Educational Buildings

Poor Indoor Environmental Quality (IEQ) adversely affects the performance and health of building users. Building users are an important source of information regarding IEQ and its influence on users' wellbeing and productivity. This paper discusses the analysis and evaluation of IEQ in lecture halls of two public Architectural Campus Buildings (ACB) in Karachi, Pakistan. The method of this research is divided into three parts: (i) An analysis of local climate conditions, (ii) An on-site survey of two existing ACBs to analyze indoor environmental conditions. and (iii) The analysis of users' satisfaction using a questionnaire survey. The research results showed that users are dissatisfied with existing hot and humid indoor environment conditions caused by interactions of local outdoor climate conditions, the building's architecture, and inadequate ventilation within the building. The findings revealed that Karachi has 41.3% comfort hours with the warm sub-humid season to be the most comfortable season having 80.56% comfort hours. IEQ analysis unveiled that airflow in ACB1 is low, whereas, high airflow is observed in ACB2. The findings of this research unveiled that cross-ventilation by the adapted placement of openings, improved external shading devices, and provision of increased vegetation are required in both ACBs to achieve a more comfortable IEQ.

Eğitim ortamındaki fiziksel koşullar, eğitime olumlu veya olumsuz yönde etki edebilir. Etkili eğitim için bu çevrenin öğrenme-öğretme faaliyetlerine uygun, çocukların öğrenmelerini destekleyecek özelliklerde olması önemlidir. Fiziksel çevrenin, eğitimdeki başarı ve verimliliğe etkilerini konu alan birçok çalışmada öğretimin uygun konfor koşullarına sahip
çevrede gerçekleştiğinde daha başarılı olduğu ifade edilmektedir. Öğrencilerin içinde yaşadıkları ve çalıştıkları çevrenin onların tüm davranışlarını etkilediği hususu bugün bilimsel bir gerçek olarak kabul edilmektedir. Bu bağlamda dersliklerin hem öğrencilerin hem de
öğretmenlerin gereksinimlerini karşılayacak ergonomik tasarım prensiplerine uygun koşullara sahip olması önemlidir. Ergonomik tasarım mekânsal organizasyon, donatı/ekipmanların özellikleri ve fiziksel konfor koşullarından oluşmasına yönelik farklı parametreleri kapsar. Fiziksel konfor koşullarını etkileyen değişkenler hem iç mekân hem de dış mekân özellikleri ile ilişkilidir.
Çalışma kullanıcıların dersliklerin konfor koşulları konusunda eklentilerinin hangi unsurlarla ilişkili olduğunu ortaya koymayı ve bu beklentilerin ne ölçüde karşılandığını tespit etmeyi amaçlamaktadır. Bu kapsamda Rize ili Merkez ilçede bulunan üç ilkokuldaki dersliklerin
fiziksel konfor koşulları incelenmiştir. Çalışmanın ilk adımında, dersliklerin fiziksel konfor koşullarıyla ilgili literatür analizi yapılmış olup çalışma kapsamında dersliklerdeki fiziksel konfor koşulları; görsel konfor, ısısal konfor ve işitsel konfor olmak üzere üç başlıkta ele alınmıştır. Ardından Rize ili merkezinde belirlenen 3 ilkokulda dersliklerin fiziksel konfor koşullarına ilişkin kullanıcı grubu olan 542 öğrenciyle anket çalışması, 24 öğretmenle de görüşme yapılmıştır. Yapılan anket çalışması ve görüşme ile kullanıcıların mekâna dair memnuniyet düzeyleri ve beklentileri hakkında bilgi edinilerek, elde edilen bilgiler doğrultusunda kullanıcıların gereksinimlerine yönelik iyileştirmeler önerilmiştir.

Aleksandar Dragomanović produced a respectable oeuvre of approximately a hundred works of architecture of which his educational buildings (designed mostly in collaboration with R. Nikšić and E. Šmidihen) are generally regarded as fine examples of this typology. Between 1953 and 1977 he designed 15 kindergartens, schools, high schools and higher education buildings mostly in Zagreb and its surroundings with a few examples elsewhere in Croatia and former Yugoslavia. The examples of this typology are based on standardized modular concepts while their design shows inclinations towards structuralism and brutalism.

