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Thesis (doctoral)--Technische Universiteit Delft, 1997. / Includes bibliographical references (p. [169]-176).

Thesis (doctoral)--Technische Universiteit Delft, 1997. / Includes bibliographical references (p. [169]-176).

In dealing with Architecture and Communication it will be necessary to establish initially the different thought patterns in oral and visual cultures. Once this has been determined, we can more readily assess the paths which the newer systems of communication are taking. The Middle Ages afford the bridge whereby we can scan the Western world in both its oral and visual manifestations. The mass media, in the broad sense, deal with the systems of communication which play an important role in determining "the things to which we attend". It has been suggested by various scholars, writing on the effects of the media of communication, that they have played a significant part in shaping political, religious and economic institutions. For the architect, an enquiry into the role of communications in determining spatial concepts may be of great value, for it may be equally true that changes in communication alter "the things to which we attend". Despite the pervading concern today with this field, architects have yet to undertake an investigation of the role of structures as messages of archetypal forms of human concern, influenced by oral, written, printed, telegraphic, photographic and electronic systems of communication. Using the distinctive bias of these media, one may find it possible to formulate a new and valid space concept for our age. Even if this is not as yet possible, it may at least indicate new paths to be taken in a re-assessment of concepts of architecture based on perspective and the printed page. Marshall McLuhan's Gutenberg Galaxy has been the motivating force of this approach and the inspiration for the mosaic pattern of the thesis. In the section dealing with symbolism, it will be useful to attempt to determine the province of art and language. Through a treatment of some of the basic anthropological, philosophical and psychological conditioning affecting our perception of the world, we can formulate ideas about man's symbol-making processes. Some of the basic ideas underlying art and the symbolic process and how these vary with different civilizations may suggest new departures for our existing spatial biases. There are today trends in language and communication study which fall under the general heading "area of meaning." Do parallels exist in recent Western architecture? For example: are the concepts of "area of meaning" as advanced by S.I. Hayakawa in Language in Thought and Action and "universal space" as exemplified by traditional Japanese architecture and the recent work of Mies van der Rohe the same things in different contexts? McLuhan has suggested that our departmentalized approach to viewing things is the outcome of five hundred years of print culture. I should like to suggest that perspective (which is more or less contemporary with Gutenberg's invention) is the analogy of print culture. Can we then extend this parallelism to the more recent media of communication? That is, does Ronchamp represent a way of constructing space similar to, say, television, or is it a throwback to the 15th century? Is Henry Moore's concept of working from the centre of gravity of the solid sculptural block a prophetic statement of TV which derives its light from within itself in contrast to the printed page which requires light upon it? These questions, if answered, can lead to new insights for the architect. Due caution must be exercised when undertaking studies of architecture as messages of forms of human experience, religious, political, economic and social. Too often there is a tendency to place undue emphasis on early sources. Certainly the study of historical precursors can be a provocative and satisfying adventure in assessing the image man was attempting to project at a given historical period. Yet the inherent, but not always obvious dangers in such a study are many. I will attempt to point out some of these pitfalls. A spatial concept, to be valid for our age, ought to emphasize the relationship of man to man. The concept of architecture in a world, theoretically at least, of equals, is irrelevant without its social context. As we are products of all that has gone before us, it is inevitable that we derive architectural points of departure from what has gone before. It is equally true that never before have there been so many new forms of communication combining to help establish a contemporary spatial metaphor. To create a compatability between the past and the present, we ought, in the words of Marshall McLuhan, to "take a fresh look at tradition considered not as the inert acceptance of a fossilized corpus of themes and conventions, but as an organic habit of re-creating what has been received and is handed on." This thesis will attempt to examine the necessary "fresh look." / Applied Science, Faculty of / Architecture and Landscape Architecture (SALA), School of / Graduate

Thesis (M.S.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / 2031-01-01

Experts have suggested that the primary purposes of teacher evaluation systems are to promote the professional development of teachers and to provide information on their strengths and weaknesses so that appropriate training might be planned. It is important for teachers to have ownership in such planning and to be provided options for their professional development. The primary focus of this study is a professional growth plan which includes options that are designed to provide opportunities for teachers' continuous growth; assist teachers with instructional planning; empower teachers to be responsible for analyzing their performance; and empower teachers to facilitate learning for themselves. The purpose of this study is to examine the differences in the views of teachers under the four different options of the Henrico County Professional Growth Plan (structured, individual, collegial, and peer observation). A survey was the primary instrument for data collection. The sample for this study consisted of 58 schools (39 elementary schools, 9 middle schools, and 10 high schools). For each of the primary options, a proportionate sample of teachers was drawn from each level, i.e., elementary (kindergarten through grade five), middle (grades six through eight), and secondary (grades nine through twelve), with the sample proportion being equal to the proportion of the total group. From this group, teachers were randomly selected for participation. The actual sample consisted of 574 teachers who returned the completed survey instrument used in the analyses. This number represented a response rate of 80.6 percent. Major findings revealed that teachers on the collegial and structured growth options indicated the greatest satisfaction with regard to continuous growth. With regard to instructional planning, an important factor to be considered in the professional development of teachers, elementary teachers who participated in the collegial option indicated the greatest satisfaction. Specific staff development activities offered by the school division were viewed as creating the greatest satisfaction among the many professional growth factors examined. These factors, developed through exploratory factor analysis process, included satisfaction with opportunities for growth in instructional planning, the role of and interaction with the principal, commitment to the profession, increase in knowledge base, peer support and interaction, and educational conferences. Other findings indicated that teachers valued the advice from and work with their peers and principal as a form of professional development more than other factors. Teachers who participated in the collegial and structured options, in particular, responded positively in this regard. On the whole, elementary teachers expressed higher satisfaction with professional development activities as related to their professional growth plans than did middle or high school teachers, regardless of the plan option with which they were associated. Although a major objective of the professional growth plan was to empower teachers to facilitate their own learning, teachers indicated less satisfaction with this factor than with other factors examined. Teachers, in general, did indicate that they were empowered to analyze their own performance, with teachers participating in the structured option indicating the greatest satisfaction with opportunities to analyze their performance. / Ed. D.

Thesis. 1978. M.Arch--Massachusetts Institute of Technology. Dept. of Architecture. / MICROFICHE COPY AVAILABLE IN ARCHIVES AND ROTCH. / Bibliography: leaves 83-84. / by Thomas Joseph Stohlman, Jr. / M.Arch

Thesis (M. Arch.)--Massachusetts Institute of Technology, Dept. of Architecture, 1981. / MICROFICHE COPY AVAILABLE IN ARCHIVES AND ROTCH. / Includes bibliographical references. / A set of design studies examines the ways in which the ongoing, routine activities of an educational institution may inter act with a variety of ceremonial public gathering events related to its curriculum, through the shared physical presence of its building facility. An existing music school is analyzed to provide a source for introductory design in formation. Concurrently, some similar buildings are examined to facilitate generalized analytic observations. The above two steps form a foundation for a schematic design exercise intended as a vehicle to illuminate some of their possible formal consequences. Graphic documentations include fragments or design process steps and the resulting schematic design proposal. / by Hiroshi Yoneyama. / M.Arch.

Thesis. 1976. M.Arch.--Massachusetts Institute of Technology. Dept. of Architecture. / Microfiche copy available in Archives and Rotch. / Bibliography: leaves 41-42. / M.Arch.

Mok Chun Man. / "Architecture Department, Chinese University of Hong Kong, Master of Architecture Programme 2002-2003, design report."