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Can a prototypical process involving literature reviews, interviews, questionnaires, design charrettes, and advanced computer visualization tools, be applied to create golf facilities valid to the subjects involved in the process? The research attempts to create a prototypical process by exploring and applying various research schemes that attempts to solve a selected design issue. Thus, the issue selected: How can the golf course be designed to attract, accommodate, and educate today's youth? Children should be introduced to activities at an early age to build character and self worth. The golf course acts as a place for today's youth to build relationships, test and enhance their character, and expand their education. This research is a result of these ideals. It focused on creating a prototypical process to create a junior golf facility, using data collection methods inclusive to: literature reviews, interviews, questionnaires, and design charrettes. As an addendum to this prototypical process, these methods of data collection were validated through computer visualization. These preceding methods, along with the basic ideals of youths in golf, were the main focus in researching golf course design catered to the youth. The First Tee junior golf program was the model used to compare the conceptual golf facility prototype, because it is the leader in making golf accessible to the youth. The First Tee Program, established in 1997 by the World Golf Foundation, teaches kids of all backgrounds the game of golf, including fundamentals, etiquette, and sportsmanship: elements that are of value to our society. It also educates them on how to become a valuable member of his/her community. The goals of The First Tee are in two phases: to create one hundred golf facilities by the year 2000, and to reach 500,000 youths by the year 2005. While the First Tee program is successful, this research attempts to improve upon junior golf facility development by addressing the youths' interest in a customized, conceptual golf facility built upon the principles of a state-of-the-art facility created by programs like The First Tee. The results of this research could potentially serve as an addendum to junior golf development, and also act as a resource for future designers, by assisting to acquire user needs and demands for buildings, interiors, landscapes, and products. The conceptual golf facility was created from two major resources. Students in Montgomery County, Virginia, were the subject resources, while the available literature, designers, and superintendents were the professional resources. A research strategy was created to serve as a guide for better organization. As a result, the Conceptual Research Diagram was implemented to serve as the prototypical process of the research. The subjects were Montgomery County students of various ages, skills, physical dependents, and also of various cultural backgrounds. Although the subjects were randomly selected, it was necessary to have an adequate amount of subjects to each subject group for a well-formed response to the research. The subjects were given a questionnaire, asked to participate in a design charrette, and given the option to participate in the C.A.V.E. (Cave Automated Virtual Environments) experiment. The CAVE is a three-wall cell, each wall with a dimension of 10x10x9 feet in diameter, which uses a Silicon Graphics Machine, plus projection devices, to project three-dimensional computer images onto its walls and floor. As a result, life size, three-dimensional computer models are created for an experience in virtual reality. All of the data was complied to obtain requests and demands to create a custom golf facility in virtual reality. The youth input and site location was limited to the town of Blacksburg, Virginia, with an attempt of creating a prototypical process that can possibly be applied to any town or city around the world. / Master of Science

Esta pesquisa teve como objetivo a investigação da aplicação da metodologia Charrette Design utilizada para o desenvolvimento do projeto do empreendimento Pedra Branca a partir de sua segunda fase de implantação, onde foi concebida a região central. Pedra Branca está situada no município de Palhoça, Santa Catarina, e está em construção. Foram incorporados princípios do Novo Urbanismo (New Urbanism), envolveu no processo seus dirigentes, consultorias (inclusive internacionais), diferentes empresas de arquitetura e de engenharia, laboratórios acadêmicos da Universidade Federal de Santa Catarina e partes interessadas (stakeholders), numa abordagem transdisciplinar. O entendimento da cultura organizacional e a aprendizagem de ferramentas de gestão fazem parte de um arcabouço de inovações necessárias para propiciar ambientes colaborativos na direção da implementação de um urbanismo mais sustentável e criativo. A pesquisa realizada possibilitou a compreensão da aplicabilidade da metodologia, sua incorporação à cultura da empresa, a abertura para incorporar novos conceitos, no todo e nas partes. Num âmbito ainda mais abrangente, concluiu-se que Pedra Branca tem se demonstrado na prática como uma \"organização que aprende\" na formulação de Senge (2009). O empreendimento foi reconhecido e premiado internacionalmente. / This research aimed to investigate the application of the methodology used Charrette Design for the development of the enterprise Pedra Branca project from its second phase of implementation, which was conceived the central region. Pedra Branca is situated in the municipality of Palhoça, Santa Catarina, and is under construction. Principles of New Urbanism were incorporated, its leaders involved in the process, consulting (including international), different architectural firms and engineering, academic laboratories, Federal University of Santa Catarina and interested parties (stakeholders), a transdisciplinary approach. The understanding of organizational culture and learning management tools are part of a framework of innovations needed to provide collaborative environments toward the implementation of a more sustainable and creative urban planning. The survey allowed us to understand the applicability of the methodology, its incorporation into the company culture, openness to incorporate new concepts in whole and in parts. In a yet broader context it is concluded that Pedra Branca has been shown in practice as a \"learning organization\" in the formulation of Senge (2009). The project was recognized and awarded internationally.

