91 research outputs found
Manual of Eames shorthand;
No full textMode of access: Internet.Letter inserted at end signed by author
Manuel of Eames cursive shorthand by the card system ; a reporting system with longhand movement, in which the vowels and consonants are joined in the order of their occurance, including a remarkable discovery in pedagogics which reduces the time of learning at least one-half
No full textAccompanied by 192 cards in box.Mode of access: Internet.Letter inserted signed by the author
Ray Eames and An Exhibition for Modern Living: an exploration of collage technique through drawings and photographs of physical spaces, furniture
No full textThis thesis will examine a drawing made for An Exhibition for Modern Living at the Detroit Institute of Arts in 1949 by Ray Eames.The goal is to explore the relation bet ween the collage technic of the drawing and its relation to design process. Additionally, it will investigate Eames’ collage -like interior spaces and the preliminar y drawing of those spaces in collage technic, as well as some toy’s designs. The Eameses emphasised the importance of the visual image and its power to concretise abstract ideas as their major means of communication shif ted from architecture and furniture design to films, multimedia presentations, and exhibitions. Their reliance on the image, the juxtaposition of images, and the sequential movement of still images, in turn, required the viewer’s active engagement. Certain ideas transmit ted by the collage technique and this magnificent expression of the Eames Office is Ray Eames’s greatest achievement.AR2A011Architecture, Urbanism and Building Science
The Eco-classroom project: Fostering student participation through education for sustainability
No full textThis thesis investigates learning and other outcomes in participants, particularly students (9-11 years), as a result of their involvement in an education for sustainability (EfS) co-design and build project at their primary school, in New Zealand, which was conducted within the Enviroschools Programme. The research focused on four areas that distinguished the project: sustainability learning as the issue, participatory practice as the method, design as the process and community partnerships as the sphere of involvement. Each of these was considered in terms of its influence on learning that was either cognitively-based (knowledge), psychomotor (skills) or affective (attitudes and values). This led to the set-up of a matrix to collect qualitative data that was gathered using a narrative inquiry method of collecting participants stories. This included focus groups with students who were part of the Eco-building Working Party, interviews with key adults from the school and the wider community, survey questionaires to parents of the focus group students, and other observations and materials. Findings demonstrated a correlation between the set-up and execution of the eco-classroom project and the Danish-developed pedagogical EfS concept of Action Competence. This was indicated through the authentic, relevant and democratic action-taking focus of the eco-classroom project that is linked to making learning transformations, which have been established as being more likely to lead to genuine changes in behaviour towards the environment. Also in agreement with an action competence approach was the strong focus in the project on both individual and collective learning. This was partly a result of the process-focused nature of the project, which was related to the learning mandate and commitment to a democratic process with students. The project ran for a number of years with annually changing groups of students, who all had different experiences. The teacher used ‘peer education’ and reflective tools to manage the ‘changeover’ positively, give depth and breadth to learning and ensure the project was truly collaborative. Student learning occurred in all three learning domains and included EfS learning (particularly about aspects of architecture and the built environment), learning about the process of design, and cross-disciplinary learning that included skills such as leadership, teamwork and public speaking. Adult participants also gained from their involvement in the project. The embedding of learning in the project within the New Zealand Curriculum, provided evidence of the flexible and multidisciplinary nature of EfS. Finally, a number of key characteristics were identified as contributing significantly to learning in the project
Modern architects and their furniture: Case studies of Alvar and Aino Aalto, Charlotte Perriand and Le Corbusier, Charles and Ray Eames, and their furniture designs
No full textThis thesis contains case studies of architect-duo’s Alvar and Aino Aalto, Charlotte Perriand and Le Corbusier, and Charles and Ray Eames, that will be used to find out why they designed furniture as architects. This will give more explanation on why an architect would or should design furniture. The thesis shows that the architects have approached the choice of designing furniture each in a different way. Alvar and Aino Aalto designed furniture as an inseparable part of their architecture, each piece specifically for a project, creating a Gesamtkunstwerk. Le Corbusier worked together with Charlotte Perriand to design furniture to fit his newest modern architecture to also get to a Gesamtkunstwerk. While Le Corbusier remained more focused on architecture throughout the rest of his career, Charlotte Perriand kept designing furniture as well as architecture. For Charles and Ray Eames architecture soon in their careers became secondary to designing furniture. They produced pieces of furniture unrelated to their few architecture projects. However all of them having different thoughts behind designing furniture, they all do share furniture design as an important and career defining interest.AR2A011Architectural History ThesisArchitecture, Urbanism and Building Science
Toward ecological literacy: A permaculture approach to junior secondary science
No full textEnvironmental, economic, and social trends suggest the need for more sustainable ways of thinking and patterns of behavior. Such a shift would require humanity to function at high levels of ecological literacy, which relies on a certain amount of scientific literacy. However, troubling evidence indicates an international pattern of student disengagement with science at the secondary level. Evidence also suggests that it is difficult to integrate environmental or sustainability education at this level, both within New Zealand and elsewhere. This research was aimed at examining the use of a novel approach, using permaculture, in junior secondary science (years 9 and 10) to enhance students‘ ecological and scientific literacy, as well as their attitudes toward studying science in school.
