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Originally published in 1970, EDRA 1 is a record of the conference
proceedings of the 1st annual Environmental Design Research
Association conference. The papers featured in this volume
represent the proceedings of the conference and are concerned
mainly with contributions of scientific disciplines towards the
creation of improved methods of problem-solving environmental
design, as well as understanding the nature of human responses to
the environment. The papers included in this volume focus on
developing models and methods towards a framework of coherence and
definable structure of environmental design, with the ultimate
objective of achieving an optimum environment for man. This volume
will be of great interest to planners, architects and academics of
urbanisation alike. Although published over 40 years ago, the
book's content is still as relevant and interesting today as it was
at the time of publication.
Originally published in 1970, EDRA 1 is a record of the conference
proceedings of the 1st annual Environmental Design Research
Association conference. The papers featured in this volume
represent the proceedings of the conference and are concerned
mainly with contributions of scientific disciplines towards the
creation of improved methods of problem-solving environmental
design, as well as understanding the nature of human responses to
the environment. The papers included in this volume focus on
developing models and methods towards a framework of coherence and
definable structure of environmental design, with the ultimate
objective of achieving an optimum environment for man. This volume
will be of great interest to planners, architects and academics of
urbanisation alike. Although published over 40 years ago, the
book's content is still as relevant and interesting today as it was
at the time of publication.
Educators often overlook the positive impact of changing the
environment of the school itself when considering how to improve
the quality of education. First published in 1994, School Design
shows how to create more effective schools through a design process
that involves teachers, students, parents, administrators, and
architects. It reveals how to create school environments that
develop the whole child, instil enthusiasm for learning, and
encourage positive social relationships. Readers discover how to
integrate design research, design participation, and design
development to optimize school settings. Using a number of case
studies, detailed practical methods show how to: Link behavioural
objectives to spatial needs Achieve spatial efficacy without
compromising education Match children's developmental needs to
facility requirements Promote greater variety in physical
facilities to accommodate various teaching and learning styles Gain
more valuable feedback from teachers, parents, students, and local
citizens on building performance. In response to tight school
budgets, Henry Sanoff discusses how relatively minor design
modifications can have a major positive effect on school
performance. This path-breaking volume will provide architects,
teachers, and school administrators with a wide array of insights
into creating spaces that promote better learning.
First published in 1991, this book is about applications and issues
relating to the visual environment. The content pertains to the
understanding of human behaviour in the environment by recording
behaviour and actions or by direct interaction with people. The
author examines research and planning methods that primarily stress
the visual features of the physical environment. Traditionally,
environmental research has relied on verbal descriptions and
perceptions of the physical environment, virtually ignoring the
visual component and the potential application of the social
sciences for gathering this data. Various strategies that can
expand the visual information base have been explored here:
diagramming, photo-interviewing, photo-sorting, mapping, notation,
simulation, videotaping, and CADD.
First published in 1977, this volume was intended as a sourcebook
for designers and attempts to specify the ingredients necessary to
develop a design program rather than postulate a model program for
which no consensus exists. As such it filled a void in the existing
literature which seldom covered programming with much depth and
provides technical aids to guide designers. The author attempts to
integrate the pioneering contributions from others in order to
identify the substance of programming for designers and represents
a culling of the strategies and techniques from the social,
behavioural and management sciences - building on the developing
efforts of other disciplines.
Educators often overlook the positive impact of changing the
environment of the school itself when considering how to improve
the quality of education. First published in 1994, School Design
shows how to create more effective schools through a design process
that involves teachers, students, parents, administrators, and
architects. It reveals how to create school environments that
develop the whole child, instil enthusiasm for learning, and
encourage positive social relationships. Readers discover how to
integrate design research, design participation, and design
development to optimize school settings. Using a number of case
studies, detailed practical methods show how to: Link behavioural
objectives to spatial needs Achieve spatial efficacy without
compromising education Match children's developmental needs to
facility requirements Promote greater variety in physical
facilities to accommodate various teaching and learning styles Gain
more valuable feedback from teachers, parents, students, and local
citizens on building performance. In response to tight school
budgets, Henry Sanoff discusses how relatively minor design
modifications can have a major positive effect on school
performance. This path-breaking volume will provide architects,
teachers, and school administrators with a wide array of insights
into creating spaces that promote better learning.
First published in 1991, this book is about applications and issues
relating to the visual environment. The content pertains to the
understanding of human behaviour in the environment by recording
behaviour and actions or by direct interaction with people. The
author examines research and planning methods that primarily stress
the visual features of the physical environment. Traditionally,
environmental research has relied on verbal descriptions and
perceptions of the physical environment, virtually ignoring the
visual component and the potential application of the social
sciences for gathering this data. Various strategies that can
expand the visual information base have been explored here:
diagramming, photo-interviewing, photo-sorting, mapping, notation,
simulation, videotaping, and CADD.
First published in 1977, this volume was intended as a sourcebook
for designers and attempts to specify the ingredients necessary to
develop a design program rather than postulate a model program for
which no consensus exists. As such it filled a void in the existing
literature which seldom covered programming with much depth and
provides technical aids to guide designers. The author attempts to
integrate the pioneering contributions from others in order to
identify the substance of programming for designers and represents
a culling of the strategies and techniques from the social,
behavioural and management sciences - building on the developing
efforts of other disciplines.
First published in 1992, this book is about making connections that
may lead towards a new professionalism, since the past several
decades have given rise mainly to new kinds of specialists in the
areas of programming, evaluation, and participation. The
implications for such integration are far reaching, with profound
future effects on the physical environment, the design professions,
and the education of designers. The book is split into four
sections dealing with facility programming, several forms of
evaluation, participatory design, and the application of Theory Z
principles. This book will be of interest to students of
architecture and design.
First published in 1992, this book is about making connections that
may lead towards a new professionalism, since the past several
decades have given rise mainly to new kinds of specialists in the
areas of programming, evaluation, and participation. The
implications for such integration are far reaching, with profound
future effects on the physical environment, the design professions,
and the education of designers. The book is split into four
sections dealing with facility programming, several forms of
evaluation, participatory design, and the application of Theory Z
principles. This book will be of interest to students of
architecture and design.
Participatory design is an attitude about a force for change in the
creation and management of environments for people. Its strength
lies in being a movement that cuts across traditional professional
boundaries and cultures. Its roots lie in the ideals of a
participatory democracy where collective decision-making is highly
decentralized throughout all sectors of society, so that all
individuals learn participatory skills and can effectively
participate in various ways in the making of all decisions that
affect them. This collection represents the author's case studies
in urban and small town environments in Australia, Brazil, Japan,
Mexico and the United States. They illustrate a variety of
community participation methods that can be adapted for use in
different environmental settings. This book can be beneficial to
architects, planners, local authorities, public officials, and
citizens who wish to make it possible for people to be involved in
shaping and managing their environment.
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