Behaviour of the people are affected by stimuli of various kind in the built environment, whereas one of the major issues is the "interaction" and in which interface the interaction is taking place is crucial. In the context of this study interaction is defined as interaction with other people; interaction with the space and its geometry; and interaction with the occasions within the environment. "Interaction" herein is also mainly based on three parameters that are co-presence, visibility and permeability. In this study, spaces and the inhabitants of the selected universities are the focus point in case of the relation between configuration of space and behaviour. The study improved upon the "interface possibilities" in social interaction spaces of selected universities of Istanbul that are also educational buildings. In Space Syntax Theory, interface is defined in the context of individuals (visitor-inhabitant; different kinds/groups of users of the building); whereas in this study, interface is taken as the interaction of different kinds of spaces that is space-space interaction. In addition, permeability is taken as the feature of a space to be accessed at knee level and visibility is taken as the feature of a space to be accessed via eye level. While defining these, in permeability analysis, all the obstacles at knee level (obstacles related with the physical access) are taken into consideration whereas in visibility analysis, just the obstacle at eye level (obstacles related with the visual access) are taken into consideration. For the interface possibilities, two types are defined: interface based on visibility and interface based on permeability. The main question is whether permeability or visibility within the environment is more effective on the behaviour of people, this argued upon the relative asymmetry of these concepts. For the investigation of this main discussion five architecture schools in Istanbul are selected as case studies which has different characteristics and possibilities in case of visibility/permeability relations. In these schools, entrance floors are the focus point as they are hosting both two parameters more than other floors of the faculties. The cases are examined through quantitative methods including convex space graphics that are produced from justified graphs; visual graph analysis; space syntax analysis and statistics are supported with the qualitative methods based on observations of users' behavior modes. In order to evaluate the analysis firstly, convex space analysis based on visibility and permeability evaluated comparatively between five schools and some pre-results put forward. Then results from "syntax 2D" analysis and observations overlapped with statistical analysis of Regression Analysis investigated through SPSS and compared with foreseen situations from the comparison of convex space graphs. In conclusion, the behaviour of people seemed to be depending on visibility more than permeability in social interaction spaces of architecture schools. Moreover, informal usage of the spaces seems to be more in spaces where relative asymmetry is high as it is stated in the study of Araguez and Psarra (2015) for Rolex Centre, as well. Further discussions to be held in other levels and other organizational charts.

This work examines the ideas that some students have about improving their space, projections of
desires that children have toward their own school. This study about the aesthetic quality it's developed thanks to
the participation of three primary schools in Alicante city, Spain. The methodology combines Visual Arts Based
Educational Research and Image Based Research to obtain by graphical methods the visual voice of children. The
results are different drawings and collages rich in information and in communication contents, which are analysed
qualitatively and quantitatively. We conclude with the aesthetics of the desired educational environments. The
space is defined as fresh and natural; designed for both recreational activity and learning, as for rest and affective
interpersonal relationships; attractive, cozy, comfortable and homely; permeable to the outside rural or urban
environment; and with a creative external appearance. It is found that the demands of students do not always
coincide with the answers given by adults. We point the urgent need of hearing the voice of all those involved in
the process of teaching and learning.

In developing countries education is a constant struggle on most fronts, from the development of curricula to the design of schools. In Giza, Egypt, the public education population is rising rapidly, and classrooms available for education are few. In 2014 the average classroom density was 57.3 pupils/class for primary education, 52.2 for preparatory education, and 50.2 for secondary education. The UNICEF Child Friendly Schools’ manual strictly limits classroom density to 30 pupils/class. Classroom occupancy affects the school energy performance; occupancy levels in Egypt are often below 0.8m 2 /person; this compares poorly with the range deemed acceptable in the UK (1.8 to 2.4m 2 /person). There is need for change in approaches to the design, construction and operation of public schools. Currently the Egyptian Energy Efficiency Building Code does not include education buildings. This study investigates avenues towards developing a checklist to follow for public education buildings, with a focus on loads generated by occupants. The study reviews the rating systems to emphasise the importance energy efficiency parameters in education buildings. The methodology is performance-based, utilising an Energy plus application. The experiments investigate the variables (orientation, window-to-wall ratio, U-value, SHGC, shading and occupancy) affecting the energy consumption of classrooms. The classroom samples are based on the supplementary classroom buildings provided by the Egyptian General Authority for Education Buildings. The results demonstrate the influence of classroom occupancy; they also establish the parameters for optimisation for thermal comfort, providing a checklist to follow for the design and build of public schools.

