Final Grad 1 Project Thesis

Supervisors

Dr. Omar Fawzy Dr. Sameh El-Feki Dr. Tarek AbdEl-Salam Dr. Rania El-Miessidy

Authors

Abd El-Rahman Tarek El-Hiatmy Ahmed Mohamed Nour Essam El-Din Mohsen Mansour Islam Ali Ibrahim Mahmoud Gamal Tafesh Mohab Maged Abd El-Wahab Mohamed Abdelaziz Wahid Mohamed Hesham Abd El-Fatah Omar Mostafa Hassan

Abstract

For a decade there was an observed strong diversity through the Egyptian social and environment life, that incepted the idea to study the results and the consequences of that. In this book we are discussing the attitudes and behaviour of the habitants and how that is reflected on architecture and urban devolopment, going throught Alot of urban analysis, questionnaires and site survey.

Bulaq district is one of the famous disrticts in cairo, that was well known, that was an attracting point that pulled our sights towards it to choose it as a study area. Although it was found that there is alot of issues that is dealing with it is a must in order to achieve our project goals and objectives, althought It was hard to determine the critical part which leads to such results.

The suggested project in the area is a vocational industrial school.

The main purpose is to achieve the maximum percentage of the intellectual re-habitation for generations and to guarantee a strong experience on many levels. The challenge is how it could be introduced to the contextual urban around and how to improve the mental image of the place through such an experience.

Abstract i

TABLE OF CONTENTS 01 - HISTORICAL BACKGROUNDS 05

1.1. Historical Timeline 06-07 1.2. Current Condition 08-09 02 - URBAN ANALYSIS 10 2.1. Landuse Map 11 2.2. Building height Map 12 2.3. Building Conditions Map 13

2.4. Accessibility & Roads Hierarchy 14

2.5. Solid and void 15 2.6. Social Analysis 16-20

2.7. Public Services and Landmarks map 21

2.8. Skyline and elevation.

22

2.9. views map 23-24 03 - PROJECT SELECTION 25

3.1. Sabtiyah common problems 26

3.2. Educational & Industrial Issue 27 3.3. Scope 27 3.4. Approaches 28 3.5. Target Group 28

3.6. Assists Of The Community 28 3.7. Literature Review 29-30 3.8. Proposed Strategy 31 3.9. Objectives 31 3.10. Conclution 31 04 - SITE SELECTION 32

4.0. Selection Criteria 33

4.1 Site 1 34 4.1.1. Landuse Map 35 4.1.2. Building Height Map 36 4.1.3. Building Condition Map 37 4.1.4. Accessibility & Roads Hierarchy 38 4.1.5. Solid & Void 39 4.1.6. Environmental Simulation 40-41 4.1.7. SWOT Analysis 42 4.1.8. Conclution 42

4.2 Site 2 43 4.2.1. Landuse Map 44 4.2.2. Building Height Map 45 4.2.3. Building Condition Map 46 4.2.4. Accessibility & Roads Hierarchy 47 4.2.5. Solid & Void 48 4.2.6. Environmental Simulation 49 4.1.7. SWOT Analysis 50 4.1.8. Conclution 50

4.3 Site 3 51 4.3.1. Landuse Map 52 4.3.2. Building Height Map 53 4.3.3. Building Condition Map 54 4.3.4. Accessibility & Roads Hierarchy 55 4.3.5. Solid & Void 56 4.3.6. Environmental Simulation 57 4.3.7. SWOT Analysis 58 4.1.8. Conclution 58 05 - DESIGN ISSUES 59 5.1. Audibility 60-64 5.2. Circuation 65-69 5.3. Flexability 70-74 5.4. Durablitiy 75-80 5.5. Comfort 81-87 5.6. Mood 88-93 5.7. Image 94-99 5.8. Security 100-105 06 - CASE STUDIES 106

6.1. Herningsholm vocational school.

107-116

6.2. Salesian Don Bosco Vocational School.

117-125 6.3. Jatta Vocational School. 126-137

6.4. Guelmim School of Technology.

138-146

6.5. Gennevilliers Training center.

147-154

6.6. Gebze Industrial Vocational high school.

155-163 07 - SUSTINABILITY 164 7.1. Social Sustainablity 165-169 7.2. Economic Sustainablity 170-172 7.3. Environmental Sustainablity 173-174 7.4. Green Building 175 7.5. Sustainable Building 176 7.6. LEED 177-181 7.7. PEARL 182-187 7.8. GPRS 188-192 08 - DESIGN REQUIRMENTS 193 8.1. Program 194-197

8.2. Standards & Design Guidelines 198-207 09 - Individual work 208-282 10 - Bibliography 283-284 10 - Table Of Figures 285-297

HISTORICAL BACKGROUND CHAPTER I

The historical background of Al-sabtiyah that dates to the 17th century, and the changes that happend to the area through different phases 17th, 19 ,18th, and 20th centuries and the current condention and how its affecting the society there and what is the main problems mentioned breifly and how it is affecting the society.

01

1.1 HISTORICAL TIMELINE

Bulak getting famous between traders, having workshops, mosques.

1771

Historical background

Biggest printing place in the East. established by Muhammed Ali.

1798 Bulak starting to get famous due to Napoleon's troops land in Egypt and it’s ability to reach the nile.

A road that linked Bulak to Azbakiiya.

1827

Bulak Abu Al Ella bridge.

Linking Great cairo with bulak seaside in the age of khedwey Ismail.

1912

1900

Slums detrioation due to the neglecting and cairo earcthquake.

1950

Tawfeqeya market.

1992

Foad’s hospital.

Figure 1.1 Al-sabtiyah historical timeline, Data source (khalil, 2014) illustrated by ( (Authors, 2017).

1798 - 1874 In 1798 during the French occupation on Egypt, A road was paved between the area of Al azbakeya and boulaq by Bonaparte.

factories, maritime arsenals and printing presses, which where the Area of sabtiyah later came from and was considered as a huge industrial district

Later then this road was used to link between Cairo and Bulaq as Muhammed Ali proceeded the construction of it, which is known now as“AlGalaa street”and he re-planned Boulaq again and developed it to be more organized by adding

Al-sabtiyah was considered as an extension to boulaq Area. A lot of workshops has been added there, governmental buildings, printing presses, fabric factories, iron and wood factories, a huge industrial school, and new residential buildings.

1874 : 1902 During this period Khedive Ismael ruled Egypt, and he invested in boulaq area and he modified the 26th of July street, installed the tram the construction of Qasr-el-Nil bridge to connect Zamalek to Cairo.

Omneya Khalil, (2014), The People of The City Space, Laboring and Power In Quest of Unraveling the HOW in Ramlet Bulaq, A Thesis Submitted to The Department of Sociology, Anthropology, Psychology, and Egyptology in The Amirican unviresity in Cairo.

Historical Timeline 06

Historical background

1902-1950 The addiction of some important facilities to the area such as Al-Gala’ Hospital, added in 1934 in king Foad the first, and was known by his name. and infront of it the center of Architecture and Art of Leonardo da vinci. Also Al-Asr market, which was and still a market of scraps and metal work. That is made and sellby the poor people in the area.

1950-1990 Al-sahafa district, In this area Al-ahram newspaper office as built in the late 50’s in Algalaa street with its printing plots, and also the building of al-akhbarelyoum newspaper in the late 40’s and “Almasa’” newspaper which is close to Altorgman slums. Although that An Area of slums and deteriorated buildings that begun to appear back then.

The development of the area begun after removing some of the slums and deteriorated residential buildings and replace it with high rise and modern buildings. Such as the Ministry of Foreign Affairs building and the Radio and Television building in the early 60’s, also the removal of some old storages and replace it with the International Trade center on the nile, which was the highest building among all.

Although that, a huge area of slums that consist of one to two storey buildings still exists! The most famous Area among those are “wekalat al balah” which is basically a cheap clothes and fabric market. “souk Al-asr” or “Al-asr market” which is a well-knownmarket for metals and Al “sabtiyah street” a street that is also full of shops and markets

1990-2015

“Altorgoman Area had a Turkish assets and used to belong to Ali bektorgoman” as told by one of the residents there, until the late 60’s al torgoman Area was full of slums. Until president Sadat decided to remove it. And what was first removed was the “monkeys neighborhood”.

The Torgoman project idea begun in the late 90’s, as a development project for the area (The place between Al-Galaa Street, 26 of july corridor and the Nile), to develop and replace the torgoman slums and transform it to a 3 storeyGarage instead of the slums and also to reduce the traffic jam in the place. This was opened in 2005, and 2007.

Omneya Khalil, (2014), The People of The City Space, Laboring and Power In Quest of Unraveling the HOW in Ramlet Bulaq, A Thesis Submitted to The Department of Sociology, Anthropology, Psychology, and Egyptology in The Amirican unviresity in Cairo.

Ashraf Dawod, (2014), The story of Altourgoman, Journal of Alahram.

Historical Timeline 07

1.2 CURRENT CONDITION

Historical background

Almost half of them live in households at a rate of 10 meters, and the other half between 20 and 30 meters, and one room

Thousands of families, most of them living below the poverty line, where they suffered inhumane conditions.

The foreign real estate investment companies and private affiliate of Saudi Arabia, Qatar, Kuwait, Yemen, realized the importance of the region and the quick takeover since become seizing about 20% of the area of the region.

Most of citzines feels of ignorance and disregarded upon their problems and their future .

Conflict & clashes has occured between the people and the investors and the governoment .

Negotiation trials is being held to solve problems by stating the rule of : “The allocation of part of the area for the benefit of its residents are held by the housing units Astaab enough to take advantage of all the population compared to the rest of the area, pointing out that the number of 10 acres enough to resettle the population and the establishment of service units they need, such as schools, hospitals�.

Nowadays there is no change has occured in any dimension.

Steady state for the case is dominating the situation .

Figure 1.2 Al-sabtiyah current condition, Data source (khalil, 2014) illustrated by (Authors, 2017).

Omneya Khalil, (2014), The People of The City Space, Laboring and Power In Quest of Unraveling the HOW in Ramlet Bulaq, A Thesis Submitted to The Department of Sociology, Anthropology, Psychology, and Egyptology in The Amirican unviresity in Cairo.

Current condition 08

Historical background

The Area has a lot of potentials yet there are a lot of problems and threats that could be illustrated in the following; Families under the poverty line, half of the households are 10 meters and the other half is 20 to 30 meters which is really small comparing to minimum of the living places, The government clearly can’t see the important of the Area, yet the foreign real states companies and private affairs of Saudi Arabia, Qatar, Kuwait and Yemen realized the importance of the region and the quick takeover since became %20 of the total area of the region which was made by demolishing parts of the area by building new high rise buildings.

Most of the citizen feels ignored and disregarded about their problems and future, which reflects them negatively on so many levels, Conflicts and debated between citizens and investors and the governmentson the area, lack of an Educational place/school Deteriorated health services and unclean placesthe unemployment rate really high, and the family income is really low, culture abandoned by the residents, bad road networks, and narrow streets and dead end streets in most places. Which surely make a traffic jam. “People here have no services, we do not have water, infrastructure and even the electricity we are taking it from one house to another, and it is not legal.

Why would not they provide us with the main services that we need? People are here since 1914 and 1920.

Conclusion The historical background of Al-sabtiyah dates as far back as the 17th . And the area went through different phases as mentioned before, some were bad and some were good, until it ended up with the current situation of deterioration in buildings and health, unemployment rate with is really high, and lack of educational services to the society is some of the main problems.

Omneya Khalil, (2014), The People of The City Space, Laboring and Power In Quest of Unraveling the HOW in Ramlet Bulaq, A Thesis Submitted to The Department of Sociology, Anthropology, Psychology, and Egyptology in The Amirican unviresity in Cairo.

Current condition 09

URBAN ANALYSIS CHAPTER II

Different Urban analysis of the Area of Al-sabtiyah such as Land use maps, accessability, Building heights, building conditions, solids and voilds and views, all depending on several site visits.

02

2.1 LANDUSE MAP

Urban analysis

Residential Mixed use

Services & Public buildings 0

25

100

Figure 2.1.1 Al-sabtiyah land use map. (Authors, 2017).

The larger part of the area consists of residential buildings, which is considered as the heart of the area,some of them are mixed used with workshops, storages or even supermarkets. All of those are owned by the local dwellers there. The area consists of a couple of buildings that is non-residential, which is A hospital, a mosque and a church.

The other smaller parts of the area are services and public buildings, that is either located on the Nile front street such as “the ministry of foreign affairs, Italian embassy and Hilton hotel” or on the other side of the residential area such as “The Torgoman garage, the building of Al-Ahram press and Al-akhbar newspaper”.

%15

%35

%50

Figure 2.1.2 Al-sabtiyah land use area percentage. (Authors, 2017).

Omneya Khalil, (2014), The People of The City Space, Laboring and Power In Quest of Unraveling the HOW in Ramlet Bulaq, A Thesis Submitted to The Department of Sociology, Anthropology, Psychology, and Egyptology in The Amirican unviresity in Cairo.

Land use map 11

2.2 BUILDING HIGHTS MAP

Urban analysis

2-1 Floors 5-3 Floors

5 or more Floors 0

Figure 2.2.1 Al-sabtiyah building hights map. (Authors, 2017).

Residential buildings either consist of one or two storey building heights, or three to five storey heights.

25

100

%25

One to two storey buildings are usually deteriorated buildings consist of workshops or storages that is attached to other higher buildings. And those have the largest percentage in the area.

Three to five storey buildings are either residential buildings which has the highest percentage or buildings with other different uses, such as the school which is 4 floors, the church which is also four stores. The mosque which is considered as a three storey building. The Torgoman garage which is five floors.

Up to five buildings are usually the buildings facing the Nile. Such as the national trade center, Al-ahly bank towers.

%35

%40

Figure 2.2.2 Al-sabtiyahbuilding hights percentage. (Authors, 2017).

Building hights map 12

2.3 BUILDING CONDITIONS MAP

Urban analysis

Excellent condition Good condition

Bad condition 0

Figure 2.3.1 Al-sabtiyah building condition map. (Authors, 2017).

Excellent condition buildings are mainly on the Nile such as The Hilton, The Ministry of Foreign Affairs, AL-ahly bank towers in addition to some other buildings among the area such as the hospital, the school, the church, Alahram and Al-akhbar newspapers offices and The Torgoman garage.

The good condition buildings are either in the heart of the Area or far around it. They are usually residential buildings that are old and have been renewed.

Some those buildings are considered as mixed used buildings due to the existence of a workshop in its ground floor.

The bad condition buildings are usually residential buildings that consist of one to three floors. Those buildings need to be maintained or removed, most of them are in the heart, Some of those building lack good structures, doesn’t have a roof, consist of damaged parts such as damaged doors or windows.

Some of them fell and their residents left them.

25

100

%35

%20

%45

Figure 2.3.2 Al-sabtiyah building condition area percentage.

(Authors, 2017).

Omneya Khalil, (2014), The People of The City Space, Laboring and Power In Quest of Unraveling the HOW in Ramlet Bulaq, A Thesis Submitted to The Department of Sociology, Anthropology, Psychology, and Egyptology in The Amirican unviresity in Cairo.

Building condition map 13

2.4 ACCESSIBILITY & ROADS HIERARCHY MAP

Nile Corniche

Urban analysis

Bolak Al Gadida street

Shanan street

Tal Nasr street El-Adaweya street

Al Sahafa street

Wabour Al Torgoman street

6th of October bridge 26th of july corridor

Arterial roads Main roads

Seconadary roads 0

25

100

Figure 2.1.1 Al-sabtiyah roads network map. (Authors, 2017).

The Area of Al-Sabtiyah as shown in (figure 000) is accessable from five main Roads. 6th of July corridor from the South-East side, Nile cornish Road from the East-Side, Alsabtiyah Road from the north side, and Shanan Road from the North West and West side, and al-Galaa Road from the West-South side that falls under 6th of october bridge. all wide two way roads that is up to 10 meters wide.