Permaculture is an ecological design system based on science and ethics. A permaculture approach to science education involves eco-design thinking as well as the use of local permaculture properties and practitioners, and the science behind common permaculture practices. The approach is also meant to be relevant and engaging, and to promote systems thinking. This study involved the design and delivery of an intervention based on permaculture principles to one year 10 science class in New Zealand.
Research took the form of a naturalistic, interpretive, mixed methods case study, which included the use of questionnaires, interviews, and observations. Data collection focused on the impacts of a permaculture approach on the teaching and learning of science, on students‘ ecological literacy, and on students‘ attitudes toward learning science in school. Pre- and post-intervention questionnaires probed students‘ opinions on the environment, science, and learning science in school, and tested their sustainable thinking and systems thinking with concept mapping and SOLO Taxonomy exercises. Classroom observations took place over the course of 12 weeks, on average 3 days per week, totaling 31 days. Before and after some classroom visits I had informal conversations with the teacher, along with three formal interviews before, during and after the intervention. Three focus groups of students were interviewed immediately following the intervention.
Findings show that a permaculture approach to junior secondary science can impact positively on students‘ understanding of science and sustainability, and may impact on their attitudes toward studying science in school. It also appeared to impact positively on the science teacher‘s attitude toward including sustainability in his teaching practice, and on his own sustainability learning. Regarding both students and teachers, a permaculture approach appears to have been effective to cultivate attitudes and trellis learning.
The teacher and the students responded favorably to many aspects of the intervention, including the overall focus on the environment, the field trips, and some classroom learning activities. The teacher reported appreciating the way the intervention contextualized science with real world examples. Most students reported appreciating the experiential aspects of the intervention, as well as the relevance that a permaculture approach to science education provided. Findings indicate that advances in ecological and scientific literacy varied among students. Some students appeared: to improve their use of science and sustainability vocabulary; to become more aware of select socio-scientific issues; and, to better recognize scientific and ecological limits and possibilities. Some students also showed advances in sustainable thinking and systems thinking. Although many students expressed concern about issues such as pollution, wildlife, and genetic engineering – and prioritized protecting the environment over making money – there appeared to be a disconnect between these feelings and a sense of personal responsibility to act. Most students reported enjoying learning science with a focus on the environment, with one cohort indicating much greater enjoyment of the permaculture approach than their usual level of enjoyment of learning science in school.
Trends in environmental degradation, population growth, energy inflation, and economic stagnation – especially pronounced since the beginning of this inquiry in 2008 – indicate that the world of the future will require ecologically literate citizens who can design and create truly sustainable systems for all human endeavors. Cultivating such citizens, and trellising their science and sustainability learning has implications for science education. This thesis identifies an innovative approach for junior secondary science in New Zealand that provides a way towards a more sustainable future
Recommended from our members
Inviscid mean flow through and around groups of bodies
No full textGeneral estimates are derived for mean velocities through and around groups or arrays of fixed and moving bodies, in unbounded and bounded domains, which lie within a defined perimeter. Robust kinematic flow concepts are introduced, namely the Eulerian spatial mean velocity u−E in the fluid volume between the bodies, the Eulerian flow outside the group, \bmu(0)E, and the Lagrangian mean velocity of material surfaces or fluid particles as they pass through the group of bodies (u−(S)L, u−(P)L). The Eulerian mean velocity is related to the momentum in the fluid domain, and is mainly influenced by fast moving regions of the flow. The Lagrangian mean velocity weights slowly moving regions of flow and is related to how material sheets deform as they are advected through groups of bodies. When the bodies are well-separated, the interstitial Eulerian and Lagrangian mean velocities (u−(I)E, u−(I)L), are defined and calculated in terms of the far-field contributions from the velocity or displacement field within the group of bodies.