The present society utilizes the electrical energy for their comfort. This electrical energy is majorly obtained by burning the fossil fuels. These fuels are decreasing in a dramatic rate and it is also contributes to the pollution. Throughout the sun's daily and annual cycles, thereby the reducing the dependence of energy consuming mechanical and electrical systems of heating and cooling. Based on the analysis of data collection, Passive solar design for home helps to reduce the consumption of electrical energy by utilizing the solar energy. Passive solar design is a green concept which is aimed to utilize the maximum solar energy in the form of heat to maintain interior thermal comfort by designing windows, walls and floors of the homes to collect the solar heat from the sun in winter and reject it in the summer. This papers presents the critical literature review on benefits due to passive solar energy system in building

The aim of this study is to investigate the relationship between the spatial order of typologically produced educational buildings and the cognitive perceptions of students upon them. The main hypothesis of this study is that children's perceptual, social and pyhsical relations differ via the spatial configuration of educational buildings and cognitive maps of the students can be a tool to understand these relationships.Within the scope of the study, a comparative method has been followed on cognitive maps in order to examine the perceptual relationship of two different educational institutions' students between the ages of 8-12. At the end of the study, it was found that (1) the cognitive interaction that the students established with their school buildings changed according to the spatial order and (2) social interaction of students with each other affected when the spatial organization has no supportive qualities of visual interaction. In addition, it has been seen that when the spatial order has supportive visual qualities in educational buildings children can have attached feelings to their school buildingsand have more meaningful relationships with their surroundings. INTRODUCTION Human nature is a social asset. When considered within the context of environmental and behavioral theories, the environment is a holistic concept that encompasses not only the physical characteristics that can be understood by the senses but also the social life in which is experienced. As a result of a child's basic nature, he/she is in constant development and change with the effect of constant stimuli from a holistic environment. In the design of educational buildings that constitute / limit / define the environment in which has a significant part of children's daily lives, spatial designs are made only within the needs of an educational program, regardless of the need of the spatial stimuli for the cognitive and social development of students.

Diplomski master rad predstavlja kako
predlog idejnog projekta Filološko-umetničkog fakulteta
(FILUM) u Kragujevcu, tako i jedan kritički osvrt na
pitanje društveno-političkog konteksta, realiteta osnovnih
potreba ovog po funkciji zahtevnog programa i načelnog
predloga razvijanja urbaniteta Kragujevca, radi
racionalnog rasterećenja centralnog dela od kompleksnih
sadržaja.

Die Aufforderung, die Schule neu zu denken, ist seit Hartmuth von Hentigs gleichnamigem Buch 1 ein Ausspruch, der Vielen zu leicht über die Lippen kommt. Gemeint waren damit nicht ständige kleine Reformen, sondern ein echter Paradigmenwechsel in unserem staatlichen Schulsystem. Als ungleich konstanter und reformresistenter als die "Software", das Schulsystem, hat sich die "Hardware" erwiesen: der Schulbau. Daran ändern auch zögernde Versuche in Europa nichts, die DNA des Schulbaus, die Gruppierung von "Klassenzimmern" aufzubrechen. In der Grundform und im architektonischen Ausdruck gleichen, weltweit gesehen die Gebäude der Kaserne, die geteerten Pausenhöfe Exerzierplätzen.