Other important roads such as Boulaq al-Gadida, Al sahafa road and Almatabaa Al-ahliyah also falls in the area making it easier to access it from the main roads through them.

Street hierarchy 14

2.5 SOLID AND VOID MAP

Urban analysis

Void Solid 0

25

100

Figure 2.1.1 Al-sabtiyah solid and void map. (Authors, 2017).

%80 of the area is solid, solids are considered in residential, mixed-use educational, commercial, and religious buildings. %20 only are voids. This could be vacant unused lands between buildings, vacant lands of buildings that fell by time, or roads/parking areas.

%20

%80

Figure 2.1.2 Al-sabtiyah solid and void percentage. (Authors, 2017).

Solid & Void 15

2.6 SOCIAL ANALYSIS

Urban analysis

Here there will be discuss about the statistics about the soicial life of the people of sabtia this data was gathered by the central agency for public mobilization and statistics.

2.6.1 SOCI-ECNOMIC ANALYSIS 52.1 %

No of residents is 10,525

No of residents-under poverty line- is 05,014

1.53 % of residents has an internet connection

73.08 % of residents has a personal mobile phone

Is the raito of people who lives in flat

2.09 % of residents has a private car

Figure 2.6.1 Al-sabtiyah soci-ecnomic analysis. Data source (Central Agency for Public Mobilization and Statistics, 2013) illustrated by (Authors, 2017).

Poverty line is simply the minimum income deemed adequate for an individual to meet his basic needs. Since people there face a huge problem in their low income, 3 out of 5 residents is under the poverty line. The number of residence is 10,252 the number of residence under the poverty line is 6,014.

Egypt’s official statistics agency mentioned” that the Egyptian poverty line stands at an income of LE482 monthly” that means that a family that consists of 5 persons needs LE2,372 monthly to float above the poverty line.

According to Heba al-Laithy who took part in preparing CAPMAS survey.

“Across all age groups, the poor are less likely to enroll in education, which means that poverty is

inherited and the poor will remain poor. However quality education is able to eject citizens from poverty.” ( ellaithy H., 2015) Some other general statistics is that: %73 of the residence has a personal mobile phone. %1.5 only has an access to any internet connection. However, there is place with an internet connection and computers to be rent there, which is well known in the Egyptian culture as “sayber”.

Only %2 have a private car, due to the low income and also the very bad network street.

And Workers tend to rent cars to transport their goods to the costumer.

Soci- Economic analysis 16

2.6.2 EDUCATION ANALYSIS Literacy rates among youth and adults are the test of an educational system, the more the education system was strong and there are educational opportunities the more the literature ratio is high. Literature is at its lowest in least developed countries; unfortunately Al sabtyah is one of them since the illiteracy ratio is %41.2A strong education system opportunity is highly needed to overcome this issue.

Urban analysis

education system, or they rather search for work and job opportunities.

14 students out of 1000 leave school each year to work and earn money due to the very low income of the families there. Male children tend to leave school due to several reasons; that a child should help his family specially males. Females also tend to leave schools at early ages due to social and culture believes.

Youths tend to leave school before graduating %17.7 for males and %15.8 for females, that’s due to different reasons; such us the lack of the educated level for both genders, which is continuity between what they study and the really low comparing to other developed areas or employment field because of the shortage of the countries.

Figure 2.6.2 Al-sabtiyah education analysis. Data source (Central Agency for Public Mobilization and Statistics, 2013) illustrated by (Authors, 2017).

Education analysis 17

2.6.3 WORK FORCE ANALYSIS

Urban analysis

Figure 2.6.3 Al-sabtiyah workforce analysis. Data source (Central Agency for Public Mobilization and Statistics, 2013) illustrated by (Authors, 2017).

%57 of the residence population are employee which is a high rate and also a continues cycle of the education failed system. %17.6 of them works in the government sector, %39 works in the private sector. Those might have their own workshops and their own shops.

Ages of employee Almost %38 of workers are from 14 to 24 years old. A large percentage since this age is considered as the youth age and the seed of the community that by this age should be studying and not working. %42 of workers are above the 24 years. Which is 24 work injury happens per month, almost a good rate comparing to other places despite of every day an injury happens to someone due to the very bad working condition; People there are the lack of training and unprofessional workers keen on working. and youths who doesn’t know how to deal professionally with heavy equipment’s

Work force analysis 18

2.6.4 PUBLIC SERVICES ANALYSIS Almost %92 homes have electricity, Residential places usually have illegal electricity and its electricity is transformed through a certain circle from a house to another. For example if the electricity shutdown in a certain house, it will shut down in the other houses as well. Other buildings such as administrative, commercial, religious buildings have their own legal statue.

Urban analysis

Natural gas Natural gas is one of the important sources of the area the percentage is almost %99. Provided everywhere and in each home, usually through cooking cylinder gas that they buy from different places and that can be recharged after it finishes the gas in it.

Sanitation, Almost %70 of the houses have a good Water supply, fortunately people there has infrastructure system, almost all houses there an access to clean water for their daily bases. contains restrooms. Although the infrastructure Sometimes it shuts down for different reasons, pipes are not that durable and sometimes a lot of but most of the days water is provided and also sanitation problems happens. in each house.Sources of water are usually piped water from household connections or public standpipes.

Figure 2.6.4 Al-sabtiyah public service analysis. Data source (Central Agency for Public Mobilization and Statistics, 2013) illustrated by (Authors, 2017).

Public services analysis 19

2.6.5 STREET ACTIVITIES ANALYSIS

Urban analysis

Children bubble, childern loves streets as it is their only place to get entertainment.

Clean streets, insures the value of inter-

relationship between residents and streets.

Self expression, residents express their selves through out streets for example in festival time.

Social relationships, high value for the

social integration between neighbours.

Lack of Maintenance,

residents don’t have the finanical ability to maintain buidlings on good condition.

Fig 2.6.5 Al-sabtiyah Street activities illustration (Authors, 2017).

Social relationships, streets aren’t really safe for residents and not secured.

Street activities analysis 20

2.7 PUBLIC SERVICES & LANDMARKS MAP

Urban analysis

Figure 2.7 Al-sabtiyah public service analysis. (Authors, 2017).

The area contains a widely range of landmarks such as Al-tourgouman transportation station in the middle of the area at the North-East side, AlGalaa Hospital at the North-West side ,West-cairo Electrcicity compan at the North, The police station at the North-West and Al-Ahram press and Alakhbar newspaper on The West,at the east nile side we can see the high rise towers of Al-Ahly bank, the nile city towers, the ministry of foreign affairs, and At the south we can find the Italian embassy iand maspperro building.

Public services 21

2.8 SKYLINE & ELEVATIONS ANALYSIS

Urban analysis

The skyline of the area has diversity, because of the variety in heights between the resdential buildings, some of those buildings are 1 to 3 floors, some of them are 3 to 5 floors and some are up to 7 floors. the highrise buildings in the back of the area -infront of the nile- gives a huge diversity as well in the area, the highrise buildings floors are up to 30 stories high.

Figure 2.8 Al-sabtiyah skyline and elevations analysis. (Authors, 2017).

Omneya Khalil, (2014), The People of The City Space, Laboring and Power In Quest of Unraveling the HOW in Ramlet Bulaq, A Thesis Submitted to The Department of Sociology, Anthropology, Psychology, and Egyptology in The Amirican unviresity in Cairo.

Urban analysis 22

2.9 VIEWS MAP

10

Urban analysis

10

11

9 1

1

9

2 2

1

7 3

6

4

5

8

3

7

6

5

4

Figure 2.9 Al-sabtiyah views analysis. (Authors, 2017).

Diversity in the views of the area, because of the existance of different buildings in matter of style and function. figure 1 shows the Islamic style of a building that is one to two stories high, while figure 2 showes some old residential buildngs with no style. figure 3 shows a wide road with some 5 storie buildngs high while figure 4 showes a workshop that has a pitched roof. figure 7 showing a church in the area and fighure 9 showes the Al-ahly trade center bank.

Urban analysis 23

Figure 2.10 Al-sabtiyah photo collage. (Authors, 2017).

photo collge by authors showing the difference between the deterorated building conditions and the highrise buldings above.

PROJECT SELECTION CHAPTER III

The area of Al-sabtiyah contains a lot of informal settlements and deteriorated building; and due to that the needs of the community is not achieved on so many levels. (Educational, social, economic, and cultural), and what is the seected problem and thus the selected project

03

3.1 COMMON PROBLEMS

Project selection

The area of Al-sabtiyah contains a lot of informal settlements and deteriorated building; and due to that the needs of the community is not achieved on so many levels. (Educational, social, economic, and cultural).

3.1.1 Educational level Children tend to leave their school Education really early!

The two main factors are the existence of only one Educational place/ school which a huge motive for children to drop out of school since the nearest school is really far away. The second one is the culture of the place there.

What do they do instead?

Children tend to go and work with their fathers, due to the culture Of the community there, (that a child must help his father and handle his work with him). Although parents also want their children to get educated and learn something beside their work in the industrial field, but the limited option end them up with the working only situation.

3.1.2 Social level

Social problems can beillustrated in the wide spread of drugs, the weird behavior of the residents, the deteriorated health services and unclean places, as there is only one working hospital which lack a lot of services, as well as the lack of public spaces (zones of communal interactions) between people, Despite of the fact that most if not all of the residents there know each other.

3.1.3 Economical level Although the area is rich with so many industries such as carpentry, work with metals, and fabrics which makes it unique, it is still unused in a good way, which makes the unemployment rate really high, and the family income is really low.

3- out of 5 residents out there is under the poverty line. %52- only of the residents live in their own place.

3.1.4 Culture level All of the issues mentioned above leads to a culture abandoned by the residents. And the lack of culture awareness as a result of neglecting the original local culture affects the Area, as people there tend to neglect their original culture although they belong to it. They have the motive to leave their original places and industry and go anywhere else.

3.1.5 General level could be illustrated as the bad road networks, as no

police or ambulance car can enter the place easily due to the narrow streets and the dead end streets in most places. Which surely make a traffic jam.

Central Agency for Public Mobilization and Statistics(2013)

Common problems 26

3.2 EDUCATIONAL AND INDUSTRIAL ISSUE

Project selection

3.2.1 HOW CAN EDUCATION BE RELATED TO INDUSTRY?

Industry is simply the economy of the society or to be more specific this particular community, the total ignorance of the industry of the society means simply the lack of a powerful economic base, which leads to unemployment; Well-educated citizens are better-equipped for significant economic production, People with more education have knowledge and skills to perform higher-level employment roles, the more the person is educated the more qualified he will be and the more he will be compete for positions, not to mention that Better organizational performance leads to stable employment and income that flows back into the community.

To bottom this up: Education is simply the base of everything, including economy.

According to kazem. A. (2010) “..Unemployment is in large part a result of a wide skill mismatch between what is demanded by the labor market and what is provided by the education and training systems”.

And she contuinues “.. As a result of low labor market efficiency, poor 2 education and training system performance, and misalignment between national economic development plans and priorities and labor force policies and practices, Egypt was 81st out of 133 countries in the 2011/2010 Global Competitiveness Index (GCI). It then declined 26 places in the 2013/2012 GCI due to the political events following the 2011 revolution..”

3.3 SCOPE

The project is mainly dealing with the Educational problem in addition to the industrial/economical problem,by linking both into a project that is very well needed by and to the people there, dealing with most demanding community problems and needs is the most important thingto do to help andbenefit the community, not to mention that it will encourage them to develop and thus increase their sense of belonging and their ability to produce.

This Policy Brief is based largely on the contribution of Dr. Amira Kazem of the World Bank, Cairo Office, in her Background Paper on TVET to the Egypt Human Development Report (2010)

Educational and industrial issue 27

Project selection

3.4 APPROACHES The project will be taking two main approaches, which goes as the following:

1 - Eductional Approach

Solving the current education problem by spreading the educational awareness and giving the community the type of education they need deserve.

2 - Industrial Approach

The area contains a variety of industries, such as metal and work, yet it’s not well used at all, our approach is adapting an economical base out of it in our project and evolve it.

3.5 TARGET GROUP Groups is been divided into 10 years from 15 years.

Youth: 25-15 years old.

Mostly males.

The main projects pillar. The working and studying age, this age is suitable to produce and benefit the community when it comes to the economical place and when it comes to the educational they are the seed of the community which will guarantee the sustainability of the project.

Men between 25-45 One of the main project essentials, the teaching staff which should be from the area due to the fact that the project in an industrial school.

3.6 ASSISTS OF THE COMMUNITY 1 - Intentions from the dwellers to learn and intentions from families to invest in their children studies.

2 - Labor forces (physical participation of community members and specially youths)

Educational and industrial issue 28

3.7 LITERATURE REVIEW

Project selection

(VOCATIONAL SCHOOL)

“Vocational Education Programs Have Made a Real Difference in the

Lives of Countless Young People Nationwide; the built self-confidence, and leadership skills by allowing students to utilize their unique gifts and talents. (conard burns, 2012)

“

The quote mainly mentions how exactly vocational Education help students as the more the students utilize their gifts and talents in a certain field the more it builds their self-confidence allowing them to be more productive and more effective benefiting their society, and that’s what vocational school programs mainly do and aim for.

“VET: prepares individuals for the initial entry into employment; in most countries these are traditional programs of vocational and educational training in schools.. ( Amira kazem, 2010) “ The quote was mentioned in the classification of vet benefits, vet stands for the vocation education and training systems, the quote shows how the vocational education system helps the individuals in the beginning of their life and connects them to the employment career.

“Studies have shown that inmate participation in education, vocational

and job training, prison work skill development, drug abuse, mental health and other treatment programs all reduce recidivism, significantly (bobby scott)

“

The quote is mainly about how different methods can reduce recidivism, which is also among of the issues among our society, and how participation in training and vocational schools help in reducing it.

4 This Policy Brief is based largely on the contribution of Dr. Amira Kazem of the World Bank, Cairo Office, in her Background Paper on TVET to the Egypt Human Development Report (2010)

literature review 29

Project selection

“The main goal of training is to provide, obtain and improve the

necessary skills in order to help organizations achieve their goals and create competitive advantage by adding value to their key resources.

Stavrou et al., (2004)

“

Training is a part of the vocational teaching method, the quote stresses on the importance and goals of training and how it helps and improves different organizations, as it alsoupgrade training: provides additional training for individuals who are already employed, as their jobs change, as the technology and work environment become more complex, or as they advance within the company.

“VET is designed to prepare individuals for a vocation or a specialized

occupation and so is directly linked with a nation’s productivity and competitiveness. Most literature generally considers that the concept of VET is restricted to no university education (Cornford, 2005)

“

The quote shows how vocational training and teaching is different than the university education, as it is directly linked to the productivity of the society which is totally different than the university education system.

“low participation rate in VET can result in high unemployment which

creates an unstable society. A well implemented VET system, which connects labor-market needs to VET and considers new challenges in terms of changing job requirements, leads to life satisfaction which is directly linked to a stable society”

The quote shows how social benefits of the vocational system is related to its economic benefits, as unemployment leads to instability in the society and vice versa a stable society is a society with a good economic system.

Research paper in the European Centre for the Development of Vocational Training, Publications Office of the European Union 2011.

literature review 30

3.8 PROPOSED STRATEGY

Project selection

- Understanding the main issue clearly and studying it and how to solve it.

- See what people needs, what does the project need and how can we apply each need to each target group.

- Categorizing the target groups of community member.

- Develop the action plan based on the results.

- Make decisions related to the project.

3.9 OBJECTIVES - Adapting a new educational project with new teaching methods.

- Adapting a strong economic production line from the already existing economic base.

- Providing job opportunities to the dwellers.

