Thesis (M.S.)--Naval Postgraduate School, 2001. / "June, 2001." Includes abstract. DTIC report no.: ADA396134. Includes bibliographical references (p. 129-131). Full text available online from DTIC.

Thesis (M.S.)--Naval Postgraduate School, 2007. / "June, 2007." Includes abstract. Author was part of NPS's company officers program and was stationed at the Naval Academy while doing the research for this thesis Includes bibliographical references (p. 87-90). Full text available online from DTIC and USNA LEAD theses database.

Thesis (M.S.)--Naval Postgraduate School, June 2007. / "June 2007." Includes abstract. Includes bibliographical references (p. 153-156) Full text available online from DTIC and database.

Thesis (Ph. D.)--Virginia Polytechnic Institute and State University, 1997. / Vita. Abstract. "September 3, 1997." Includes bibliographical references (leaves 401-411). Also available via the Internet.

Thesis--Columbia University. / Bibliography: p. [229]-242.

Thesis (Ed. D.)--Temple University, 1934. / Bibliography: p. 75-80.

Thesis--Columbia University. / Bibliography: p. [229]-242.

The purpose of this study is to present a history of the Oneida Stake Academy, in existence from 1888 to 1922.

No description available.

The design of this architecture academy for one hundred students is an exploration of educational function, geometric construction with digital drawing tools, perspectival manipulation, and minimalist architectural aesthetics. Within the school are studio spaces, a shop, a library, a lecture room, faculty studies, and outdoor building yards. Itself technologically derived and constructed, this project fits into the framework of the modernist architectural movement. But like a wayward atom in an otherwise rigidly determined crystalline matrix, the building's form inserts itself into this stanchion at a point intended to commence a generative rift of new possibility. The goal for the institution is to foster an environment of exploration and progressive innovation through exchange and collaboration. This charge would fall squarely on the faculty of course, but hopefully the building itself would act as a catalyst for the search. Through its programmatic organization as well as its perspective-warping angular form, the building is designed to encourage or at least accommodate a participatory, dialectic way of studying and making architecture. Open studio spaces and the proximity and availability of the faculty studies are intended to foster ease of communication and collaborative interchange within the academy. Exchange of knowledge across multiple levels and points of view would occur both intellectually and spatially. The specific outcome of such a dialectically educational environment cannot be accurately predicted, and therein lays the vibrant potential of the proposal. The rigid predictability of enlightenment rationalism has outlived its modality and a new model is needed in order to move forward. The goal of the contemporary architecture academy should not be to establish the primacy of one mode of operation but to invite a plurality of approaches to the table. / Master of Architecture