Resumen: Este trabajo estudia las ideas que algunos estudiantes tienen sobre la mejora de su espacio, es decir,
las proyecciones de los deseos de escolares hacia su propio centro educativo. Este estudio sobre la calidad
estética se desarrolla gracias a la participación de tres colegios de Educación Infantil y Educación Primaria de
Alicante, en España. La metodología es mixta pues combina la investigación educativa basada en las Artes
Visuales y la investigación basada en imágenes para obtener mediante métodos gráficos la voz visual infantil. Los
productos son diversos dibujos y collages que expresan información y contenido comunicativo analizado de
manera cualitativa y cuantitativa. Con base en estos productos se concluye con la estética de los entornos
educativos deseados. Esta estética queda definida como espacios frescos; naturales; concebidos tanto para la
actividad lúdica o el aprendizaje como para el descanso y las relaciones interpersonales afectivas; atractivos,
acogedores, cómodos y hogareños; permeables al entorno exterior rural o urbano; y con apariencia externa
original. Se comprueba que las demandas colegiales no siempre coinciden con las respuestas otorgadas por
adultos. Lo anterior, apunta a la urgencia de escuchar la voz de todos los colectivos implicados en los procesos
de enseñanza y de aprendizaje.
Palabras clave: estética, edificios educacionales, estudiantes, creación artística
Abstract: This work examines the ideas that some students have about improving their space, projections of
desires that children have toward their own school. This study about the aesthetic quality it's developed thanks to
the participation of three primary schools in Alicante city, Spain. The methodology combines Visual Arts Based
Educational Research and Image Based Research to obtain by graphical methods the visual voice of children. The
results are different drawings and collages rich in information and in communication contents, which are analysed
qualitatively and quantitatively. We conclude with the aesthetics of the desired educational environments. The
space is defined as fresh and natural; designed for both recreational activity and learning, as for rest and affective
interpersonal relationships; attractive, cozy, comfortable and homely; permeable to the outside rural or urban
environment; and with a creative external appearance. It is found that the demands of students do not always
coincide with the answers given by adults. We point the urgent need of hearing the voice of all those involved in
the process of teaching and learning.
Key words: aesthetic, educational buildings, students, artistic creation

E tanulmányban rövid betekintést szeretnék adni az oktatási épületek energetikai színvonalával kapcsolatos hazai ismereteinkbe, kiemelve, hogy középületeink között az oktatási épületek képviselik a legnagyobb számot. Néhány példa bemutatásával hangsúlyozom, hogy az oktatási épületek átfogó energetikai vizsgálata és korszerűsítése fontos előttünk álló feladat, mely nem csak a nyilvánvaló energia-és költség-megtakarítások révén, de példamutatásával és szemléletformáló erejével is jelentős haszonnal kecsegtet.
Kulcsszavak: épületenergetika, energiahatékonyság, energiapolitika, oktatási épületek, középület-állomány, energetikai korszerűsítés

KIVONAT/HU E szakirodalom feldolgozó tanulmányban áttekintést szeretnék adni egyrészt a magyar energiapolitikáról és benne kiemelten az épületenergetikai célkitűzésekről a vonatkozó stratégiai dokumentumok és az alátámasztó vizsgálatok alapján, másrészt a fellelhető épületek energiafogyasztásával kapcsolatos hazai és nemzetközi kutatásokról. Az áttanulmányozott forrásokból kifejezetten a középületek, és a közöttük legnagyobb arányt képviselő oktatási épületek energetikai tulajdonságaival kapcsolatos tudást gyűjtöttem össze és mutatom be. A tanulmányban hangsúlyozom, hogy az oktatási épületek átfogó energetikai vizsgálata és korszerűsítése fontos előttünk álló feladat, mely nem csak a nyilvánvaló energia- és költség-megtakarítások révén, de példamutatásával és szemléletformáló erejével is jelentős haszonnal kecsegtet.
ABSTRACT/ENG This paper would like to give an overview in the one hand on the Hungarian energy policy and the energy objectives of buildings based on the relevant strategic documents and supporting studies; and in the other hand on the available domestic and international research on the energy consumption of the buildings. From the studied sources, the knowledge is collected and presented about the energetic properties of the public buildings and the educational buildings that represent the highest proportion among them. The study emphasize that the comprehensive energetic study and modernization of educational buildings is an important task ahead of us, which not only exerts its obvious energy and cost savings, but also exemplifies and raises awareness.