- Provide stable employment and income that flows back into the community.

- fix the mismatch between job oportunties and graduates- create a sustainable project between the Edu-eco levels.

- Improve the quality of life of the community through fulfilling the needs of each target group.

3.10 CONCLUSION The selected project is mainly about the vocational education system, the selected project guarantee the maximum benefits to the society. The system benefits are outcomes occurring at individual, organizational and societal level and helps the economic, social and educational level. Which all leads to a sustainable project, and a sustainable stable society.

Proposed startegy 31

SITE SELECTION CHAPTER IV

The criteria and the methods that is adapted to choose the most suitable site for the selected project running throught three different options and choosing one of them depending on the criteria. urban analyisis such as Land uses, building conditions, building heights and accessability studies where made to each site to asure the quality of the choseen site

04

Site selection

SELECTION CRITERIA

The site location, weather it is near to other facilities, residential areas or other industrial zones The site Accessibility: is the accessible to all people in this area Is it easy to access? Is it reachable with different automobiles ex: buses, cars, ambulancesIs it accessible to people outside the area The Area of the site: is it satisfying? Too big or too small? The ability of it to build up a good project Area? The shape of the site is it good in relation with the project the labor force in the area site is surrounded by important/remarkable streets/buildings?

Makes it easier to access the site by the dwellers and the visitors from outside

0

25

100

selection criteria 33

SITE I

Figure 4.1 site I location map. (Authors, 2017).

The site is located in the Area between six of July corridor in the South-East and Al-Galaa Road in the South-West, The site consist of a vacant land and a iligal building that could be removed and a couple of unused workshops

4.1.1 LAND USE MAP

Site selection

Residential Mixed use

Services & Public buildings Commercial Religious Industrial

0

25

100

Figure 4.1.1 Selected site I land use map. (Authors, 2017).

The larger part of the area consists of residential buildings, which is in the west, a mixed used building is on the north of the site and upper to them there is a few industrial building,all of those are owned by the local dwellers there. On the other east side there is couple of administrative buildings as well as on the south, there is as a well a mosque east north the site side.

The Area is rich with different land use buildings such as Residential, industrial, mixed use, administration, public service and religious.

%22 %8

%10 %5

%25

%30

Figure 4.1.2 Selected site I land use area percentage. (Authors, 2017).

Figure 4.1.3 Selected site I land use examples of different uses . (Authors, 2017).

Site 1 - Land use 35

4.1.2 BUILDING HEIGHTS MAP

Site selection

Building heights mostly consists either of 1 or 2 to 4 floors. Those two categories can be considered as residential buildings, also with bad condition. Third category of heights is the 5+ floors buildings which is also considered as residential buildings, those might in a better condition than the other 1 to 4 floors. Fourth category is the 7+ floors, which is the administrative buildings.

%20

%40

%40

Figure 4.1.5 Selected site I building hights area percentage. (Authors, 2017).

Figure 4.1.4 Selected site I land use examples of different hights . (Authors, 2017).

2-1 Floors 5-3 Floors

5 or more Floors Figure 4.1.6 Selected site I building hights map. (Authors, 2017).

0

25

100

Site 1 - Building heights 36

4.1.3 BUILDING CONDITIONS MAP

Site selection

Excellent condition Good condition

Bad condition

0

25

100

Figure 4.1.7 Selected site I building condition map. (Authors, 2017).

Most of the buildings are in bad condition, those buildings need to be maintained or removed, the percentage of those buildings is %57,, Some of those building lack good structures, doesn’t have a roof, consist of damaged parts such as damaged doors or windows. Some of them fell and their residents left them. the percentage of good condition buildings are %30 and those are usually either residential buildings that are either old and have been renewed or buildings that is not that old or workshops, the excellent percentage buildings is %13 and those are very recent new buildings usually more than 5 floors and they are considered as administrative buildings.

%30

%30

%40

Figure 4.1.8 Selected site I building condition area percentage. (Authors, 2017).

Figure 4.1.9 Selected site I example of bad buiding condation . (Authors, 2017).

site 1 - Building condition 37

4.1.4 ACCESSIBILITY & ROADS HIERARCHY MAP

Site selection

Arterial roads Main roads

Seconadary roads

0

25

100

Roads leading to the site are usually 5 meters wide, The main road that access us to the site is al-Galaa Road, the secondary road is road.

Site 1 - Accessability 38

Site selection

4.1.5 SOLID AND VOID

Void Solid

0

25

100

%72 of the area is solid, those are the different types of buildings, compacted a little bit in the residential zone, Only %23 area voids. Those can be illustrated in our site place, vacant land around the mosque and the church and other random void places between the administrative buildings.

Site 1 - solid and void 39

4.1.6.1 ENVIRONMENTAL SIMULATIONS

Site selection

The shadow simulation shows that the surronding buildings and its heights shadows most of the site during most months in the year, A simulation was made in 4 different months, the highest shadow is during december and the lowest one is during june(fig. 4.7) , an average shadow depending on shadow years was made (fig. 4.8)

shadow stimulation by authers - Echotecht.

site 1 - shadow simulation

40

4.1.6.2 ENVIRONMENTAL SIMULATIONS The average anuual solar radiation is really high in the area, due to the spaces that is between the buildings. the Red parts in the figure showes the semi-shaded parts, while the blue parts showes the parts that is most shaded ad the yellow parts is the parts that is unshaded and revelad to the sun the most.

Solar radition by Authors - Grasshopper- Ladybug

Sun simulation

41

4.1.7 SWOT ANALYSIS

4.1.8 CONCLUSION The site is In the center of industrial workshops, which will help the project to blend with the environment around it, easy to access,the Area of the site is satisfying and could built up a good project Area, great labor force in the area, will help in managing the workshops. People will tend to protect and maintain the project when they work in it, site is surrounded by important streets, make it more easy to access the site by the dwellers and the visitors

SWOT analysis 42

SITE II

Figure 4.2 site II location map. (Authors, 2017).

The site is located in the heart of the district, a little bit more towards the South-West side. the site can be reached from sixthof july corridor and from Al-sabtyah road from the north side.

4.2.1 LAND USE MAP

Site selection

Residential Mixed use

Services & Public buildings Commercial Religious Industrial

0

25

Figure 4.2.1 Selected site I land use map. (Authors, 2017).

Almost half of the buildings in this area are considered as mixed use buildings, with either workshops or grocery. The other half are purely residential buildings. Other land use buildings can be religious, as there is one church there beside the site. Administration, or commercial, which are a little bit far or not so close to the site.

100

%22 %8

%10 %5

%25

%30

Figure 4.2.2 Selected site I land use area percentage. (Authors, 2017).

Figure 4.2.3 Selected site II land use examples of different uses . (Authors, 2017).

Site 1 - Land use 44

4.2.2 BUILDING HEIGHTS MAP

Site selection

Most of the buildings are either 1 to 2 floors, and those are considered as residential deteriorated buildings. The ones beside to the site are either 3+ floors, or 7+ floors and both are considered as residential buildings, in addition to the commercial building which is considered as a high rising building. One more building category can found which the 5+ category is, and those are a little bit far away from the site.

%20

%40

%40

Figure 4.2.5 Selected site I building hights area percentage. (Authors, 2017).

Figure 4.2.4 Selected site I land use examples of different hights . (Authors, 2017).

2-1 Floors 5-3 Floors

5 or more Floors

0

25

100

Figure 4.2.6 Selected site I building hights map. (Authors, 2017).

Site 1 - Building heights 45

4.2.3 BUILDING CONDITIONS MAP

Site selection

Excellent condition Good condition

Bad condition

0

25

100

Figure 4.2.7 Selected site I building condition map. (Authors, 2017).

Most of the buildings around the site differ between good and excellent conditions, which are considered as residential buildings, between five and seven floors.The ones a little bit away are in a very bad condition, which have the most percentage. Those buildings can be considered as slums or deteriorated buildings that should be removed.

%30

%30

%40

Figure 4.2.8 Selected site I building condition area percentage. (Authors, 2017).

Figure 4.2.9 Selected site II example of bad buiding condation . (Authors, 2017).

site 1 - Building condition 46

4.2.4 ACCESSIBILITY & ROADS HIERARCHY MAP

Site selection

Arterial roads Main roads

Seconadary roads

0

25

100

Roads leading to the site are usually 5 meters wide, The main road that access us to the site is al-Galaa Road, the secondary road is Sahafa road.

site 1 - Building condition 47

Site selection

4.2.5 SOLID AND VOID

Void Solid

0

%72 of the area is solid, those are the different types of buildings, compacted a little bit in the residential zone, Only %23 area voids. Those can be illustrated in our site place, vacant land around the mosque and the church and other random void places between the administrative buildings.

25

100

%30

%70

Site 1 - solid and void 48

4.2.6 ENVIRONMENTAL SIMULATIONS The average anuual solar radiation is really high in the area, due to the spaces that is between the buildings. the Red parts in the figure showes the semi-shaded parts, while the blue parts showes the parts that is most shaded ad the yellow parts is the parts that is unshaded and revelad to the sun the most.

Solar radition by Authors - Grasshopper- Ladybug

Site 1 - solid and void 49

Site selection

4.2.7 SWOT ANALYSIS

4.2.8 CONCLUSION The site is In the center of the area, which will help the project to blend with the environment around it, but it is not that easy to access,the Area of the site is satisfying but the shape of the site is weird and could be hard to deal with, great labor force in the area, will help in managing the workshops. site is surrounded by unknown streets, make it more easy to access the site by the dwellers more than the visitors.

Site 2 - SWOT & Conclution 50

SITE III

Figure 4.3 site II location map. (Authors, 2017).

The site is the near to al-sahafa road, and Altourgouman station it can be reached throught al-sahafa street easily. the site is almost avacant land except an old school that is currently bein renwed, that could be added to the project or removed.

Site 2 - shadow stimulation 51

4.3.1 LAND USE MAP

Site selection

Residential Mixed use

Services & Public buildings Commercial Religious Industrial 0

25

100

%22

Figure 4.3.1 Selected site III land use map. (Authors, 2017). %8

The site is surrounded by different land use buildings from each side, resdential buildings from the West side, Two school buildings from the north and west, and a Religious building from the south, which is a Church, Al torgoman stop is also near to the site from the East side. other buildings in the area are either Resdential or mixed used buildings.

%10 %5

%25

%30

Figure 4.3.2 Selected site III land use area percentage. (Authors, 2017).

Figure 4.3.3 Selected site III land use examples of different uses . (Authors, 2017).

Site 1 - Land use 52

4.3.2 BUILDING HEIGHTS MAP

Site selection

.The Area consists of variety in building heights.

The Eastern Area is mostly resdential buildings from onw to two floors. while the Western part is up to five floors. and a diversity in floors -on to two, five to three, and up to five floors- from the north and south parts. mostly up to five floors are either commercial parts or Altorgoman Transportation station. The Area consists of variety in building heights.

%20

%40

%40

Figure 4.3.5 Selected site I building hights area percentage. (Authors, 2017).

Figure 4.3.4 Selected site III land use examples of different hights . (Authors, 2017).

2-1 Floors 5-3 Floors

5 or more Floors 0

25

100

Figure 4.3.6 Selected site I building hights map. (Authors, 2017).

Site 1 - Building heights 53

4.3.3 BUILDING CONDITIONS MAP

Site selection

Excellent condition Good condition

Bad condition

0

25

100

Figure 4.1.7 Selected site I building condition map. (Authors, 2017).

Most of the buildings are in Excellent condition, those are usually new buildings with up to five floors heighgood cots, the second catergory that can be found is the bad condition buildings in the West area, the good condition buildings are the least amount among the other categories.

%30

%30

%40

Figure 4.1.8 Selected site I building condition area percentage. (Authors, 2017).

Figure 4.1.9 Selected site I example of bad buiding condation . (Authors, 2017).

site 1 - Building condition 54

4.3.4 ACCESSIBILITY & ROADS HIERARCHY MAP

Site selection

Arterial roads Main roads

0

25

Seconadary roads

100

The site can be accessable throught Al-sahafa Road which is a main road from The East side, this is a two-way roads that is almost 6 meters wide. the site can also be accessable throught Wabur Al-tourgouman Road, which is 4 meters secondary road from the west side.

site 1 - Building condition 55

Site selection

4.3.5 SOLID AND VOID

Void Solid

Almost 80% of the Area is solid. those area Residential buildings, mixed used buildings, factories, Altorgoman station and other commercial buildings. The urban fabric showes a solid condensed Resdential area. while the voids can be seen around the other land use buildings such as around altorgoman station and around the other commercial buildings.

%30

%70

Site 1 - solid and void 56

4.3.6 ENVIRONMENTAL SIMULATIONS The average anuual solar radiation is really high in the area, due to the spaces that is between the buildings. the Red parts in the figure showes the semi-shaded parts, while the blue parts showes the parts that is most shaded ad the yellow parts is the parts that is unshaded and revelad to the sun the most.

Solar radition by Authors - Grasshopper- Ladybug

Site 1 - solid and void 57

Site selection

4.3.7 SWOT ANALYSIS

4.3.8 CONCLUSION The site is In the center of the area, which will help the project to blend with the environment around it, but it is not that easy to access,the Area of the site is satisfying but the shape of the site is weird and could be hard to deal with, great labor force in the area, will help in managing the workshops. site is surrounded by unknown streets, make it more easy to access the site by the dwellers more than the visitors.

Site 2 - shadow stimulation 58

DESIGN ISSUES The issues that may accures in the vocational scool, Exmples about them, and how it could be slved in the project to prevent future problems.

05

Design Issues

5.1 Audibility

5.1.1 Definition Audibility is the ability to be heard. Ordinary people can hear from 20 Hz to 20,000 Hz, and there will be more glamor so this problem should be solved in a project such as vocational schools.

Figure 5.1 Audibility level of human, Data source ( Marler, 2004) Illustrated by (Authours,2017)

Humans are comfortable and natural when they hear the proper sound level which does not exceed to the noise that hurts them and the environment, so being in the level of hearing and sound reduction of shock is the plan to achieve a comfortable listening. How to reduce the noise level?

This is the question that must be answered to be in the audible range of a subject in each area belongs to the people as a field of architecture, for example, Images of noise impact and how to use them to solve this problem, which is a must in all designs guidelines.

5.1.2 Causes of Noise Pollution 1-Industrialization: most industries use large machines capable of producing a large amount of noise. Apart from that, involved various equipment such as compressors, generators, and exhaust fans, factories also produce a large noise. Workers therefore you must see in these factories and industries wearing earplugs to reduce the noise impact.

2. Poor urban planning: In most developing countries, poor urban planning plays a crucial role. Crowded houses, large family sharing a small room, fighting for parking, often battles over basic facilities cause noise that can disrupt the atmosphere in society.

3.Transportation: There are a large number of vehicles on the streets, flying planes over buildings and subway producing loud noises and people find it difficult to get used to it. Loud noises leads to a situation in which the average person who loses the ability to listen properly can lose.

Audibility 60

5.1.3 In Architecture

Design Issues

Audibility has proven to provide a decent plan for the impact of the building, where each building has a vocal ability as shown through the use of it, if it is a musical that will require a high level of resonance in opposite to office building opportunity, whichneed clear on.

5.1.4 Audibility Problems In Vocational Schools

Figure 5.2 School Near Residential Area, Data source ( Magdy,2008) Illustrated by (Authours,2017)

1-Proximity of residential buildings sufficient studies that combine design and planning considerations, especially considering the future expansion in response to the integration with existing school buildings.

2-Nearest the school to government departments (fire station , police station).

3-the occurrence of the school near to the streets with overcrowding traffic, which is the main source of the noise and the lack of environmental separators (trees) and small distances between school building and the streets, which allows good insulation.