Esta pesquisa teve como objetivo a investigação da aplicação da metodologia Charrette Design utilizada para o desenvolvimento do projeto do empreendimento Pedra Branca a partir de sua segunda fase de implantação, onde foi concebida a região central. Pedra Branca está situada no município de Palhoça, Santa Catarina, e está em construção. Foram incorporados princípios do Novo Urbanismo (New Urbanism), envolveu no processo seus dirigentes, consultorias (inclusive internacionais), diferentes empresas de arquitetura e de engenharia, laboratórios acadêmicos da Universidade Federal de Santa Catarina e partes interessadas (stakeholders), numa abordagem transdisciplinar. O entendimento da cultura organizacional e a aprendizagem de ferramentas de gestão fazem parte de um arcabouço de inovações necessárias para propiciar ambientes colaborativos na direção da implementação de um urbanismo mais sustentável e criativo. A pesquisa realizada possibilitou a compreensão da aplicabilidade da metodologia, sua incorporação à cultura da empresa, a abertura para incorporar novos conceitos, no todo e nas partes. Num âmbito ainda mais abrangente, concluiu-se que Pedra Branca tem se demonstrado na prática como uma \"organização que aprende\" na formulação de Senge (2009). O empreendimento foi reconhecido e premiado internacionalmente. / This research aimed to investigate the application of the methodology used Charrette Design for the development of the enterprise Pedra Branca project from its second phase of implementation, which was conceived the central region. Pedra Branca is situated in the municipality of Palhoça, Santa Catarina, and is under construction. Principles of New Urbanism were incorporated, its leaders involved in the process, consulting (including international), different architectural firms and engineering, academic laboratories, Federal University of Santa Catarina and interested parties (stakeholders), a transdisciplinary approach. The understanding of organizational culture and learning management tools are part of a framework of innovations needed to provide collaborative environments toward the implementation of a more sustainable and creative urban planning. The survey allowed us to understand the applicability of the methodology, its incorporation into the company culture, openness to incorporate new concepts in whole and in parts. In a yet broader context it is concluded that Pedra Branca has been shown in practice as a \"learning organization\" in the formulation of Senge (2009). The project was recognized and awarded internationally.