This research discussed the importance of daylight as one of the major factors in
sustainable architectural design and highlights the significant role of daylight in
energy consumption reduction and enhancement of human health and performance
due to the unique characteristics of daylight such as; spectral composition, quality,
and variability which has demonstrated to make it a preferred source of lighting. A
physical 1/20 scale testing model is built in real sky design conditions to evaluate the
feasibility of utilizing light pipes to enhance daylight in deep plan studio and to reduce
the need for electric lighting. Using the model in outdoor day-lighting condition
helped to evaluate the daylight performance of different mirrored light pipe
prototypes. The study provides insight about light pipes parameters and evaluated
them in order to understand the relationship between those parameters and the
amount of illumination delivered. The parameters include cross-section shape, crosssection
area, internal angle and collector’s size and inclination angle. The research
proved that the light pipe system is the simplest advanced system that allows daylight
to transport into the interior spaces where windows are restricted.

Educational buildings are buildings with special social importance and their energy consumption requires particular attention. Since the majority of educational buildings in Serbia were built between 1950-1990, with concrete frame, brick walls and poor thermal insulation, it can be concluded that these buildings have relatively high potential for thermal energy savings. In this paper, specific heat consumption of educational buildings (42 different institutions classified throughout educational levels) in the city of Kragujevac (Serbia) was analysed in order to determine their specific heat consumption (per heated floor area and per user) and to list the priorities for refurbishment. According to educational level, they were classified in: preschool buildings, elementary and high schools and faculties (university buildings). Data about heat energy consumption were collected during several heating seasons in order to minimize the influence of seasonal climate variations. Values of specific heat energy consumption of the buildings were benchmarked with data on specific heat consumption of schools from different European countries. In order to accomplish the tasks, authors introduced the concept of weather normalised specific heat consumption. Results of the performed analysis pointed out preschool and elementary school buildings as refurbishment priorities since their average specific heat consumption is the biggest (186 kWh/m 2 /a and 176 kWh/ m 2 /a, respectively). Besides, normalised specific heat consumptions of the educational buildings in Kragujevac are higher than in comparing countries and the potential for their energy efficiency improvement is significant.

Currently, the means to react to social, economic and technological changes, both through existing buildings and new designs, is an important concern for architecture. Given the transformation caused via such rapid changes, changing spatial demands become inevitable and these demands result in the reconfiguration of urban, suburban and rural settings and require innovative spatial approaches that are aligned with social, economic and technological advances, both in existing and new buildings. Concepts such as environmental responsiveness, sustainability, information modeling, were readily absorbed by pioneering architects, however architecture still needs to deliver “custom design services” in the present “product-infatuated society” [1]. In this respect, the concept of adaptability should as well be taken into consideration as a sustainable and novel way of re-using existing buildings and providing appropriate design decisions for new buildings. Replacing the capacity and performance of an existing building to provide spatial solutions for diverse functions is highly effectual given the changing demands of the society. Education, on the other hand, is a social construct that is both constitutive and constituted by the social practices within a specific context.
Given such characteristic education buildings could be accepted as one of the most influential examples to disentangle the links between the current social, economic and technological contexts and the changing spatial demands. Therefore, the present study explores the connections between adaptability in buildings and alternative instruction approaches, sets forth a discussion on the current practice of educational buildings based on a systematic literature review and provides architectural, functional, urban, economic, social, environmental and value considerations based on selected studies focusing on adaptive re-use and adaptable design of education buildings.

In this paper, the complex modernizations of existing educational buildings are examined from energetic aspect. A case study based research was conducted between 2010 and 2017 with the involvement of architect student groups. The selected buildings are architecturally valuable secondary schools in Győr (Hungary) built in 1950-70. Firstly, the present conditions of the buildings were recorded in plans and in experts' reports. Secondly, 18 complex modernization designs were developed on the 6 buildings in order to offer complex solutions to the existing problems. The analyzing and planning processes were done with a holistic approach. The main motive of building modernization is usually to improve energy efficiency, therefore energy performance of buildings were examined on scientific level according to the Hungarian regulations in the second part of the research. Detailed energy calculations were made in the present and modernized conditions of the school buildings based on design proposals. In this way, the effect and efficiency of each modernizing measure could be analyzed revealing the omitted possibilities of the plans. Main conclusion of the evaluation was that the existing buildings could not fulfil the new, stricter energetic requirements if they had been renovated with usual methods. Based on the lessons, a general action plan was formulated with 12 measures in logical order, which can be applicable on any buildings having similar characteristics to the examined ones. In this way, these can be renovated according to the expectations of cost-optimal or nearly-zero-energy buildings, as well. Suitability of the general action plan was tested with energetic calculations on the studied school buildings. The energetic analysis revealed that the suggested general action plan could be effectively applicable to the modernization of existing educational buildings.