In unbounded flow past well-separated bodies situated within a rectangular perimeter, the difference between the Eulerian and Lagrangian mean velocity is negligible (as the void fraction of the bodies, α→0). Within wide and short rectangular arrays, the Eulerian mean velocity is faster than the free-stream velocity U because most of the incident flow passes through the array and u−E=U(1−α)−1. Within long and thin rectangular arrays (and other cases where the reflux velocity is negligible), the Eulerian mean velocity, u−E=U(1−(1+Cm)α)/(1−α), is slower than the free-stream velocity, because most of the incident flow passes around the array. For a spherical or circular arrays of bodies, the particle Lagrangian mean velocity is u−(P)L=U(1+Cmα)−1 and differs from u−E. These calculations are extended to examine the mean and interstitial flow through clouds of bodies in bounded channel flows.
The new concepts are applied to calculate the mean flow and pressure between and outside clouds of bodies, the average velocity of bubbly flows as a function of void fraction, and the tendency of clouds of bubbles to be distorted depending on their shape
Mechanics of inhomogeneous turbulence and interfacial layers
No full textThe mechanics of inhomogeneous turbulence in and adjacent to interfacial layers bounding turbulent and non-turbulent regions are analysed. Different mechanisms are identified according to the straining by the turbulent eddies in relation to the strength of the mean shear adjacent to, or across, the interfacial layer. How the turbulence is initiated and the topology of the region of turbulence are also significant factors. Specifically the cases of a layer of turbulence bounded on one, or two, sides by a uniform and/or shearing flow, and a circular region of a rotating turbulent vortex are considered and discussed.
The entrainment processes at fluctuating interfaces occur both at the outer edges of turbulent shear layers, with and without free-stream turbulence (e.g. jets, wakes and boundary layers), at internal boundaries such as those at the outside of the non-turbulent core of swirling flows (e.g. the ‘eye-wall’ of a hurricane) or at the top of the viscous sublayer and roughness elements in turbulent boundary layers. Conditionally sampled data enables these concepts to be tested. These concepts lead to physically based estimates for critical modelling parameters such as eddy viscosity near interfaces, entrainment rates, maximum velocity and displacement heights
Developing Pre-service Teacher Education in Environmental Education for Sustainability in Papua New Guinea
No full textGovernment policies in Papua New Guinea (PNG) identify the need for environmental education for sustainability (EEfS) to respond to environmental and sustainability issues faced within the country. However, little has been achieved to develop EEfS in pre-service teacher education. This doctoral study developed an intervention to address this problem in one PNG teachers college. The intervention design was underpinned by a theoretical framework comprising conceptual knowledge and pedagogical ideas from the EEfS literature, conceptions of teacher education and the local traditional knowledge of PNG, and a survey of pre-service teacher students and document analysis. The intervention was delivered to 300 year one pre-service teachers.
An evaluation of the intervention used pre and post intervention questionnaires, student reflective journals and student work of 81 pre-service teacher participants. The analysis involved simple statistical and thematic analysis, using themes that both were informed by the literature and emerged from the data.
Student perceptions indicate that knowledge, skills and attitudes for EEfS were developed during the intervention. After the intervention, the students identified land problems and biodiversity depletion especially that of endangered species, as important issues for PNG, but their views on poverty as an issue were more complex. The data further suggests that the pre-service teachers were motivated and confident to teach EEfS, using learning approaches that were modelled in the intervention.
While, it is unclear if the pre-service teachers will take personal action to contribute to future sustainability, it appears that the implementation of the intervention has had some impact on the pre-service teachers’ awareness, interest, and confidence to deliver EEfS in their future classrooms. The study also indicated that further development of an EEfS course in pre-service teacher education in PNG may require changes to current teacher education practice
Charles e Ray Eames
No full textThis essay critically develops the connections between cinema, art, advertising graphics, design, exhibition design and architecture in the cultural work of Charles and Ray Ea¬mes. The author identifies the two designers’ greatest and most demanding “democratic design” project in their film work
- …