Le niveau de complexité des défis auxquelles font face les sociétés contemporaines exige le développement de solutions basées sur la combinaison de compétences de multiples acteurs. Cette intelligence collective émerge de la capacité des acteurs de réaliser des projets dans lesquelles leurs actions sont hautement interdépendantes. Le système pédagogique traditionnel fait face à des limitations structurelles pour former les étudiants à cette pratique que nous caractérisons de conception collaborative. Malgré le fait que le modèle de l’apprentissage basé sur l’atelier est avant tout utilisé dans une approche individuelle d’auteur, ce système singulier qui distingue les études d’architectures depuis 300 ans s’avère être un processus d’apprentissage hautement collectif. Nous soutenons que le W-AU est une évolution de ce modèle qui, en reconfigurant certains de ses paramètres, est devenu une approche efficace pour la formation à la conception collaborative. Grâce à un ancrage historique du W-AU, une typologie de ses pratiques contemporaines, et une recherche-action menée dans 3 cas spécifiques, cette recherche identifie les forces et les limites de ce modèle. Ce travail met en lumière, entre autres, les rôles de certains acteurs clés et les gouvernances propres à servir de médiation au processus de collaboration. Par ailleurs, l'appropriabilité, l'exotisme et l'interaction collective des structures du système se révèlent être des caractéristiques clés pour catalyser le processus collaboratif. Enfin, cette thèse souligne que, malgré une pratique répandue, les spécificités du W-AU doivent être mieux comprises et maîtrisées pour soutenir efficacement la conception collaborative. / The complexity level of challenges that face contemporary societies requires the development of solutions based on combinations of skills from multiple actors. This collective intelligence emerges from the capacity of actors to carry out projects in which their actions are highly interdependent. The traditional pedagogical system faces structural limitations in training students in this interdependent practice that we characterize as collaborative design. Despite the fact that studio-based learning model is mostly used in an individual authoring approach, this singular system which typify the architecture studies for the last 300 years, reveal a highly collective learning process. In this thesis, we argue that the Design Charrette is an evolution of this model which, by reconfiguring some of its parameters, has become a proper approach for collaborative design. Through a historical and theoretical anchor of the Design Charrette, a typology of its contemporary practices, and through action research conducted within 3 specific cases, this research identifies the potential strengths and limitations of the Design Charrette as a model for training students in collaborative design. Among the findings, this work highlights some key actors roles and governance configurations proper to mediate the collaborative process. It draws attention that appropriability, exoticism and collective interaction of the system structures, are key factors to catalyse collaborative design process. Finally, this work point to the fact that, despite the widespread practice of the Design Charrette, its specifics settings need to be better known to support effectively collaborative design process. / A complexidade dos desafios que as sociedades contemporâneas enfrentam requer a concepção de soluções baseadas na mobilização das habilidades de múltiplos atores. Esta inteligência coletiva emerge da capacidade desses atores conduzirem projetos nos quais suas ações são altamente interdependentes. No entanto, o sistema tradicional de ensino, que está baseado em uma lógica disciplinar de avaliação individual, encontra dificuldades para formar estudantes a este tipo de práticas de concepção colaborativa. Na paisagem da educação de nível superior, o ensino da Arquitetura distingue-se da abordagem disciplinar unversitária por utilizar o dispositivo do Atelier, que visa a aprendizagem de competências através de uma abordagem integrativa dos conhecimentos num processo de projeto. Este processo de aprendizagem por meio do projeto é também realizado em um ambiente particular, caracterizado por padrões espaciais, temporais, físicos e sociais singulares. Embora o sistema de avaliação seja feito da mesma forma que o modelo umiversitário tradicional, que é estruturado em função de um trabalho individual, este dispositivo pedagógico se difere em primeiro lugar, pela postura de autor que o aluno deve demonstrar, e em segundo lugar, pela dinâmica coletiva de aprendizagem que é implementado neste ambiente particular de fornação. A partir dessas constatações, defendemos a tese de que o Atelier de Arquitetura é um dispositivo pedagógico capaz de formar à concepção colaborativa, desde que alguns dos seus parâmetros sejam reconfigurados. Nesta perspectiva, nós identificamos o atelier intensivo de curta duração como uma evolução contemporânea do dispositivo do Atelier que, graças a uma concentração de alguns dos seus parâmetros (espaciais, temporais, físicos e sociais), tornou-se um lugar de experimentação concreta da prática e da aprendizagem da concepçãocolaborativa. Nessa pesquisa, nós usamos o acrônimo "W-AU" (Workshop de Arquitetura e Urbanismo) para falar do atelier intensivo de curta duração, a fim de distingui-lo de sua versão longa. Para defender esta tese, em primeiro lugar, nós definimos o atelier tradicional através de uma perspectiva histórica, além de analisarmos sua estrutura e seu funcionamento para então identificar como este dispositivo dialoga com a noção de concepção colaborativa. Em seguida, nós realizamos uma tipologia do W-AU, em função de suas diferentes práticas contemporâneas, para situar três estudos de caso a partir dos quais, nós descrevemos diferentes implementações da concepção colaborativa. Esta análise nos permite trazer à luz o papel-chave dos diferentes atores, da configuração da governança e da configuração dos parâmetros do ambiente, visando promover o processo de concepção colaborativa. Esta pesquisa consiste portanto em identificar as potencialidades e limitações oferecidos pelo W-AU para a formação à concepção colaborativa nos estudos de Arquitetura. Dada a diversidade das variáveis que estão em jogo na implementação deste ambiente colaborativo, a ambição desta contribuição não é propor um procedimento-padrão para a realização deste gênero de dispositivo, mas sim identificar e divulgar algumas ferramentas e estratégias sucetíveis de serem mobilizadas pelos atores da concepção colaborativa, visando facilitar e otimizar a sua abordagem.