Colleges and universities increasingly offer a combination of formal and informal learning spaces, which perform multiple didactic, individual and group study and socializing functions, as a method of enriching students’ educational experiences. This inquiry contributes to the study of these new-model educational buildings through an analysis of Santiago Calatrava’s recently completed Innovation, Science & Technology Building (IST) on the campus of Florida Polytechnic University. This paper explores the IST’s spatial configuration characteristics and their role in contemporary educational processes using space syntax analysis, combined with Bill Hillier’s framework of morphogenesis, and through the overarching analogy of a chess game. Much as chess rules are learned and executed by silent players, spatial configurations
reflect a predetermined, “pre-linguistic” set of social conventions articulated by the architect and acted out by and upon users, who perform the dual roles of agent and piece. In spatial design, as in chess, rules and randomness interact to produce both known outcomes and new outcomes – or morphogenesis. The author discusses the spatial structure of Calatrava’s building as a combination of rules-governed and randomization-supporting spaces, which restrict or liberate movement, behaviours, and interactions in the building. The propositions that first emerge suggest that immeasurable variations (i.e. piece placements and relationships) derive from a small suite of simple, local moves. As the rules become too many or too global, the generative process tends to break down, informality diminishes, and orderliness and uniformity of encounters increase. Second, although rules may govern the movement of pieces, they do not govern the specific decisions that players make. Within the building, users simultaneously strategize and enact their chosen strategy through a complex suite of moves, actions and encounters. The processual nature of users’ experiences is key to this exploratory examination of Calatrava’s IST and how its design may inhibit or sustain the game of learning.

The service sector remains the only economic sector that has recorded an increase (3.8%) in energy consumption during the last decade, and it is projected to grow more than 50% in the following decades. Among the public buildings, educational are especially important since they have high abundance, great retrofit potential in terms of energy savings and impact in promoting a culture of energy efficiency. Since predictive models have shown high potential in optimizing usage of energy in buildings, this study aimed to assess their application for both finding the most influential factors on heat consumption in public kindergarten and heat consumption prediction. Two linear (Simple and Multiple Linear Regression) and two non-linear (Decision Tree and Artificial Neural Network) predictive models were utilized to estimate monthly heat consumption in 11 public kindergartens in the city of Kragujevac, Serbia. Top-performing and most complex to develop was the Artificial Neural Network predictive model. Contrary to that, Simple Linear Regression was the least precise but the most simple to develop. It was found that Multiple Linear Regression and Decision Tree were relatively simple to develop and interpret, where in particular the Multiple Linear Regression provided relatively satisfying results with a good balance of precision and usability. It was concluded that the selection of proper predictive methods depends on data availability, and technical abilities of those who utilize and create them, often offering the choice between simplicity and precision.