Figure 5.3 School Near government depatrment, Data source ( Magdy,2008) Illustrated by (Authours,2017)

Audibility 61

Design Issues

5.1.5 Audibility Solutions In Vocational Schools

Figure 5.4 Audibility Solution ( Street Traffic ) , Data source ( Magdy,2008) Illustrated by (Authours,2017)

-Use natural barriers that work on noise reduction at a rate of 6-7 dB signal should be noted that these towering trees and thick works as a barrier between the noise source and the school.

-The walls act as a barrier to sound when the closest distance to the source, and increase the effectiveness of fences in isolation when the outer surface of a steel with formations and meanders working on investment and distracting seems, affecting increasing the height of the wall to increase the efficiency of acoustic insulation and to stop the barrier height at the height of the building and the distance between the barrier building between The wall between the sound source.

-Modulating In a classroom environment that introduce of some amendments to the category characteristics may include a monitor or the class along Treatment includes a change in the windows or doors and other architectural details of the classroom.

Figure 5.5 Audibility Solution ( Barriers) , Data source ( Magdy,2008) Illustrated by (Authours,2017)

8.7m

8.7m 5m

6m

Figure 5.6 Audibility Solution ( Class Dimintions ) , Data source (Magdy,2008) Illustrated by (Authours,2017)

Audibility 62

Design Issues

5.1.6 Examples Of Buildings That Enhances The Role Of Audibility

Figure 5.7 Prenzlauer Berg tower , Data source (Harriet,2015) Illustrated by (Authours,2017)

Figure 5.8 Whispering gallery, Data source (Harriet,2015) Illustrated by (Authours,2017)

1-Prenzlauer Berg tower and water tanks, Berlin Dark places and underground, such as water tanks or tunnels, can increase confusion and in doing so, enhance audio experience. And the combination of sound and light reflection, both physical and digital, and enhances the senses of visitors at the German artist Robert Henke headquarters

2-whispering gallery in St. Paul’s Cathedral, United Kingdom Whispering gallery phenomenon - where they are making noise on one side of the space can be heard clearly on the other hand - often involuntary. However, in St Paul’s Cathedral in London, which attracts tourists in large numbers. Muttered a little something on the wall of the gallery and you can hear on the other side of the dome 33M diameter.

Figure 5.9 Danish Museum , Data source (Harriet,2015) Illustrated by (Harriet,2015)

Figure 5.10 EKKO , Data source (Harriet,2015) Illustrated by (Harriet,2015)

3-Danish Museum of Music, Denmark Construction materials and textures can be highlighted. In the Danish Museum of music-based broadcast inside an old house in Copenhagen, and the practice of architecture consummate formed, wooden walls perforated and quilted from every room to enhance the sounds strings, brass, percussion and orchestra space.

4-EKKO, Denmark What if the building itself is a tool? Take artist Thilo Frank “EKKO” in Denmark. Wood Framed spread Soundwalk with microphones and speakers, and loop recording and playing sounds that you do in all parts of the park, moving through the winding roads of shadow and light.

Audibility 63

Design Issues

5.1.7 Applications & Conclusion The architectural design requires that the noise is intentional and coordinated. Spectrum should remain a clear sound with no irritating or absent parts. Role, acoustics and sound system in the architecture and underlines to what extent must be a part of the sound design team from the beginning. It describes how important it is to avoid sound waves that are expected interference in joint space - and this is what the intervention can distort the sound spectrum.

Here are seven more tips on the best architectural acoustics design in the immediate vicinity. These include some of the ideas, the best a large amount of information in acoustics and sound system in the architectural project .

1) Be conscious acoustic reflections. The tone surfaces straight into the center space reflect what the clarity of the sound is muddy.

2) Select Acoustically Treated Carefully. Various materials absorb sound frequencies in different ways. Make sure that your acoustic treatments are suitable for sound frequency absorption safely.

3) echo reduction when necessary. Please note that visa travel within 30 milliseconds of each other voices echo. The journey seems only 30 milliseconds to be remembered at the threshold of the original sound.

4) Another building does not allow getting in the way. Noise protection is important to keep other building systems maintained (eg, HVAC systems) and control work. Keep this noise clatter to a minimum.

5) Keep things or other obstacles. Objects, the voice mode prevented to avoid high frequency noise. (Low-frequency sound can bend around objects.)

6), the moment of verification of a good standard. Make sure the sound system and the room looks good coverage. This will prevent reactions and other sound distortions.

7) is listening for areas out of the way to clear to the audio system obtained. These columns work “fill in� with an electronic delay so that they are synchronized with audio and games.

Audibility 64

Design Issues

5.2 CIRCULATION

Figure 5.11 Circulation Types , Data source (Authors,2017) Illustrated by (Authors,2017).

5.2.1 Definition

It is to move from one place to another or from one storey to another.

5.2.2 General Problems in response to circulations Vertical movement Changes in the level of ground should be avoided in new buildings. In existing buildings, where there is a change in the level that can not be eliminated, it must provide to the people the option of using steps or a ramp.

When the level is high and the installation of a ramp change is impractical, you should consider the provision of passenger elevator or vertical lift platform.

Horizontal trading Must be the overall standings of the ways a logical and understandable accessible, usable and directly as possible with respect to access to the main facilities.

You must reduce travel distances, although this of course depends on the nature and size of the building. A design of the building is well designed, with Trading easy ways to follow up the benefit of all

Circulation 65

Design Issues

5.2.3 In Architecture It can be seen circulating like a thread that connects the space to imagine a building or any number of indoor or outdoor together and we are moving in a timely manner through a series of spaces.

5.2.4 Types of circulation Vertical circulation Stairs Most commonly used in buildings by using the vertical circulation of the stairs be a problem with people with disabilities that have been trouble using the stairs.

Figure 5.12 Stair , Data source (Authors,2017) Illustrated by (Authors,2017).

Elevators A mechanical form of vertical circulation, which helps to make the ease of movement for people to find problems with the stairs as the elderly and lifts a barrier is also used in high-rise building to make it easy for people

Figure 5.13 Elevators , Data source (DIAO,2017) Illustrated by (Authors,2017).

Escalators You need to be good on the open stairs made in buildings such as shopping malls and commercial area of the park also makes it easy for people.

Escalators are difficult technically to create

Ramps Used in buildings for people with special needs to take more space to move people from one floor to another, which makes it easy for people stairs if your angle is on a small scale for people every 12 meters vertical meters long.

Figure 5.14 esclators , Data source (Kathleen,2015) Illustrated by (Authors,2017).

Figure 5.15 Ramps , Data source (Pinterest,2017) Illustrated by (Authors,2017).

Circulation 66

Design Issues

Horizontal circulation Travelators These methods are used horizontal trading in large areas such as airports, where walking can exhaust the user and reduces the efficiency of using.

Figure 5.16 Travelators , Data source (Pinterest,2017) Illustrated by (Authors,2017).

Figure 5.17 Travelators , Data source (Pinterest,2017) Illustrated by (Authors,2017).

Corridors Main corridors are: the use of these corridors in the middle between the main elements rooms of the project thesis features introduced to accommodate the large number of users.

Secondary corridors: side runners that flow from the primary and all secondary elements, roads spine are associated with relatively less widespread, because it is not heavy traffic areas.

Figure 5.18 Corridors , Data source (Pinterest,2017) Illustrated by (Authors,2017).

Figure 5.19 Corridors , Data source (Pinterest,2017) Illustrated by (Authors,2017).

Circulation 67

5.2.5 Examples Of Buildings That Enhances The Role Of Circulation

Design Issues

Figure 5.20 Atlantic City Holocaust Memorial, Data source (Archdaily ,2011) Illustrated by (Authors,2017).

Figure 5.21 Bridges Museum of Glass, Data source (Archdaily,2013) Illustrated by (Authors,2017).

Silver Rabbit: Atlantic City Holocaust Memorial Silver rabbit describe your proposal: Memory depends on the absence. But how can we remember something we have not lived? It is folded seawall is much interchangeable. The past is the energy that comes from the bottom to be the source. Like an open wound, it is folded plate to reveal what is underneath: absence. Another followed, continuing an exciting new way of surprising names That give identity to the faces of countless view from below.

Moshe Safdie: Bridges Museum of Glass As a bridge opposite two showrooms fill the stream, creating a couple of quiet ponds of water flow to the north. Rolling on the water, and through a series of buildings associated with exhibitions, educational spaces, hall, a restaurant and public services provided to individuals seen through the glass walls through internal open space.

Figure 5.22 Guggenheim Museum , Data source (Archdaily,2010) Illustrated by (Authors,2017).

Figure 5.23 Office Of The President Of CBD , Data source (Archdaily,2013) Illustrated by (Authors,2017).

The Guggenheim Museum in New York The main feature of the stairs inside the building, which extends through the ground level to the top of a skylight and creates a wonderful circulating space wraps around the edges of the interior.

The curved surfaces main feature not only create a movie-like structure, but its appearance is opposed to the work presented in such forms and strict border

Office of the President of the Shanghai Hongqiao CBD In dealing with these conditions, the site has served on the L-shaped first full extension block perimeter, then store up to four-story building height limit while meeting the required 13,000 square meters program area. The pressure on the perimeter and manipulated to create three spaces in the outdoor and three separate yards, that determine the spatial structure of the project.

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Design Issues

5.2.6 Applications & Conclusion Despite the proven importance of building use and efficient operation, there are no standards for design rules and make your way to finding the way. But the security code to access American standards and influence the design of some parts of the directive. You can also find guidance information from these sources to find patterns. Can local building codes and regulations, including additional zoning criteria of goods such as roads, circulatory system and exits and is not covered in the national standard actions. And there are some general guidelines: - Wayfinding both the production of graphic architecture. Architects and designers have a responsibility for a comprehensive strategy to guide learning and more about the psychological effects and design of buildings related to health.

- If addressed by architecture or information design and counseling systems should include: identifying areas (1) and highlighting; (2) installation spaces. (3) bind and organize areas. And (4) this information for the user.

- Project guidelines and best practices vary depending on the type, size and design of the building. In urban, suburban and rural areas; Frequency of use; And user requirements, preferences and characteristics.

- You must have a building that significant changes or additions to the profession was later used functional evaluation / review (POE) at least once every five years.

- Provide guidelines for as many references in the area or in the architecture as possible, not signs. Standards can help visitors drive and instruct the trend towards this end (Vander Klipp, 2006) will be decisive.

- We should not forget that spatial learning and thinking designers are not the same as learning and visual thinking. Cognitive mapping grew beyond spatial awareness and involved the use of other sensory inputs, input integration, with the passage of time, movement, and the contribution of other systems of knowledge, value, and spatial learning structures gained (Downs and STEA, 1973) .

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5.3 FLEXIBILITY

5.3.1 Definition The quality of bending easily without breaking.

Figure 5.24 Flexible Furniture , Data source (Pinterest,2017) Illustrated by (Authors,2017).

5.3.2 General Idea About The Flexibility The user is more in tune with the environment and their home, which can be adapt to any situation or need. Universal design for physical and digital layers of the house creates a flexible structure. All the furniture can be moved and maximize the potential of changing the space through a series of rollers and movable divisions.

The way we live, (2007), felxibilty in Architecture.

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5.3.3 In Architecture “The term “flexibility” in the field of architecture in the early fifties.” Said Walter Gropius and one of the first flexibility assumptions in 1954: “Architects view the construction of a monument but as a container for the River of Life, to have begun to serve and that the project should be flexible enough adequate to create, Therefore satisfying the dynamic background properties of modern life. “We can accept social flexibility consistent with modern.

Adaptive structures can change functions or people (Case Studies: Rietveld Schroder House and Japanese Mortgage). Global. Flexible construction containing global adjustment is easy to use. And they are often characterized these buildings through the development of an open floor plans (case: the crown of the study of runner, the Eames house).

5.3.4 Flexibility types : 1-Movable. Flexible buildings or structures or demolition of buildings and repositionable ability to renew elsewhere mobile buildings made up (case studies: Bedouin tents, air and trailers).

Figure 5.25 Movable , Data source (Geoff,2007) Illustrated by (Authors,2017).

2-Transformable. It can also be opened and closed, and convertible structures change shape or color change (case study: the city of plug-in, the University of Phoenix Stadium)

Figure 5.26 Transformable , Data source (Geoff,2007) Illustrated by (Authors,2017).

Walter Gropius difination of flexibility, (1954).

The way we live, (2007, November 15), felxibilty in Architecture

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3- Responsive. Buildings can be contained to respond to a range of external influences, including energy / environment interaction, the use or occupation (case studies Allianz Arena, the Arab World Institute)

Figure 5.27 Responsive , Data source (Geoff,2007) Illustrated by (Authors,2017).

4- Convertibility. addresses the latter type is much broader than any other type of space. Converter accommodates changing functions through a certain amount of construction. It reduces the cost and time of construction in perdict potential future needs. It received the changes in the physical environment that occur under the conversion to the temporal and spatial scales higher. Change resulting in many cases permanently.

Center for Culture and should consider converting also predict more in the future on a wide range of culture center and can have an extension space to convert this space at a later date without any barrier, and the absence of predictable project steps forward, such as the space market move outdoors with seller newspapers and appropriate structure, and this in addition to give the project more attractive, not less one point

Figure 5.28 Convertibility , Data source (Geoff,2007) Illustrated by (Authors,2017).

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5.3.5 Examples Of Building That Enhances The Role Of Flexibility

Figure 5.29 Villa Savoye , Data source (Andrew,2010) Illustrated by (Andrew,2010).

Design Issues

Figure 5.30 Theatre stars, Data source (ArchDaily,2009) Illustrated by (ArchDaily,2009).

Le Corbusier’s Villa Savoye (1930) It can be seen as a symbol of this movement, with its emphasis on proportion, composition and clear and aesthetic effect. Building Product Concept Architect to give people a better living environment and rooted in the Dom-Ino structural system, since it was established in 1914. Interlocking districts building through space by integrating and allowing a variety of conductors and sizes and the Essential elements of space see flexibility.

Bengt Sjostrom Theatre stars Important to the production side of the building architecture is the ability to interact with the external environment and respond to climatic conditions.

Roof, windows and other parts of the facade can be opened, for example, the light is turned off or for any other reason in the atmosphere. This type of control eliminates the barrier between buildings at home and abroad, and contributes to a sustainable environment in general.

Figure 5.31.1 Tower capsule , Data source (Megan ,2011) Illustrated by (Megan ,2011).

Figure 5.31.2 Ekris Showroom , Data source (ArchDaily,2009) Illustrated by (ArchDaily,2009).

Kurokawa, Nakagin Tower capsule The construction of more metabolic theory precision. “The design philosophy is based on reciprocity metabolism, modular buildings, cut and finished unit capsules moving or being modified or as the needs of the individual to create organic growth” (28). Unit was formed for the purpose of housing projects that owners are active in the week in the center of Tokyo.

Ekris Showroom / ONL Interface for planned change is the process of creating dynamic spaces and objects can perform a number of practical and humanitarian functions.

This architecture includes contributions to world architecture, industrial design, programming, art, and physical machines.

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5.3.6 Applications & Conclusion Structural flexible and future This section focuses on some of the social and architecture aspects of the twentieth century, which is part of dynamic, flexible design communities.

In studying some examples of the modernist movement in the architecture and designs of many contemporary architects, the goal was to answer the question of what modern architecture is flexible and what are the criteria and different links between the target. To achieve this goal, an analysis of the four cases: Loftcube, Lilypad, Dynamic Tower and + red box and find a different approach to the flexible structure. The results showed that the achieved by a variety of characteristics and trends. Sometimes the imaginary and visionary, and sometimes more to the urgent need active and concrete for the reaction of social and environmental issues.

The analysis has sought to highlight the criteria that unites and also the concept of flexible architecture to problematize in a period of 20 century.

