Developing an Acoustic School Design: Steps to Improve Hearing and Listening at Schools

2004 ◽  
Vol 11 (4) ◽  
pp. 293-307 ◽  
Author(s):  
Mechthild Hagen ◽  
Joachim Kahlert ◽  
Christiane Hemmer-Schanze ◽  
Ludowika Huber ◽  
Markus Meis
Keyword(s):  
School Design ◽  
Design Steps

Dental school design

BDJ ◽  
1979 ◽  
Vol 147 (5) ◽  
pp. 107-107
Keyword(s):  
Dental School ◽  
School Design

A Pythagorean tree fractal shape stub-loaded resonator as a UWB bandpass filter with wide stopband

2021 ◽  
pp. 1-5
Author(s):  
Puja Kumari ◽  
Pankaj Sarkar ◽  
Rowdra Ghatak
Keyword(s):  
Bandpass Filter ◽  
Mode Analysis ◽  
Analysis Design ◽  
Design Steps

Abstract A compact ultrawideband (UWB) bandpass filter (BPF) is designed by harnessing the efficacy of a Pythagorean tree fractal shape stub-loaded resonator. The design inherently provides the passband transmission poles, which make it convenient to be used in wide passband filtering circuits. The number and the position of the resonating modes can be controlled by increasing the iterations of the Pythagorean tree, as analyzed using odd- and even-mode analysis. Design steps of the BPF are detailed. The designed UWB BPF takes up a small circuit area of (12.13 × 9.59) mm2. The proposed design is fabricated and measured to verify the simulated results. The stopband is extended up to 17.5 GHz with a maximum attenuation of 15 dB.

From classrooms to Centres: Mary and David Medd’s contribution to postwar school design in Britain

2020 ◽  
Vol 24 (3) ◽  
pp. 251-264
Author(s):  
Paula Lacomba Montes ◽  
Alejandro Campos Uribe
Keyword(s):  
Great Britain ◽  
Design Process ◽  
School Design ◽  
Ministry Of Education ◽  
Learning Spaces ◽  
Close Collaboration ◽  
Innovative Strategies ◽  
Whole Process ◽  
Conventional School ◽  
Selection Of

This paper reports on the primary school design processes carried out around the 1940s in the County of Hertfordshire in Great Britain, which later evolved into innovative strategies developed by Mary and David Medd in the Ministry of Education from the late 1950s. The whole process, undertaken during more than three decades, reveals a way of breaking with the traditional spatial conception of a school. The survey of the period covered has allowed an in-depth understanding of how learning spaces could be transformed by challenging the conventional school model of closed rooms, suggesting a new way of understanding learning spaces as a group of Centres rather than classrooms. Historians have thoroughly shown the ample scope of this process, which involved many professionals, fostering a true cross-disciplinary endeavour where the curriculum and the learning spaces were developed in close collaboration. A selection of schools built in the county has been used to typologically analyse how architectural changes began to arise and later flourished at the Ministry of Education. The Medds had indeed a significant role through the development of a design process known as the Built-in variety and the Planning Ingredients. A couple of examples will clarify some of these strategies, revealing how the design of educational space could successfully respond to an active way of learning.

Mary and David Medd’s work: domesticity in postwar British school design (1949–72)

2021 ◽  
Vol 47 (5) ◽  
pp. 597-617
Author(s):  
Paula Lacomba Montes ◽  
Alejandro Campos Uribe
Keyword(s):  
School Design ◽  
British School

The High School Student Protagonism through a Research with the Projects Methodology

2021 ◽  
Vol 23 (8) ◽  
pp. 102-138
Author(s):  
Clarissa De Assis Olgin ◽  
Claudia Lisete Oliveira Groenwald ◽  
Carmen Teresa Kaiber
Keyword(s):  
High School ◽  
High School Students ◽  
Data Collection ◽  
School Environment ◽  
Mathematics Curriculum ◽  
Analysis Data ◽  
School Curriculum ◽  
Educational Process ◽  
School Design ◽  
School Students

Background: Developing autonomy, the ability to solve problem situations, make decisions and act for the benefit of your social environment are modern life skills and can be developed in the school environment, along with mathematical content, and can be viable through the methodology of project projects, using active methodologies and the resources of digital technologies. Objectives: Discuss the Mathematics Curriculum or the work projects as a pedagogical proposition based on the development of three projects with the thematic Cryptography, Music, and Project launching applicable to the High School. Design: Qualitative research that sought to investigate work with projects in High School was used. Setting and Participants: Experiments developed with two classes of high school students in the Rio Grande do Sul state. Data collection and analysis: Data collection took place during the development of the project stages through students' written records and questionnaires. Results: It is considered that the Work Projects developed constituted a possibility to modify the role of the student and the teacher, allowing students to become active, participative, and committed to the development of their knowledge. Conclusions: It is understood that students, their learning and development must be the focus of the educational process. Therefore, the school curriculum must enable students to assume the role and responsibility for their learning.

scholarly journals Biophilic Design Patterns for Primary Schools

2021 ◽  
Vol 13 (21) ◽  
pp. 12207
Author(s):  
Rokhshid Ghaziani ◽  
Mark Lemon ◽  
Paramita Atmodiwirjo
Keyword(s):  
Primary Schools ◽  
Design Patterns ◽  
Well Being ◽  
Primary School Children ◽  
School Design ◽  
School Buildings ◽  
Biophilic Design ◽  
Natural Analogues ◽  
The Uk ◽  
Health And Well Being

Existing frameworks for biophilic design have similar strategies and attributes as useful checklists for designers; however, the focus has been on adults rather than children, and there remains the need for more guidance related to school design by extension. The application of biophilia would be a design resolution in schools because of its impact on children’s health and well-being, which has been more important since the pandemic started; however, it remains quite unexplored in school design in many countries, including the UK. Biophilic design patterns can be used in school buildings and grounds for greater connectivity between spaces and nature in order to promote children’s well-being. This paper focuses on ten biophilic design patterns under two categories of ‘nature in the space’ and ‘natural analogues.’ This study presents the findings of case studies in various countries. The analysis focuses on the manifestations of biophilia to inform the application of biophilic design patterns for primary schools. Finally, this paper suggests how primary school children could be involved in a co-design process in order to evaluate biophilic design patterns.

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