Geçmişte yaşanan afetlerde, yaşanan tecrübelerden çıkarılan dersler, afet yönetiminin günümüze kadar geliştirilmesine katkı sağlamıştır. Yakın tarihte Türkiye'de yaşanan en büyük afetlerden biri olan 2011 Van depremlerinde, kentin tek üniversitesi olan Van Yüzüncü Yıl Üniversitesi (Van YYÜ), depremden sonra kentte ilk toparlanan kurumlardan olmuş, şehir merkezinden 15km uzakta bulunan kampüsünden, kentin afet yönetimine öncülük etmiştir. Afet yönetim sürecinin başında, dışarıdan desteğin kısıtlı olduğu ilk 72 saatte, Van YYÜ büyük ölçüde kendi imkanları ile çalışmalar yapmıştır. Sonrasındaki iyileşme ve yapılanma döneminde, diğer üniversiteler de araştırmaları ve faaliyetleriyle, Van depremi sonrası, kente katkı koymak istemiş ve bu desteklerini Van YYÜ odağında gerçekleştirmişlerdir. Bu tecrübe, bütün bir kentin faaliyetlerini kesintiye uğratan 2011 Van depremleri gibi büyük afetlerde, kentlerin afet yönetiminde, kendi üniversitelerinin ve kampüslerinin önemli bir rol alabileceğini göstermiştir. Bu araştırmada, 2011 Van depremleri sonrasında Van YYÜ kampüsünde yaşanan örnekler üzerinden, afet yönetiminde, bir üniversitenin, kendisi ve kenti için nasıl bir yol izleyebileceği incelenecektir. Araştırma, literatür taraması, Van depremleri raporları, söyleşiler, fotoğraflar ve yerinde gözlemlere dayanmaktadır.
Abstract:
The experience of the past disasters contributes to the development of the disaster management. In the recent history, one of the biggest earthquakes of Turkey occurred in Van in 2011. Van Yüzüncü Yıl University (Van YYU), the only university of the Van city, was one of the first recovered institutes after the 2011 Van earthquakes.  Moreover, Van YYU pioneered the disaster management of the city in some aspects. As in the case of other disasters, the first 72 hours of the disaster was the beginning of the disaster management cycle, with  limited external support. In this phase, Van YYU responded to the disaster within its capability. In the following phases (the rehabilitation and reconstruction phases), other universities also wanted to contribute to Van and they focused on Van YYU campus. This experience indicated that universities and their campuses may take significant roles in the disaster management of their cities. This research examines the case of 2011 Van earthquakes in order to understand how a university and its campus can act in the disaster management of a city. The research based on literature survey, Van earthquake reports, interviews, photographs and site observations.

The interaction between people and built environment has been examined in the field of architectural psychology since the 1960s. In this field, “spaciousness” has been one of the most significant concepts which have been frequently reported in the semantic differential scales, such as Spaciousness-Crampedness Scale (S-C-S) developed by İmamoğlu (1975) and used in several experimental studies via real rooms and scale models in 1970s and 1980s. However, there are still crucial architectural dimensions which have not been studied yet. The main aim of this thesis is to assess spaciousness factors in buildings via S-C-S, and within this framework, the second aim is to test the reliability of computer simulations as current research tools in architectural psychology research. This thesis is composed of a preliminary study and two groups of experimental studies (each group consisting of four consecutive experiments). In literature survey, the last 45 years of architectural psychology was reviewed, and as a developing research tool, computer simulations were examined with their current and potential features. The first group of experiments was conducted through computer simulations to develop a procedure for the second group, which aimed to test the effects of permanent components of rooms on spaciousness. Ceiling height, types of ceiling and floor (flat and stepped), and plan geometry (rectangular and trapezoidal) were assumed to have an effect on spaciousness (appeal, planning, and space freedom). 350 participants, composed of both students and staff at METU, participated in the experiments. Sample spaces were selected from METU classrooms, and their detailed computer simulations and derivatives were used as stimuli. The results of the experiments indicated that higher ceiling made the room more spacious. The types of ceiling did not affect spaciousness in general. Flat ceiling indicated higher levels of space freedom compared to stepped ceiling. Classrooms with stepped floors were evaluated as better planned than those with flat floors. Plan geometry did not affect participants’ evaluations of spaciousness significantly. Results of the experiments demonstrate that the effects of some components of rooms on spaciousness can be identified via computer simulations.