Cons of cases of early and late modernity with contemporary cases of mobile architecture and define this analysis in a larger historical and cultural context, I have shown that although the materials, technology and needs of the company has undergone a continuous transformation, there are many parallels that Can be found in the structure, ideas, motivation and basic concepts of architectural designs.

The discussion shows that both modern and contemporary architects use visual rhetoric to express in designing and specifying their facilities for certain symbolic attributes. These are often related to the objectives and aspirations for the project and therefore its importance to potential residents and the community itself.

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5.4 DURABILITY

5.4.1 Definition The ability to withstand wear, pressure, or damage.

5.4.2 General Introduction The ability of buildings to provide functionally important areas for a long time is defined as their duration or longevity. This parameter is generally used for the determination of the real value of buildings, the rate of their amortization, is included in the safe procedures.

Resistance or longevity in architecture and construction is not a simple and explicit matter. It can be considered in the context of physical or abstract. From the architectural and structural point of view in this discussion, the following can be considered: - Technical Length, - Functional of longevity, - Aesthetic Longevity

Figure 5.32 Durability , Data source (ArchDaily,2009) Illustrated by (Authors,2017).

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5.4.3 Durability Classification Material The duration of the materials is a function of use vide excellent guidance on durability considerations and the environmental conditions of service. . The in the choice of materials and applicat majority of construction products industries proMaterial selection is relatively easy to design and bine materials into components, which are intedetail components or sets of duration. The degree grated into integral construction systems of complexity associated with responding to a wider range of physical phenomena and worsening their performance as architects attempts to com-

Figure 5.33 Material Selection , Data source (Andrea,2003) Illustrated by (Andrea,2003).

Figure 5.34 Material Selection , Data source (Andrea,2003) Illustrated by (Andrea,2003).

Housing components. Components and assemblies must meet a number of requirements. Its deterioration is due to the environmental burden and the surrounding building failure to address these physical phenomena. This occurs when environ-

mental burdens are neglected, misunderstood or underestimated in the design. Some of these environmental loads include humidity, temperature, air movement, solar radiation, exposure to chemicals and a number of other agents emphasizing the integrity of the enclosure

Figure 5.35 Housing Components , Data source (Andrea,2003) Illustrated by (Andrea,2003).

Figure 5.36 Housing Components, Data source (Andrea,2003) Illustrated by (Andrea,2003).

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The duration of components. can be determined through investigation of performance in the field of goods, accelerated testing, and / or compliance with established guidelines. Actual duration depends on the materials used and the environment

Figure 5.37 Components Durability , Data source (Andrea,2003) Illustrated by (Andrea,2003).

System. and its service environment. It is very important to take into account the consequences of a premature failure, access to the component for inspection, maintenance, repair or replacement, and the consequences of a premature failure. While the

in which they are exposed, as well as the suitability of the design and construction process. A suitable design should consider all factors, the role (s) of the building component, its interaction with the structure and the entire building

Figure 5.38 Components Durability, Data source (Andrea,2003) Illustrated by (Andrea,2003).

architect may not be able to convince the landlord to accept the recommended term design strategy, documentation of the risks and consequences may serve to reduce liability when the first cost of the chickens are paying the consequences of myopia system Figure 5.40 Systems , Data source (Andrea,2003) Illustrated by (Andrea,2003).

Figure 5.39 Systems , Data source (Andrea,2003) Illustrated by (Andrea,2003).

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Durability Classification After selecting the materials carefully, and shaping these into the appropriate components, the real challenge is to integrate them into a building system in general. Seen the problem from this point of view, it is notable that most buildings tend to resist

Figure 5.41 Durability. (Opsis Architecture,2004)

all. The usual pursuit for progress in the demands that western civilization are systems integration allows differential living and functional obsolescence in order to avoid wastage materializes

Figure 5.42 Durability. (Opsis Architecture,2004)

Figure 5.43 Durability , Data source (Authors,2017) Illustrated by (Authors,2017).

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5.4.4 Examples Of Building That Enhances The Role Of Durability

Figure 5.44 Noisy-le-Grand , Data source (Archdaily,2016) Illustrated by (Archdaily,2016).

Figure 5.45 Asylum in Grenade sur l’Adour, Data source (Archdaily,2014) Illustrated by (Archdaily,2014).

The secondary school with international sections of Noisy-le-Grand The project is also strongly influenced by its exemplary approach to sustainable and sustainable development: built on a budget that expresses itself in the explicit simplicity of its volumes. Detailed work on energy and elements (water / air / ground) makes it the first “zero” secondary energy school in Ile-de-France.

Asylum in Grenade sur l’Adour From the exterior and interior, as well as the furniture, the combination of design and durability is prevalent and forms the bed linen around which we have developed our avant-garde design.

The combination of biometric efficiencies and climate combine to provide a state of the solution by using the building aspects to guide the interior comfort regulation.

Figure 5.46 Ville Jonc , Data source (Archdaily,2016) Illustrated by (Archdaily,2016).

Figure 5.47 OP Headquarters , Data source (Archdaily,2016) Illustrated by (Archdaily,2016).

Ville Jonc / Christian von Düring Structural design and choice of materials, the project is designed for maximum flexibility. Each home can vary its structure and express its individuality.

And at the level of the whole structure, there is the possibility of a future evolution, also to a possible transformation in a small apartment buildingby the addition of two floors, so maintaining sustainability and potential integration into an urban future.

OP Headquarters / JKMM Architects The interaction between the interior and exterior of the great quarter was the center of the architectural concept: The interior must be visible to external observers, creating perspectives of openness and transparency. In turn, inmates require visual contact with the outside world. This vision was brought to life through ventilation holes designed high among building materials, which dot the long facades and open the view of the interior.

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5.4.5 Applications & Conclusion Ex view of the durability of the buildings had to be changed due to the paradigm of sustainable architecture that involves new methods of design and construction of buildings. Longevity in architecture is now understood as a wider problem and more complex than in the past in traditional architecture. Its important significance for sustainable architecture, particularly technical life, has been highlighted over time. However, duration is the aspect of ecological assessment of buildings, which unfortunately, is still little discussed, compared to the dominant energy problems. Some difficulties in this regard result from collisions between the tension that emerges after the high commercial value of the buildings and the principles of sustainability. The degree of sustainability of buildings and their components in design strategies is defined by many characteristics linked in some way to long life: - Functional efficiency (simple and low-cost technologies) - Adaptability (Easy change in function and transfer potential in the future) - Easy disassembly and separation of combined materials or components for reuse - selection ofmaterialssusceptible recyclability - attitude-formintenance - transparency (clarity of applied technical solutions and easy control) - evolutionary capacity (possibility of future improvements) - the dynamism of systems that allow ecological risks instead of their analysis of the stability of Such requirements suggest that sustainable buildings must be built in a wide range of possibilities in terms of both durable (permanent) and non-permanent renewable, which is only an apparent contradiction.

The duration should be considered in this case, not only as a feature of the whole construction as a whole, but also as a set of components and materials designed for reuse in the original reorganized or a new structure. A screen of this type allows a flexible understanding of the problem is different from the traditional

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5.5 Comfort

5.5.1 Definition A state of physical ease and absence of pain or coercion.

5.5.2 Comfort in General

The concept of comfort is always present when we think of qualifying an object or space, as representing the final synthesis between conception and use, guaranteeing complete personal satisfaction. But how difficult it is to define. Comfort does not invite generalizations. It varies from one culture to another, from one person to another. How can we summarize its meaning? Understanding the importance of comfort was the driving force behind this study, which in turn was about this product. Its purpose is to determine the characteristics that will help to define comfort the importance of applying, mainly built houses environments. This issue assurances taken because of the need to broaden the discussion on the importance of comfort, because understanding this concept in the form of constructions, are very still confined to the environmental area.

Figure 5.48 thermal Comfort , Data source (PAE,2015) Illustrated by (PAE,2015).

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5.5.3 In Architecture Comfort in architecture can relate to many aspects of how a building is designed. It is not always just about temperature control - the problem mentioned as much attention as any comfort building. In fact, comfort relied heavily on what to do, as an architectural form packs a journey through all its built senses, especially if it. Among them ... such as lighting elements, materiality, sounds and so on, taking into account harmonization

Occupant Comfort

Buildings are responsible for people, and these people are trying to accomplish a task - whether it is to start a family, run an office or manufacture a product. The building needs to keep people comfortable, efficient, safe and sound if asked about their task. Green design aims to create buildings that keep people at home while the negative impact on the environment should be minimized.

Thermal Comfort

Why is it important ??

To create comfortable conditions as it is one of the largest energy use in buildings and also is important to the happiness and productivity of its users. Often factors such as air flow and temperature radiation forgotten in a structure, which leads to increased energy consumption and dissatisfaction use.

Metrics The need to provide the right combination of temperature, humidity, radiation temperature and air speed to keep people comfort. The correct amount of this variable depends on the activity it takes, how active people are, and what they use. All have slightly different criteria for comfort, comfort is often measured by the percentage of people reporting that they are satisfied with the conditions.

Design Strategies using the heat of the sun to keep people warm, using the fans or ceiling, to move air when it is too hot, and keep the right temperature surfaces surrounded with good insulation. HVAC equipment such as boilers, ventilation and heat exchangers can air temperature and humidity, but to smooth surface and air temperatures should also be considered.

Maintaining the thermal comfort of a person means to ensure that they are not feeling too hot or too cold. This means that the temperature, humidity, airflow and radiation sources to keep within the acceptable range.

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Visual Comfort Why is it important ??

Good lighting helps create productive and happy environment. Daylight is extremly better than electric lights. as well as beautiful views and sightlines gives people a sense of control over their surroundings and gives a sense of well-being.

Metrics Good lighting is well distributed, not too weak or too strong, and consumes very little energy. Illumination is often measured either by the amount of light falling on a surface (illuminance) or the amount of light reflected from a surface (luminance). These are objective measures, but as people experience this light is often subjective (ie are they comfortable?, Do they experience the brightness?). Good visual comfort also usually means that as much natural light as possible. People should be connected to sunlight to enjoyit’s energy and save it.

Design Strategies Daylight design strategies such as tall or with grilles windows, shelves of light and well placed skylights can help sunlight in a space to spread.

If you must use artificial light, you can use energy consumption using efficient fluorescent bulbs or LEDs, with dimmer light controls, reduce efficient lighting and good lighting design. Good controls can automatically compensate for natural and artificial lighting. Most sensor pears occupy.

Air Quality

why is it is important?

If the air is too old or dirty, it can make people uncomfortable, unproductive, unhappy and sick. The fresh air helps people to be vigilant, productive, healthy and happy.

Metrics

Clean air requires a certain percentage of air to circulate in the room. Clean air requires contaminants and pathogen levels below certain thresholds remain.

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Design Strategies Air can be kept cool with high rate of variation of air, both windows that open through natural ventilation and skylights, or active systems such as HVAC fans and cables. Clean air can be obtained by filtering the air by washing the area with fresh air from the outside and polluting building air pollution, such as volatile organic compounds from paint or materials.

Acoustic Comfort why is it important?

People are more productive and happy when they are not distracted by noise outside or the environment and passengers. Acoustical comfort is especially important for schools and office buildings.

Metrics How people perceive sound and volume is a subjective measure. However, you can create a comfortable environment by checking objective measure of decibel level (SPL), reverberation and sound reflection and attenuation properties of materials.

Design Strategies Creating obstacles and audio pauses between sources of noise is essential. You can optimize the room size and reduce echo and reverberation.

And you can use acoustic panels on the ceiling and walls to muffle the sound ..

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5.5.4 Examples Of Building That Enhances The Role Of Comfort

Design Issues

Figure 5.49 MUSE / Woods Bagot , Data source (Archdaily,2014) Illustrated by (Archdaily,2014).

Figure 5.50 Gallery COCOCHI Comfort , Data source (Archdaily,2014) Illustrated by (Archdaily,2014).

MUSE / Woods Bagot The result is a dynamic place that can be used for learning in groups are used or if contemplated individually with the opportunity to detect student room through different settings.

Focused on the idea that learning takes place between the panic zone and the comfort zone, the design for a surprise creates ideal space to promote creativity and learning.

COCOCHI Comfort Gallery Included the use of continuous wood inside, with plywood furniture and furniture in a studio, which is articulated on two levels.

Figure 5.51 Cabinas morerava , Data source (Archdaily,2011)

Figure 5.52 The Lavin-Bernick Center for University Life , Data source (Archdaily,2009) Illustrated by (Archdaily,2009).

Morerava Cabins The temperature of Easter Island is always close to the comfort zone (subtropical climate), it was not necessary to add insulation, which would allow the internal structure of the panels makes it traditionally visible. This leads to a saving of material and manufacturing, and because the wooden structure is visible, to create an interesting design.

The Lavin-Bernick Center for Life University New Orleans is is well known for its hot and humid weather, long ago in the spring and fall months, when everyday circumstances within the human comfort zone drops. Introduction shadows, radiant cooled surfaces and air movements, increased thermal comfort and extends the acceptance period, the building can remain open to the outside to 5 months, total cooling demand to reduce by 42%.

A staircase leads to a comfortable sitting area on the top floor there is a relaxed and welcoming environment for visitors to offer

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5.5.5 Applications & Conclusion To build better is not only to avoid problems, it must also have a pleasant and healthy positive places to live to create.

Comfort is through the physical environment in its entirety. The themes that are most apparent in conjunction with comfort: temperature humidity sound light odor Temperature and Humidity People work and feel better when at temperatures that are comfortable, It is now well understood that in the workplace, accidents increase when the temperature outside the 16 and 24 ° C zone, however, is that the temperature is also closely linked to the humidity, if the Following frame goes for comfort.

In the section on health, controlled humidity and temperature are seen as a way to control pollution. Interestingly, the humidity and temperature are the healthiest are also the most convenient. There is no contradiction between health and comfort. sound In addition to temperature and humidity, sound is also very important for comfort. There were 313,000 complaints in England and Wales giving environmental health agents domestic noise pollution in 2004 compared to 155,000 years in 1999 and only 31,000 in 1980. As a result of the increase in the number of complaints and possible litigation arising from these, Have significantly building codes improves sound isolation requirements since 2002 tests now mandatory in robust details can not be used. But there are still a number of problem areas and many building systems that were designed for good thermal performance, will not necessarily be good from an acoustic standpoint. This is especially true for lightweight structures. Some types of insulation can actually be bad for noise insulation to increase the reverberation and sound that accompanies it.

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Lighting Lighting can be either a positive or negative impact on health and well-being. The effects immediately or just be tried for the long term. There are four types of effects: the light rays of light works by the visual system, the light works through the circadian system, light as air purifiers.

Daylight is generally understood to be useful both for health and well-being. Maximizing the good light of day in homes is an important factor. Good levels of the day are enough daylight to see properly without undue dazzle or excessive contrast. Too much direct sunlight can actually cause discomfort and disease, especially on highly reflective surfaces.

On the other hand, in the dark is also an important source of well-being.

Our bodies require a regular cycle of light and darkness for physical and mental health. Rooms should be dark and quiet for most people to get the proper rest. Psychologically, it is also important that the exterior is dark and whenever possible. Light pollution is now a widely recognized problem in many urban areas.

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5.6 MOOD

Design Issues

5.6.1 Definition

a temporary state of mind or feeling.

5.6.2 General Ideas About Mood Architecture, whether good or bad, has the objective at it’s heart of evoking emotions of one kind or another. Although, clearly, some examples of architecture fail to evoke the emotions the designers might have been aiming for.

It’s no coincidence that those occupants of the worst places to live are plagued by illnesses indicative of deep-seated unhappiness while those lucky enough to live in the grandest and most attractive examples of architectural significance tend to be amongst the happiest and most successful demographic. Here, we will look at some of the reasons that our happiness, or lack thereof, can be influenced in some part by our surroundings.