En France, les changements sociaux, culturels et politiques du tournant des XVIIIe et XIXe siècles vont imposer au romantisme naissant une autre base d’inspiration que l’Antiquité qui fut celle du classicisme : le Moyen Âge. Victor et Hugo et Honoré de Balzac feront partie des auteurs romantiques qui adapteront les ressources imaginaires des œuvres médiévales dont la figure du chevalier. Pourquoi les romantiques ont-ils perçu en cette figure une source de sens ? Quels sont les aménagements nécessaires pour qu’une figure aussi liée au Moyen Âge soit réactualisée dans l’esthétique romantique? Cette étude se propose de répondre à ces question en observant la figure du chevalier dans des œuvres médiévales, Le chevalier de la charrette (Chrétien de Troyes) et Le Lancelot en prose (auteur inconnu), comparée au chevalier romantique présenté dans La légende du beau Pécopin et de la belle Bauldour (Victor Hugo) et Le frère d’armes (Honoré de Balzac). Cette comparaison permettra de mettre en lumière que cette figure est représentée dans ces œuvres transformée et actualisée. / In France, the social, cultural, and political changes of the turn of the eighteenth and nineteenth centuries will impose on nascent romanticism another basis for inspiration than that of antiquity, which is that of classicism: the Middle Ages. Victor Hugo and Honoré de Balzac will be part of the romantic authors who will adapt the imaginary resources of the medieval works including the knight figure. Why did the romantics observe such a source of sense in this figure? What are the necessary amendments for a symbol so strongly linked to the Middle Ages, required for adapted use in romantic aesthetics? This will be examined through observation of the knight figure in the medieval works, Le chevalier de la charrette (Chrétien de Troyes) and Le Lancelot en prose (unknown author), compared to the romantic knight that is present in La légende du beau Pécopin et de la belle Bauldour (Victor Hugo) and Le frère d’armes (Honoré de Balzac). This comparison will highlight that the symbol of the knight represented in these romantics works is transformed and adapted.

This research explored the application of a resilience assessment (RA) template in an Ontario community to facilitate sustainable community planning. Research and application of sustainable community planning that incorporates management of social and ecological resilience is relatively young territory that requires improved understanding and extension. The research goals were to critically examine the performance of the process used to perform the RA. This inquiry was considered a knowledge-generating evaluation that combined applied research and evaluation research to contribute to theoretical understanding and action. The RA template was field-tested using a single in-depth case study - the Town of Huntsville, Ontario. A mixture of qualitative methods was used to pilot and evaluate the RA, including: key informant interviews, online group discussions, focus groups, and secondary literature review. The process used to perform the RA was evaluated against four criteria that focused on the adequacy of data collection, participant diversity, participant empowerment, and utility for other communities. This research illuminated obstacles and shortcomings within the Resilience Alliance 2010 RA workbook and offered recommendations to improve the utility of the RA for communities and participants. The RA template tested in this thesis could be adapted for application in other communities, including small urban and rural communities and larger municipalities. The RA template would benefit from additional case study research.