture to focus on the visual aspects of buildings. Most human beings are born with the use of all of their senses and it is through this that we use, understand and appreciate the built environment. However, if a building fails to entice one’s sense of touch or even smell, then architecture has lost its true meaning; that of designing for people and not solely for consumerism. More often than not, children are also avid users of buildings and architecture, which has lost its essence of appealing to all of our senses, also loses its fascination to children as well. Early childhood is the stage in life where people use their senses to the fullest capacity and it is through the perception of our surroundings that we learn, form meanings and identities. This dissertation thus aims to understand how the built environment psychologically affects children and how also, children perceive their surroundings. With that in mind, the purpose of this dissertation is twofold. Firstly, it sets out to investigate aspects of architectural psychology/perception and its relation to children and secondly, it will seek to understand how physical disabilities such as blindness and mobility impairments impact upon the design of buildings. This will set the brief for the design of an Educational Facility for Physically Disabled children, where all of these characteristics will be considered. Through this study, specific characteristics of architectural psychology will be investigated. These include the following: understanding the human senses, sensory emotions and experiences, the effects of colour and light, legibility, wayfinding, place identity related to personal identity and thus critical regionalism and phenomenology. Lastly, the importance of creating sustainable environments and the importance of nature to children will also be looked into, as well as creating safety for children in any type of environment. This research will study the multi – faceted aspects that comprise architecture for the disabled. Therefore, the research will encompass both primary and secondary sources, including relevant precedent and case studies. This research will ultimately provide a design brief, which will inform the eventual outcome for the design of an Educational Facility for Physically Disabled Children. / Thesis (M.Arch.)-University of KwaZulu-Natal, Durban, 2011.

The general purpose of this study was to determine whether deregulation in Indiana via Public Law 25-1995 has had an adverse effect on either quantity or adequacy of new school construction. Data for projects approved during the three years preceding deregulation (1992-1994) were compared with data for projects approved during the three years following deregulation (1996-1998).Data for the projects were obtained from state agencies. They included the number of projects approved, the cost of each project, the size of each project, and school district enrollment, and the assessed valuation of each school district in each of the years studied. Major findings included: (a) The annual average number of approved projects prior to deregulation was 14 and the annual average following deregulation was 13. (b) The size of approved elementary level projects did not change following deregulation (it remained at 138 square feet per student). The size of approved middle level projects decreased from 196 square feet per student to 170 square feet per student after deregulation (a 14% decrease), and the size of middle schools became less uniform. The size of approved high school projects decreased from 230 square feet per student to 209 square feet per student after deregulation (a 9% decrease). (c) The average cost per square foot of approved elementary school projects declined from $113 to $109, and the average cost per square foot of approved high school projects declined from $119 to $107 after deregulation. The average cost per square foot of approved middle level projects increased from $105 to $110. (d) School district wealth did not have a significant effect on either the quantity of projects or the size of projects. (e) School district size did not have a significant effect on either the quantity of projects or the size of projects.Recommendations include additional long-term studies to address not only the effects of deregulation on school facilities, but also the effects of deregulation on educational programming. / Department of Educational Leadership

The area of school facilities maintenance as an integral component of schools' educational programmes is only beginning to receive attention in South Africa, through the publishing of Notice 1438 of 2008 of the National Education Policy, which is a call for comments on the National Policy for an Equitable Provision of an Enabling School Physical Teaching and Learning Environment. This implies that, while it is a critical aspect of teaching and learning, school facilities maintenance has not been accorded a priority status. Numerous studies have indicated a strong correlation between the quality of school facilities and learner achievement and educator morale and job satisfaction. This study aimed at determining how a whole-school approach to facilities maintenance can be developed at schools by investigating the nature of school facilities maintenance and what the current school facilities maintenance practices are. An exploratory qualitative empirical research involving the use of ethnographic observation, photography and interviews was conducted. The study found that the current facilities maintenance practices at schools mainly comprised routine, corrective and emergency maintenance, which implies that facilities maintenance is not an integral component of the educational programmes. It also implies that schools need to implement a comprehensive and systematic process of facilities maintenance, which has a strong strategic dimension. A Whole-School Facilities Maintenance Model is thus proposed as a solution to this need. The model addresses schools' immediate facilities maintenance needs and long-term needs as it is accommodative of changes, both minor and major, as can be the case with the enactment of policy regarding school infrastructure management. This study contributes to the practice of school organisational development and management by customising strategic planning into school development planning and improvement. / Thesis (Ph.D. (Education Management))--North-West University, Vaal Triangle Campus, 2010.