WARM VS. COOL SO FAR AS COLOURS ARE CONCERNED ‘ARMOSPHERE’ DEPENDS UPON A CALCILATED BALANCE BETWEEN HOT AND COLD TONES. -JEAN BAUDRILLARD

REDUCED HEART RATE LOWERED BLOOD PRESSURE INCREASED HEART RATE

SLOWED RESPIRATION

INCREASED BLOOD PRESSURE DILATED BLOOD VESSELS HEAVIER RESPIRATION CONSTRICTED PUPILS

SATURATED VS. UNSATURATED STIMULATES

RESTRAINS & ICREASES

INTELLECT

RELAXATION & DEFERENTIAL BEHAVIOR

SENSUALITY

FRIENDOLINESS & WARMTH

VERBAL WIT &CRITICAL ANALYSIS

IDEALISM

CONFIDENCE

INTROVERSION

Figure 5.53 Colors Mood , Data source (OLIVER,2013) Illustrated by (Authors,2017).

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5.6.3 In Architecture The atmosphere in the architecture created by the question “what do we mean when we talk about architectural quality?” For Zumthor, the quality of building that moves person experiencing rising. The difficulty is to identify what is causing this feeling and how they apply to a job. The atmosphere, words, humor and atmosphere of capturing all

these emotional qualities and are used indifferently. You can compare it with the first impression to arrive at a person, but this impression can also by the feel architecture

5.6.4 HOW WE REACT TO OUR SURROUNDINGS ?

We humans are greatly influenced by our surrounding environment, and by the aspirational culture we live in today - particularly the over fifties! It is only natural, therefore, that our happiness, while not entirely decided by architecture and our environment, is certainly influenced to a degree by buildings and

places we visit, live in, and have attachments to. It’s also true that different people will experience entirely different emotions, often at the same time, in the same building or place of architectural significance....

Figure 5.54 Human physiology , Data source (Saskia ,2015) Illustrated by (Saskia ,2015).

HOW DOES ARCHITECTURE MANAGE TO AFFECT EMOTIONS? Materials, innovative use of light, sound control with thousands of other variables all travel throughout the effect have to create very different emotional journeys through the architecture. Although we now know that architecture, in fact, has an impact on our emotions and feelings of happiness, is that knowledge alone is not particularly revealing. We are as far as we seek affected by it, which of course vary greatly from person to person.

Architecture affects our mood and our happiness.

However, it is not clear that our happiness is determined by them, and it would be ridiculous to suggest otherwise. Subjectivity comes into play, too, because there are people who have no interest in or appreciation of each architecture, and so the great examples do not affect your mood and feelings of well-being.

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HOW CAN BUILDINGS INFLUENCE POSITIVE EMOTION? To understand the reasons why architecture is emotionally affective, it’s necessary to take a general look at overall human emotional make-up. For example, the reasons why we take showers, dress well and take pride in our appearance, as well as the fact we want people to see us in a particular way, much of our behaviour in general is driven by our attempts to achieve the ever changing feel good factor. In relation to architecture, that feel good factor can be achieved additionally by controlling our environment and the buildings we occupy. In this way, our surroundings can become an extension

of ourselves, and the way others perceive or judge us can be extended from our own physical appearance to include the aesthetics of the environment in which we live.

There are, however, no simplistic or generalised explanations available. Human moods and the things that affect them are as wide-ranging and varied as the architectural landmarks we enjoy and occupy. To end, I think it would be sufficient to say that beauty is in the eye of the beholder. Where architecture is concerned, that well-coined phrase has never been more apt

THE SENSE OF LIGHT Light is an important parameter for humans to sense and perceive the spaces surrounding them, and the character of the light in a given space can be seen to influence our mood and wellbeing. Light describes our environments – and light and shadow tell us about form, materials, texture, rhythm and history. To design buildings is to work with form and light. To work with a light aperture is to design not only the space´s lighting, but also its

Figure 5.55 INTERIOR OF ST.PETER’S BASILICA , Data source (P.LANDY ,2014) Illustrated by (P.LANDY ,2014).

appearance and atmosphere. The interior is the reverse side of the exterior and the place where the atmosphere and character of the space is formed.

A light aperture is not merely a communicator of exterior illumination, but probably the single most important element in the planning of a space´s visual environment.

Figure 5.56 Notorious D-Block cell , Data source (Nancy,2015) Illustrated by (Nancy,2015).

The diffrence of space mode with same lighting effect.

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The character of daylight – its intensity, direction, and colour – influences how spaces and objects are accentuated and perceived. These parameters are well know from nature, such as when the sun changes direction, intensity and colour throughout the day. Most humans know by heart how their surroundings change according to changes in light’s character: for example, how spaces and objects shift character when clouds cover the sun, creating

diffuse daylight where shadows are dissolved in a second. Likewise, humans sense the dynamic from the changing of light under dynamic weather conditions, and when, for example, a tree canopy filter the sun and skylight to create a fluctuating dappled light. Humans sense these changes foremost via the eyes and the brain – and most often it reminds one of being close to nature and origins.

Figure 5.57 Colors , Data source (Maria ,2015) Illustrated by (Maria ,2015).

Figure 5.58 ‘hormonorium , Data source (niklaus,2002) Illustrated by (niklaus,2002).

The character of light and the way in which it is used and controlled is of vital importance for the human being. Holistic thinking regarding the use of natural and artificial light in concert can increase the quality of our environment and meet the diverse needs of changing lifestyles. The key is to balance and control light in a rhythm and variations that makes us

guess a dynamic should distract or emphasize the mind and body. Illumination with a balanced change in light intensity reminds us to be in connection with the color nature, while also stimulating our senses, raising our mood, and improving overall well-being.

Figure 5.59 ARCHITECTURE FOR THE SENSES , Data source (Christina ,2012)

Figure 5.60 Novo Nordisk NN1 Atrium , Data source ( Larsen,2012) Illustrated by (Larsen,2012).

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5.6.5 Examples Of Building That Enhances The Role Of Mood

Design Issues

Figure 5.61 Jewish Museum , Data source (ArchDaily ,2010) Illustrated by (ArchDaily ,2010).

Figure 5.62 Taboo Spaces , Data source (Andrew,2016) Illustrated by (Andrew,2016).

Jewish Museum, Berlin One of the most emotional and powerful spaces in the building is a 66’ tall void that runs through the entire building. The concrete walls add a cold, overwhelming atmosphere to the space where the only light emanates from a small slit at the top of the space. The ground is covered in 10,000 coarse iron faces.

Taboo Spaces in Indian The new program is distributed in a way that establishes a series of linkages between the existing and new architecture. The flow and transparency of these spaces was of vital importance, to ensure that an “invisible landscape” was in place to guide mourners in the most sensitive way possible‫ز‬

Figure 5.63 Emperor Hotel Qianmen, Data source (ArchDaily ,2014) Illustrated by (ArchDaily ,2014).

Figure 5.64 Busan Opera House , Data source ( ArchDaily,2011) Illustrated by (ArchDaily,2011).

Emperor Qianmen Hotel / asap Location of Emperor Hotel, Qianmen, once occupied by a public bath and so the spirit of swimming and the mystery will live in the new hotel.

The design is not organized by the space and circulation, but the feelings and dreams; Not of material and detail without illusions and memories

Busan Opera House / WEAVA Architects The long tradition of opera and theater as a dramatic form of art continues on stage, escalating the emotions of those who come to see performances. This tradition calls for an architecture that not only accentuates the emotions opera draws from the audience but also brings forth emotions in a similar dramatic effect.

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5.6.6 Applications & Conclusion Lighting

Texture

LIghting has a huge impact on the success of a building. An architect can use the Smooth or Dramatic effect. To do this, he must have knowledge of how the sun hits your site at different times of the day and different times of the year. In general, the light coming from the southern most northern, especially in the winter. There are three easy ways to dramatically introduce light into a room.

The texture of the material for a building is very important. It gives character building. There are two texture trends in architecture:

1. bright, open hall A simple example would be a roof of columns are supported, which provides easy sunscreen. This kind of space would create a sense of openness.

The quality of the light, usually good, because it is not directly from the top or front. Both minimize shadows a plastic effect. But sometimes it can be very light.

2. bedroom with skylight A simple example would be a room with walls and no ceiling. A good example is the Pantheon. This type of lighting works here because it is a large space. A spotlight effect by the light of the created Oculus. In an area without much light coverage would fall and create a shade inside, where the texture effects are bad.

3. room with side light.

This is the kind of place you are used to. In general, this type of environment is dark, but the quality of light will be better. It will be more shadow. In a room with a light window can be effectively controlled by curtains. Each has its advantages and disadvantages, depending on how it is used. It is important to understand that the amount of light that quality is not so important. This is how light falls, what makes the difference.

1. The rough surfaces emphasize Structure. It tends to be better with low relief.

2. Structure smooth surfaces hidden.

If a smooth surface is made of high quality materials, sometimes it is better, without ornament or relief. But smooth surfaces must be perfectly homogeneous, significantly affecting even very small differences in the United States. Sometimes the simplicity of the structure is represented by the structure, and it is attractive. At other times it is disturbing and unpleasant. For example: Crude concrete is used for a foundation. The rough concrete producing actions is calm and rely on the strength of the building’s tea. But soft on the same basis seem to be made, we can not rely on its structural ability. The material should be deftly used to complement the structure.

The rough and smooth textures can be used together effectively contrasts to obtain. To draw attention to something an architect textures and / or can replace materials. The materials are judged by more than just the structure. You will not be judged by hardness and thermal conductivity. For example, the wood does not get too hot too cold. It’s a “friendly materials.” A material that is very hot or cold. For example, on a morning of cold tile flooring in the bathroom is not very attractive. It is very cold in general. A wooden floor is bearable, now desired carpet. But on a hot day it may be undesirable carpet material. Each material is good for its own purposes.

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Design Issues

5.7 Image

5.7.1 Definition The general impression that a person, an organization or a product offers to the public.

5.7.2General introduction The engineering shape and surface looks like a space’s personality what’s more, culture so it’s specifically corresponding to the qualities of the encompassing environment. Then again it may be straightforwardly corresponding to just innovation disregarding the encompassing surface, for this situation the building has its own character that take after just itself

Figure 5.65 Buildings With Image Around The World , Data source ( Authors,2017) Illustrated by (Authors,2017).

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5.7.3BUILDING & IDENTITY Building identity has four level to achieve : 1-DEFINING ‘ Place Identity’ 2-The Impact of Globalization 3-Local Value 4-Reflecting Place Identity Key Attributes

Intangibles

Measurements

Figure 5.66 What Makes A Good Place , Data source ( Authors,2017) Illustrated by (Authors,2017).

DEFINING ‘ Place Identity’

From an architectural point of view a particular identity is seen as the result of and belonging to a particular place, environmental psychology considers the place of identity to be a characteristic of a person rather than a place. Harold Proshansky, for example, argues that a place of identity derived from ‘self theory’ as a substructure of his identity as an individual, consisting substantially in the knowledge of the physical world which is’ memories, ideas, feelings, attitudes, values , Preferences, meanings and concepts of behavior and experience “(Proshansky et al., 1983).

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DEFINING ‘ Place Identity’

In the architectural sense, a place of identity is the sum of the specific components and functions of the material, whichprovoke non-material symbolic meanings for the collective groups of the inhabitants and users. The existence and essential role of these components of materials and characteristics mean that the distinct identity of the general agreement of a place can be literally perceived and defined.

Figure 5.67 SAN BARTOLOME , Data source (san bartolomé,2012) Illustrated by (san bartolomé,2012).

The Impact of Globalization As we all come and live in one place, we are all somehow able to recognize when a place has become unrecognizable as itself. This can occur when the continuity in time of the material components other than the identity of the place - the form, structure, material, color and detail - has passed or been run over by a broad social change. Globalization is by its nature a force of homogenization in economics, politics, culture, and therefore in architecture, and has presented a challenge to the perceptible place and definable singularity.

The connection between globalization and location comes partly from increased public awareness about the identity and place of bondage that occurs when the “sense of place is threatened” (Proshansky et al., 1983). As pointed out by Marc Augé (1995), “at the same time as it is possible to think in terms of Earth’s space units, and large multinational networks grownd large multinational networks grow

Figure 5.68 Globalization , Data source ( Tanu,2016) Illustrated by (Authors,2017).

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Design Issues

LOCAL VALUE

Identity creation emerged as a solution to the destabilizing effects of modern and globalized societies. This can be observed in the contemporary architecture that seeks to connect people with their environment and “improve the sense of union and belonging in the architectural spaces” (Noormohammadi, 2012). Environmental psychologists have emphasized the importance of belonging or in a particular place, and there is general agreement that the main function of the site is “to create a sense of belonging and attachment” (Proshansky et al., 1983).

Reflecting Place Identity At this time there is a broad consensus, in architectural discourse and in other disciplines, as to the importance of reflecting locations and helping to place identity. This agreement is a broader level. In practice, there are a spectrum of ways in which local and regional features are referenced and represented in architecture, ranging from the very allegorized very literal, abstract, and metaphorical.

We can identify two current and widelyemployed technical architecture to give “an identity that refers to a building by its location” specific site design, which materializes in the use of critical regionalism of the local idiosyncrasies of the place of defining the design; And symbolic identity, or “personal discovery of local symbolism” architect (Adam, 2012).

Figure 5.69 Buildings With Image Around The World , Data source ( PPAG architects,2016) Illustrated by (PPAG architects,2016).

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5.7.4Examples Of Building with Great Image

Figure 5.70 One World Trade Center, Data source ( ArchDaily,2016) Illustrated by (ArchDaily,2016).

Figure 5.71 The Petronas Towers , Data source ( Andrew,2011) Illustrated by (Andrew,2011).

One World Trade Center, New York The latest addition to the New York skyline and the World Trade Center, the towering skyscraper is the Western Hemisphere. Construction began in April 2006 and the end of. In the tower of the five-year building Installed later in 2013, what is the fourth highest skyscraper in the world.

The Petronas Towers, Kuala Lumpur Standing 170 feet above the ground, the Petronas Towers are two skyscrapers in Kuala Lumpur, Malaysia. The building, which had the title of the highest in the world between 1998-2004, is a symbol of the capital.

Figure 5.72 The Shard , Data source ( Karen ,2009) Illustrated by (Karen ,2009).

Figure 5.73 Empire State Building , Data source (Luke,2016) Illustrated by (Luke,2017).

The Shard ., London Being 170 feet above ground, the Petronas Towers are two skyscrapers in Kuala Lumpur, Malaysia. The building, which had the title of the highest in the world between 1998-2004, is a symbol of the capital.

Empire State Building, New York City that desigigned by William F. Cordeiro escritĂłrio de arquitetura Shreve, Lamb e Harmon. Relatado pela Sociedade Americana de Engenheiros Civis como uma the sete maravilhas do mundo moderno e do mundo como um sĂ­mbolo de Nova York conhecido.

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Design Issues

5.7.5 Applications & Conclusion It could be argued that some of the local elements Identity does not work when expressed architecturally, Perhaps, in particular those who have been subjectively Selected by the architect, or which are very summarized, Symbolic, or intangible. A demarcation line must exist, for one Side of them to resort to references are understood and Appreciated by the local community, and on the other side The choice of symbology has become so abstract Which fails to give any relevance to the local community. The purpose of this study is not to come to Definitive conclusions on contemporary architecture Relative success or lack of success in the place that expresses identity. The objective is rather to indicate the need for Further research in this area, to determine if a Written or verbal grievances architect for being a ‘building Place ‘are sufficient for it to be so, and to develop a method Through which examples of contemporary architecture Support for a local connection that can be Literal definition of different identity of a place. success Is something that the past, present and future Importance as place of identity is best measured by the south Ely Local communities whose identity is represented.

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Design Issues

5.8 Security

5.8.1 Definition Safety is the level of impermeability to, or insurance, damage. If it APPLIES to the defenseless any resource, as well as important, for example, a man, stay, group, what, country or association.