Throughout the human experience, various memory systems code the environmental context with selective processes and transfer these coded information to the long term memory. Long term spatial memory relates merely to the spatial information; and is studied through such concepts as schema, schemata, mental map or cognitive map in various disciplines. Many theories indicate that cognitive maps are the representations of real space ensuring the individual a total understanding of his/her environment. They are not reciprocal to real space and they constantly develop a multidimensional structure over topological relations where every point is connected to the other points like a net. Moreover, autobiographical memory researches revealed that recalling performance of an individual is dependent on the factors of age, life period and the elapsed time after the recalled experience. On the basis of these facts, two basic questions are asked: (1) if age and/or time are significant factors over the ongoing restructuring of the cognitive maps, and (2) how can we investigate and reveal the effect of these factors analytically? In this paper, the time factor on the structuring of cognitive maps is investigated through the participant's age and the spatial configuration of the represented space. Inspired from Kim and Penn's (2004) study, a methodology is designed over the spatial syntax analysis of the cognitive maps. The research group is composed of 52 male graduated students of a prominent secondary school, whom belong to three age ranges (23-39, 40-65 and 65-75) that regard to the three adulthood life periods. In order to collect the cognitive data, every participant is asked to draw a sketch of the ground floor of his school building in two Proceedings of the 11 th Space Syntax Symposium Z Tarcin Turgay & A Unlu How do Cognitive Maps Change in Time? Searching the Effect of Time on Cognitive Maps through Spatial Configuration and Long Term Memory Theories 2 successive sessions. Each cognitive map is analysed through its convex map (1) to define the number of recalled spatial units in each session, and (2) to calculate the syntactic values of depth, mean depth and syntactic step. The correlations show strong negative relations between the age and syntactic values, and between the age and contents of spatial units. These results approve the memory theories and show that age and time are significant factors over the restructuring of cognitive maps. In addition to that, this study presents that space syntax analyses are adaptive tools for spatial memory and autobiographical memory researches, most particularly for the one's that focuses on the time factor.

This paper discusses the opportunity afforded by a substantial research grant to examine three aspects of recent school design and learning. First, spaces that support effective learning, second, the role of the building in achieving sustainability, and third, pedagogies and practices that support one and two. Schools are complex systems in which the physical environment interacts with pedagogical, socio-cultural, curricular, motivational and socio-economic factors as well as providing benefits or costs in environmental terms. Limiting the research focus to exemplar case study schools will enable a more comprehensive study of the schools as 3D texts. Through proactive research methodologies, students, teachers and architects will collaborate to manipulate the spaces to suit different learning modalities. Students will help collect environmental data and therefore learn more about climate and energy. They will also participate within teams to further their problem solving, communicat...

In this study, a regional boarding school building in Elazig was examined in the scope of Bioharmological
Conformity Assessment (BCA) according to 18 basic criteria of Projection Level of Spatial Features (PLSF). BCA
Certificate Class of the examined building was determined as “Unsuitable (A-)” and deficiency-inadequacy level
was determined as 61%. Harmony (91%), texture (90), format (75%), shape (73%), and Rhythm (71%) were
determined as the highest and most significant deficiency-inadequacy criteria among the 18 criteria of the
middle school in question. Therefore, it was concluded that the current physical characteristics of the school
building in question is not appropriate for user identity and intended purpose, would have negative effect on
education and training as well as negative effects on the biological, physiological and psychological development
of the students.

This research discussed the importance of daylight as one of the major factors in sustainable architectural design and highlights the significant role of daylight in energy consumption reduction and enhancement of human health and performance due to the unique characteristics of daylight such as; spectral composition, quality, and variability which has demonstrated to make it a preferred source of lighting. A physical 1/20 scale testing model is built in real sky design conditions to evaluate the feasibility of utilizing light pipes to enhance daylight in deep plan studio and to reduce the need for electric lighting. Using the model in outdoor day-lighting condition helped to evaluate the daylight performance of different mirrored light pipe prototypes. The study provides insight about light pipes parameters and evaluated them in order to understand the relationship between those parameters and the amount of illumination delivered. The parameters include cross-section shape, cross-section area, internal angle and collector's size and inclination angle. The research proved that the light pipe system is the simplest advanced system that allows daylight to transport into the interior spaces where windows are restricted. Five horizontal pipes are sufficient to illuminate the studio by 750 Lux which are recommended in design studios.

In this study, a regional boarding school building in Elazig was examined in the scope of Bioharmological Conformity Assessment (BCA) according to 18 basic criteria of Projection Level of Spatial Features (PLSF). BCA Certificate Class of the examined building was determined as " Unsuitable (A-) " and deficiency-inadequacy level was determined as 61%. Harmony (91%), texture (90), format (75%), shape (73%), and Rhythm (71%) were determined as the highest and most significant deficiency-inadequacy criteria among the 18 criteria of the middle school in question. Therefore, it was concluded that the current physical characteristics of the school building in question is not appropriate for user identity and intended purpose, would have negative effect on education and training as well as negative effects on the biological, physiological and psychological development of the students.