5.8.2 Architecture Definition Security architecture is a unified security plan that responds connected to a specific scenario or environment to the needs and potential risks.

There are also, when and where applicable security controls. The design process is reproducible in a rule.

In security architecture presented principles of design clearly and comprehensively the specifications of security control in the documentation of separate documents. The system architecture can be seen as a framework that has a framework and frees the connection between the components of this framework..

Figure 5.74 Security Plans , Data source ( Authors,2017) Illustrated by (Authors,2017).

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Design Issues

5.8.3 Types of security 1. minimum safety level Its use in public space.

protection like open space and a playground

Figure 5.75 Minimum Security Area , Data source ( James,2016) Illustrated by (Authors,2016).

Figure 5.76 Minimum Security Area, Data source ( Laura,2015) Illustrated by (Laura,2015).

This type has no fences, and is of a lesser degree of

inputs and outputs of the instrument or the space 2. Medium security level It is used to a large extent all buildings and spaces. to control the users.

This type of protection only depends on locating the

Figure 5.77 Security Plans , Data source ( Authors,2017) Illustrated by (Authors,2017).

Figure 5.78 Security Plans , Data source ( Authors,2017) Illustrated by (Authors,2017).

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Design Issues

3. Maximum security level This system is used in buildings that owns valuables or places they need to control and privacy up to prisons and high profile government authorities.

This type depends on surveillance cameras, alarms and security personnel. Monitor users.

5.8.4 8 ways to keep your school building secure 1. Assess risks per year Campus / district constituencies, including teachers, police / security personnel, administration and society are taken as a whole when you create a security group. Load group to identify strengths and weaknesses in safety. Check your current safety technology as well as safety and security measures. Identify aspects of security That has to be improved, then prioritize the implementation of these requirements.

2. Update or Install or Security Cameras Video surveillance systems and other security equipment are video cameras together in combination with access control. You can customize the default system actions based on certain events to allow controlled access to buildings and campus environments.

3. Take the ECU With electronic access control, you can easily manage and security improved. In case of emergency exit devices provide a secure way for all access card re-entry ports or other credentials is controlled. The safety management system helps eliminate the need for mechanical switches and can access management simplify the control circuit of the entire construction. The system includes electronic, security and public safety integration of gateway hardware and to improve security.

4. Implement smart card process The fast access control solutions allow campus administrators to eliminate mechanical grip. Proximity cards, biometrics, barcodes, smart cards, or other credentials used to access the authorized card holder when and where they need them.

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Design Issues

5. Limitation of campus entrances / exits The current security school security managers need to limit the number of entries and exits for use by visitors. With the appointment of a single entrance for each building, control and security can be improved. A combination of intrusion detection, access control and video surveillance provide the best protection for access points.

6. Establish procedures for handling visitors Visitor management methods can not help prevent unauthorized access to K-12 schools. Solutions include keeping the doors closed during classes and requiring all visitors to channel through a central access point to prevent them from entering unannounced. School administrators or security administrators need to visually inspect and interact with each visitor. A procedure can be implemented background checks for all visitors or issuance of identification cards to identify visitors to walk into the building. Other solutions require visitors to register their driver’s license or other identification documents.

7. Install an IT infrastructure An IT infrastructure that allows integration of all district buildings into a central network. In general, access control, video surveillance and alarm security management systems comprise a single port monitoring platform. A circle command center control allows security personnel to monitor all sites and gain greater security control in the school or district. .

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5.8.5 Examples Of Building with good security level

Design Issues

Figure 5.79 , Embassy of United States in London Data source ( David,2010) Illustrated by (David,2010).

Figure 5.80 Rivers ranger Station , Data source (ArchDaily,2012) Illustrated by (ArchDaily,2012).

Embassy of United States in London / KieranTimberlake Architects According to a statement from the United States ambassador to the United Kingdom, the KieranTimberlake “project fulfills the goal of creating a cozy, modern, timeless, secure, and efficient embassy for the energy of the 21st century.”

The Mojave Rivers ranger Station / Marcy Wong Donn Logan Architects Located in the Antelope Valley, along the western edge of the Mojave Desert, Mojave Ranger Station Rivers is designed for firefighters and administrative fire USDA Forest Service Mojave Rivers Ranger District

Figure 5.81 texture tower , Data source ( ArchDaily,2014) Illustrated by (ArchDaily,2014).

Figure 5.82 Lifeboat station , Data source (ArchDaily,2016) Illustrated by (ArchDaily,2016).

texture tower/ coll- barreu arquitectos A high concrete walkway of 32.5 meters for the fire to perform active. A vertical decision. The Tower in its plant shake the vertical folds. Concrete trunks Improve vertical inertia, Save materials, manufacture a more efficient structure. The tower does not collapse fill the air like “thin figures” Giacometti.

Lifeboat station Wasserwacht / Kunze Seeholzer Architekten With optimal orientation and reference to differences in height of the construction site of the new Lerchenauer lifeboat station This home is designed for Monaco from Bavaria. In the basement you will find the garage of the boats, which can WORK directly on the lake.

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Design Issues

5.8.6 Applications & Conclusion At that time it was a typical manifestation Of illustrated pragmatism, but what should We call it today? Obviously, we could say that In the last twenty years, architecture does not Been a topic of interest for the political class, And as a result, the state has not learned Self-representation through architecture. the Because, however, it is much deeper. A work of Architecture can replace the State as an element Identification, but provided that Between the building and the state there is a Concept of an intermediate state, or rather a set of Of ideas that form the concept of state. Y Here is the point. We have the right to expect architectures Create an environment where we can find Our collective identity. However, we can not Architecture blames the loss of identity, or The requirement that the State creates for us. Is Which architecture can not do alone.

We have the right to expect architectures Create an environment where we can find Our collective identity. However, we can not Architecture blames the loss of identity, or The requirement that the State creates for us. is Which architecture can not do alone. I am writing this for the next sad week Death of Vaclav Havel. Which are painfully Aware that in the way he designed the great architecture By TomĂĄĹĄ Masaryk, Which was isolated - and therefore also solitary. in His text O lidskou identitu [The crisis of Humana Identity], written in March 1982 Bory prison, Formulated a closely related idea With the problem described in this article: An absolute crisis horizon experience It also generally leads to an existential human crisis of Responsibility to the world and For the world, what it means for itself And for himself. Where is this responsibility There is no justifiable basis for The relationship of man to his environment, identity As a unique place in the world, which are derived Of that relationship, inevitably disappears, as well

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CASE STUDIES CHAPTER VI

Case studies regarding the selected project about data gathered from different resources using certain methods to adapt it in the selected project.

06

6.1 HERNINGSHOLM VOCATIONAL

6.1.1 Introduction

Case Studies

Figure 6.1.1. Herningshlom voctional school exterior view (Archdaily , 2014)

CF. Moller won the competition for the Herningsholm vocational school, with a proposal that integrates construction, landscaping and Urbanism. The concept is to support the physical environment principles of learning, a variety of flexible And contemporary.

Herningsholm’s new vocational school independently working as a separated building from the existing school building campus. The new vocational school is designed inside-out with an emphasis on creating optimal learning and study environments as well as inside-out, in relation to surrounding contexts where urban spaces offer a welcome opportunities for Working outside with a pleasant teaching air.

The new school building’s design takes into consideration that people’s behavior and thinking patterns are shaped according to the surrounding physical environment which people are in. The learning environment - Architecture - has a significant impact on the student’s daily processes and operations of learning, therefore the school has been designed With the principles of a modern society principles.

Project designed by c.f. Moller architecture studio.

Project total area is 4700m2.

PROJECT YEAR 2016

Project location in Herning, Denmark

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6.1.2 Contextual Information

Herning is the Danish city of Midtjylland in the region of Jutland peninsula. This is the main town and administrative headquarters of the Municipality of Herning. Herning has a population of 47,765. That makes Herning the eleventh most densely populated urban zone in Denmark. In order to get the benefit of this high rate of young people and students, it was concerned to use this capability to increase income and enhance the economic base of the city by making a project like this to help them achieve such a goal.

(Figure 6.1.2)

Figure 6.1.2. Herning handimade text-tile industry starting in homes (Visit herning , 2011)

6.1.3 Brief historical background Herning founded in the early 1800s during the rehabilitation period of health. This period has given rise to a growing population, demand for products and services new farmers in the region. Herning came into existence as a center of commerce in the region.

Later, Herning became known to the textile and textile industry (Figure 6.1.3) that were developed in and around the city. This industry, which was Herning’s main economic activity: Today, the city has a diversified industrial base. Herning became a market town in 1913. (Figure 6.1.4).

On two occasions, in 1965 and 2003, he received the Danish city of Herning title of the year.

Figure 6.1.3. Herning text-tile industry development (Google , 2013)

6.1.4 Local architectural character The character of the city is obviously shown with it’s features, As it was known for the city to be an image of old themed stone houses with the old classic style, the material that dominates is pure stones, later the city touched by the Change in architectural models for a modern style and materials changed to be glass and steel to select another type buildings: administrative, commercial and domestic service buildings. Who has touched all new projects to be part of this trend, and have a general theme dominates the context.

Figure 6.1.4. Herning big market for text-tile industry (Visit herning , 2011)

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Case Studies

6.1.5 Climatic conditions

The climate is mild temperature and windy . with all monthly temperature averages above freezing, and precipitation 1250 mm/year. Like any Scandinavian country summer is pleasant to live the atmosphere there.

6.1.6 Topograghy

The site free of contours and any levelling dimensions, it depend on the absolute visual contact between building and context component; so the image is clearlyfshown by it`s all items in a strong visiblefwide range.

6.1.7 Site and surroundings The site is Signed among many educational buildings that are designed to have plenty of urban spaces and parks to promote creative learning process. It`s shown that the plaza outside is a main important element to be put into account in designing process. It may have a higher priority than any other element although it emphasize the project with interaction and all social needs. This makes a strong relationship between the project and the surrounding context. It`s a strong keyword for linking. strongly connected context is one of the important factors that affect the design quality.

Figure 6.1.5. Herningshlom voctional school interior view (Archdaily , 2014)

Figure 6.1.6. project site location , data source (google map, 2017) illustrated by (Authors , 2017).

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Case Studies

6.1.8 Solid and Void

6.1.9 Urban Fabric

The map is showing the buildings layout linked to the master plan, also it shown the site related to other surroundings occupancy and how it`s affected through the spaces and the city context. the density of buildings rate and void spaces as urban spaces and other open spaces. The map show that how it`s important to make an open spaces and to leave more spaces between the urban units to make a clear image for the context.

Looking to the urban fabric of the site surrounding we can define the fabric or separate it to two main types. affect the project lines and design. So , Herningsholm school designed to fit in the city fabric.

There is an iron grid for the commercial zone and a scattered form of residential building due to regulation of buildings there.

VOID SOLID Figure 6.1.7. solid and void map for the site surrounding (Authors, 2017)

Figure 6.1.8. urban fabric for the site surrounding (Authors, 2017)

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Case Studies RAMBLA GREEN SPACES

CANTEEN MAIN HALL

MAIN OFFICE

GREEN SPACES AMPHITHEATRE CANTEEN

NEW URBAN PLAZA GREEN SPACES

Figure 6.1.9. Approach to the project through site surroundings , data source (Archdaily , 2014) illustrated by (Authors , 2017).

6.1.10 Accesability

6.1.11 Land use

The site can not be reached from the local road, so I made a blueprint for the idea of a new approach by the context in which end up in the public arena project, which connects the external context with the other. Arena can be accessed from a commercial area, residential area and park a strong association between them as well. So by applying this concept scheme managed to make a consistent theme in the context of the project is an essential part.

This area is very rich with the natural environment.

It is composed of the industrial zone depends on the tile text industrial, commercial area, residential area, and some features of the natural environment such as lakes and gardens and so carefully choose the location to assist in the successful development of the industrial environment and education of the citizens who live in the area.

COMMERCIAL AREA

ENG PARK

SO PARK HERNINGSHOLM CAMPUS

HIGH WAY HOUSING AREA

Figure 6.1.10. landuse for project site surroundings , data source (Archdaily , 2014) illustrated by (Authors , 2017).

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6.1.13 Functional requirements

CLASSROOMS

PROGRAMM

ENTRANCE

CLASSROOM LABS OUTDOOR

PUBLIC PLAZA ADMINISTRAION ADMIN ENT.

LOBBY RECEPTION REST ROOM

VERTICAL & HORIZONTAL CIRCULATION

LIBRARY

COMPONENT

The main aim is that, the project spaces are big enough to accommodate 1200 student / year to attend the school . The space afford 400-seat amphitheater with 4500 squre meter total area , specialized class rooms , PE rooms , laboratories , shops , study gardens , workshops ,administrative offices , library , teacher lounges , open place. (Fig 6.1.11)

TEACHING FACILITIES

6.1.12 General programme objectives LABORATORIES

WORKSHOPS

CREATIVE SPACE WORKSHOPS

MEETING ROOM

DIRECTOR

CONFEREANCE

Figure 6.1.11. project program main elements , (Authors, 2017).

AŮ?rchitects did not have detailed terms of reference as such. They had the basic functional requirements, stressing the need for a clear division of spaces and functions, it aims to focus on the recommendation of the issues which confirm the purpose of the project through the following points: -Landscape integration with the project and the context.

-Degree of differentiation for space.

-Spaces comfort study.

-Environmental impact.

-how to learn in outside enviroment.

Circulation & services Classrooms Laboratories Workshop Circulation and gathering open Circulation Paths Main Entrance

Figure 6.1.12. Ground floor plan , data source (Archdaily , 2014) illustrated by (Authors , 2017).

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ends with interior

Case Studies

6.1.14 Project Description Design Concept , Diagrams & form finding

Building’s design takes into consideration that ways of thinking thinking and behavioral patterns are shaped due to the physical environment and we are in a learning environment - Architecture - has a significant impact on students’ daily operations, therefore it has been designed with the principles Of a modern society.

Motion

Concentration Communication

Study Zone

Green Zone

Garden plaza

Study Zone

Study Zone

Green Zone Garden plaza

Collaboration

Exposition

Study Zone

The building is the order of the angular building that meets the three volumes under the roof and skill, which responds to expand all over after the fall of the three-storey south floors on the north end. Angular building creates three new urban spaces outdoors and learning along with the adjacent buildings: No Plaza, studio garden and front garden.

The Plaza becomes an important destination that brings together the surrounding institutions and users. The Plaza incorporates greenery in the form of two large cracks in the poured concrete; merging the urban scale with the human scale. In dry weather, the triangulated depressions offer seating in the green.

During rainfall, the recesses act as natural infiltration and retention basins to relieve the sewers.

2 floor

Plaza blends with interior

Figure 6.1.13. concept diagram , data source (Archdaily , 2014) illustrated by (Authors , 2017).

Human Scale Towords Shopping Street

2 floor

Human Scale Towords Shopping Street

3 floor

3 floor

3 floor

School towords Plaza and school

3 floor

Larger School towords Plaza and school

Figure 6.1.14. concept diagram , data source (Archdaily , 2014) illustrated by (Authors , 2017).

Commercial Area

Study Zone Green Zone Garden plaza Study Zone

Project Site

Housing Area Plaza blends with interior

Figure 6.1.16. site layout , data source (Archdaily , 2014) illustrated by (Authors , 2017).

Figure 6.1.15. concept diagram , data source (Archdaily , 2014) illustrated by (Authors , 2017).

2 floor

Human Scale Towords Shopping Street

3 floor

3 floor

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Case Studies

6.1.15 Project Description Interfaces differ in approach, showing the buildings’ sustainable initiatives and principles of construction are adapted fully integrated with the architectural concept: glass fronts niches deep and detection that provide shading architecture integrated interface, using plates and interface huge ready-made fiber cement in combination with high seal anodized perforated aluminum bronze and add warmth to the different installation..

Horzontial solar screen on south facade - protection from higher solar angel and reflection of light in learning spaces

Decontrollezed access

Decontrollezed access

Transparent North Facade opening toward the garden

Access from garden

Access from Rambel

Main Accses

Vertical Solar screen on east and west facade protection from low solar angels

Cover Main Accses

Massive to Ramble

Overhanging shaded transparent facade

Exposed shop window

Figure 6.1.17. concept diagram , data source (Archdaily , 2014) illustrated by (Authors , 2017).

Figure 6.1.18. Main and side elevations , data source (Archdaily , 2014) illustrated by (Authors , 2017).

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Case Studies

The building is designed for general use, as learning spaces where the physical environment supports and matches varied, flexible and contemporary learning principles. Built-in seating / study niches in the facade brings quality to the spaces, and inspires alternative. Mobile furnishings can quickly transform the learning space for different teaching situations. (Fig 6.1.19)

6.1.16 Structure

The challenge is the project had spaces with large spans such as workshops , library , and classroom so project had many system like flat slabs and frame structure.

6.1.17 Enviromental Imapact The regular study spaces additionally offers shifted physical environments to work in, from the height of rooms confronting the garden, appropriate for workshop-like uses, to an students’ cafÊ for casual gathering of students, to devoted review corners of calmer and more personal character and every individual learning space in itself is intended for various setups and spatial employments.

Figure 6.1.19. Environmental section , data source (Archdaily , 2014) illustrated by (Authors , 2017).

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Case Studies

6.1.18 Circulation As the project consist of 3 floor and has many spaces in each floor. Architect use vertical circulation such as stairs and elevators .Also use horzontial circulation such as corridor to reach from space to another in the same level. (Fig 6.1.20) Laboratories

Decontrollezed access

Decontrollezed access Access from garden

classrooms

Ver

Workshops

on ea protectio

6.1.19 Mood and User comfort

Project depends on architecture and urban elements to change users mood and Shopsachieve comfort. so we can note that the eduction is connected to the nature enviroment for more fouces and relaxing. also use public plaza and garden to gather student in one space affect the way of learning in the school.

Access from Rambel Main Accses

Figure 6.1.20. circulation diagram , data source (Archdaily , 2014) illustrated by (Authors , 2017).

6.1.20 Safty and Security Project achieve high level of safety and security can saw in entrances as the project has more than one entrance . the location of the project in the center Laboratories of crowded zone has commercial , residential , and classrooms Workshops gardens zone achieve more safety and security.

6.1.21 Conclusion

project is an example of vocational school design , form ,material ,enviromental design , dealing with context can be solve.

Shops

Figure 6.1.21. concept diagram , data source (Archdaily , 2014) illustrated by (Authors , 2017).

PRO:

Building achieve dealing with enviroment , surronding wth using idea of open urban spaces in eduction vocational school.

CONS: project didnt deal with regional industrial statcs n design process Figure 6.1.22. Interior view from the project , (Archdaily , 2014) Data gatherd and writtin by authers.

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6.2.Salesian Don Bosco Vocational School

Case Studies

Figure 6.2.1 salesian don bosco vocational school (authours,2017)

6.2.1:Introduction Project Brief: The Salesian don Bosco is a project f area 14,111.27 m² , located in the heart of a crowded working-class district, in Cairo which is rod el Farag , Embaba this district is famous with the industrial workshops and handcraft works. The Salesian don Bosco established in 1926 to improve the scales and the think of the children’s how have the ability to learn industrial like mechanics, electronics and wilding the school provide the technical institute beside professional school , All the students come from the Egyptian secondary school, the school includes 3 main departments which is mechanical department which includes auto mechanics and devices mechanics. Electronics department which includes electricity control, cooling and air-conditioning and electro technicians. Turning department which includes BLC turning with computer and CNC turning .the school is working a professional institute for industry and craftsmanship lasting and the industrial technical institute, that trains skilled mechanics and electromechnics with the 3 years educational system and the 5 years educational system that awards a certificate recognized both by the Italian and the Egyptian government.

Project designed by Egyptian architects

Project total area is 14,000 m2

PROJECT YEAR 1926.

Project location in Cairo , Egypt

Data gatherd and writtin by authers.

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the school has 720 students in addition to more than 3000 students studies free studies technical-professional training for adults, for young people who have abandoned the school in the past or for university students who want to specialize They are technical courses that go from soldering to turning, from general mechanics to electromechnics and computer science. These courses, given in Arabic. The school has classes, library, laboratory, computer laps, theater, clinic, mechanical workshop, electrical workshop, workstations, administration, videoconference hall and industrial and turning workshop. (don Renzo Leonarduzzi ,2007).

Figure 6.2.2road el-farag bridge,nile corniche (google,2011)

6.2.2:Contextual Information

Contextual Analysis : the site located in the center of the most industrial district in Cairo which is Road el-Farag, Embaba these district is famous with the industrial metal industrial wooden industrial and haberdashery recycling, the site surrounding by a lot of residential and commercial building also a lot of industrial workshops, the site is near to the city center and can access with road el-Farag bridge nile corniche (fig 2) and also Embaba bridge (fig 3) it surrounding with to main streets which is Gesr El-Bahr and Abdel-Kader Taha also the site have an access from the Nile corniche and access from Road El Farag bridge . (Cairo government page ,2011).

Figure 6.2.3 embaba bridge,nile courniche (google,2009)

6.2.3:Historical background The Salesians Don Bosco is a Roman Catholic religious institute founded in the late nineteenth century established by Saint John Bosco (fig 4) to help poor children during the Industrial Revolution (fig 5).

The Salesians’ charter describes the society’s mission as “the Christian perfection of its associates obtained by the exercise of spiritual and corporal works of charity towards the young, especially the poor, and the education of boys to the priesthood .

1845 john Bosco opened a night school for boys in Valdocco, Italy to learn poor children anew craft to start there life with (fig 6).

Figure 6.2.4 saint john bosco (google,1850) Data gatherd and writtin by authers.

Interview with Maged george - school principle

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In 1898 john Bosco established the first Salesians Don Bosco in Egypt in Alexandria (fig 7) then at 1928 he established the second Salesians Don Bosco in Cairo to join more than 1000 students to have two streams of knowledge the professional school and technical institute. Without counting the language courses and professional refresher courses. In addition to three thousand specialized workers per year having free studies courses. (don Renzo Leonarduzzi ,2007.

Figure 6.2.5 industrial revolution (google,19th century)

6.2.4:Architecture character

The character of the area is very rich with the old Egyptian building style and also the site surrounding by a lot of important building and industrial building.

Figure 6.2.6 don bosco vocational school , italy (google,1845)

6.2.5:Climatic conditions The climate in the area is semi-arid influenced with the humidity comes from the Nile. The average annual temperature is 23°C. the daily temperature in the summer differ from 29°C to 41 °C in the winter it change from 10°C to 19°C at the night the average temperature in the summer is between 16°C to 21°C in the winter the average climate is ranged from 5°C to 10°C the average humidity ranged from 50% to 75% . (Cairo government page ,2011).

Figure 6.2.7 don bosco vocational school , alexandria (google,1898)

Data gatherd and writtin by authers.

Interview with Maged george - school principle

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6.2.6:Site and surroundings Location : the site located in Embaba district in road el farag street this location is famous with the metal industrial the location characterized as a node of metal industrial zone, also its near to the city cen-

ter and a lot of industrial areas, the architecture of the location characterized by Egyptian classic style, near the location there are a lot of government building and business buildings

Rod El farag , Emababa

Cairo, Egypt

Urban analysis

Don Bosco School site Figure 6.2.8 location map (google earth,2017) illustrated by (Authours,2017)

6.2.7:Solid and void the site have a very large area of void space used as a play ground with total area 6,303.27 m² on the other hand the urban site have a very large number

6.2.8:Urban fabric Urban fabric: the fabric of the district take the grid form also the site located in the center of the old Cairo have informal fabrics in some areas due to the

of solid building and a lake of void and green spaces.

informal building surrounding the site.

Figure 6.2.9 solid and void map (google earth,2017) illustrated by (Authours,2017)

Figure 6.2.10 urban fabric map(google earth,2017) illustrated by (Authours,2017)

Data gatherd and writtin by authers.

Interview with Maged george - school principle

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6.2.9:Accessibility The district can be accessed by two main access which is the Nile corniche and Road el-farag bridge, the main entrance of the project accessed from Gesr al bahr street which forked from Embaba main street, the back entrance for the project is accessible from Abou zaid street which forked from Abdel-kader taha street which accessed from Road el-farag bridge, the site surrounding by kobaneyet al meyah .(Maged George , 2016)

Arterial roads Main roads

Seconadary roads

Figure 6.2.11 accessability map (google earth,2017) illustrated by (Authours,2017)

6.2.10:Topography The site surrounding by two main streets which is Gesr el-bahr and abdel-kader taha the site surrounding by a lot of residential and commercial buildings the site is near to the Nile Corniche the site is flat with view to the building surrounding all the building is toward the north. (Cairo government page ,2011)..

Data gatherd and writtin by authers.

Interview with Maged george - school principle

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CLASSROOMS

PROGRAMM

ENTRANCE

CLASSROOM LABS SCHOOL

COURTYARD

VERTICAL & HORIZONTAL CIRCULATION

LIBRARY

COMPONENT

the project was to provide pedagogic spaces to educate more than 750 student in addition to 5000 free educational students, this year 720 students attend the school and also 3000 free educational students use the mechanical, electrical and turning and wilding workshops and laboratory, the program includes 30 specialized classroom, a 200-seat theater, 15 laboratory, library, clinic, a 250-seat church, practical exercise rooms, 6,000 m² playground, mechanical workshop, electrical workshop, storages, staff offices and 2 mangers offices the Egyptian manger and the Italian manger.(maged George,2016)

TEACHING FACILITIES

6.2.11:General programme objectives

LABORATORIES

WORKSHOPS

CREATIVE SPACE WORKSHOPS

THEATER

DIRECTOR

CHURCH

6.2.12:Functional requirements The project given basic functional requisites, stressing the need for a clear distribution of spaces and functions, they separated the workshop from the classrooms to avoid the noise comes from the machines also they make vertical and horizontal accessibility to reach them, they located the workshops and classrooms in the northern side of the site to improve them with the natural ventilation and the natural daylight, The orientation of the buildings and the corridors provide sufficient protection and shading to the spaces, and prevent direct rays from the sun, they used the clear story windows in the church to provided the indirect sun light the space. (maged George,2016)

Data gatherd and writtin by authers.

Interview with Maged george - school principle

Figure 6.2.12 salesian don bosco vocational school thours,2017)

Figure 13.2.6 zoning perspective (authours,2017)

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(au-

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6.2.13:Target Group the school target the students that they finished there preparatory degree with minimum total grades more than 95%, also it targets more than 3000 free educational students and also students from different university’s that having mechanical or electrical project and they want to work on it in a suitable workshops. (maged George , 2016)

Floor Plans

classrooms library mechanical workshop theater toilets clinic staff offices changing room

classroom staff offices church laboratory toilets

Figure 6.2.14 salesian don bosco vocational school (authours,2017)

Figure 6.2.15 salesian don bosco vocational school (authours,2017)

Figure 6.2.16 salesian don bosco vocational school (authours,2017) Data gatherd and writtin by authers.

Interview with Maged george - school principle

classroom staff offices church laboratory toilets

classroom staff offices laboratory toilets

Figure 6.2.17 floor plans (authours,2017)

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Elevation

Figure 18.2.6 main elevation (authours,2017)

Sections Figure 6.2.19 cross section (authours,2017)

Design issues

Figure 6.2.20 longtudinal section (authours,2017)

6.2.14:Structure and materiales

6.2.15:Circulation

The structure is composed of concrete skeleton (column and beams), concrete slabs and brick walls. External walls are covered with fire brick and concrete painting, the theater has a paneled beams slab with roman architecture character that shown in sculptural walls and colorful painting, the church also take the old roman character and also take the same structure system of the theater, the workshops has a concrete frames structure to provide large spaces without interior columns to have a large number of spaces for the mechanical machines, all the windows is wooden painted with white glass The corridors and interior floors are covered with concrete tiles ,All the interior walls and partitions are painted white.

The indoor circulation in the school divided into 2 sectors the industrial section and the educational section there are a accessible connection between the 2 sections that make the circulation inside the school very clear for the students and the staff members, there are 6 vertical circulation cores inside the school that make the vertical circulation very accessible also the out door circulation is very clear due to the lake of leveling and the flatness of the land area.

Data gatherd and writtin by authers.

Interview with Maged george - school principle

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6.2.16:Securiy The school has two entrances, the main entrance from the northern side that access the educational zone and the entertainment zone act as a boundary to the main street comes from shobra street, the secondary entrance in the eastern side act as services entrance to the mechanical and electrical workshop comes from the nile corniche street and road el-farag bridge the security is very successful to make a large distance between the students entrance and the services entrance

6.2.17:Conclusion The vocational school of salesian don bosco in road el-farag is a very good case study to show how can be the link between the knowledge of the professional school and technical institute and how can development this category of educational but there are some positive and negative issues that should known of this type of schools, first the positive issues of the project the school is the first vocational school in Egypt that gradate students with two certificates Egyptian diploma and Italian diploma, the school proved there students with the professional educational studies and the technical institute, the students in the school is very polite and well self learning, the school open there workshops and all the year for more than 3000 students that having free educational studies they can use all the mechanical and electrical workshops and laps for there project with low cost and the have all the support from the school stuff. But in the other hand there are negative issues that affect on the school development the school don’t have any support from the government, the students are very disappointment from the unsporting issues for there projects also the location of the school is not suitable for the school itself because of the traffic jam of the location all the time

Data gatherd and writtin by authers.

Interview with Maged george - school principle

Figure 6.2.21 vertical circulation (authours,2017)

Figure 6.2.22 horizontal circulation (authours,2017)

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6.3 JATTA VOCATIONAL SCHOOL

6.3.1 Introduction

Case Studies

Figure 6.3.1. Jatta vocational school exterior view (World architecture news , 2011)

Jåttå Vocational School is designed as a little ‘town inside the city’ including a dynamic twofold high focal road encompassed by individual ‘urban quarters’, each with their own particular showing situations and address rooms..

As one of Norway’s most present day school buildings, Jåttå Vocational School is a case of how architecture can impact a dynamic and informational learning environment. The school depends on, and develops, the impression of productive learning techniques and constitutes a dynamic and present day working space with zones for inundation and zones for social collaboration. The open and changed spatial successions give the chance to separated learning adjusting to various circumstances and diverse styles of learning. Along these lines the school capacities like a cutting edge work environment with substantial open showing situations and workshops for unique subjects.

Jåttå Vocational School is arranged and worked as to meeting the most recent instructive standards of individualized learning. The school was designed in close and escalated joint effort with the customer, Rogaland Municipality, the school main, client gatherings, designer and engineer. It was essential in the process to include the future clients of the school, and all through the whole arranging process the cross disciplinary working group kept up the educational desire incorporating it in the building’s architecture – from spatial association to the material, physical appearance.

Project designed by Henning Larsen Architects.

Project total area is 14,000 m2.

Construction completed in 1926.

Project location in Cairo , Egypt.

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Stavanger is a city and district in Norway. The city is the third-biggest urban zone and metropolitan zone in Norway (through conurbation with neighboring Sandnes) and the authoritative focus of Rogaland province. The district is the fourth most crowded in Norway. Situated on the Stavanger Peninsula in Southwest Norway, Stavanger checks its official establishing year as 1125, the year the Stavanger Cathedral was finished. Stavanger’s center is to an extensive degree eighteenth and nineteenth century wooden houses that are ensured and considered part of the city’s social legacy. This has created the town focus and inward city to hold a residential area character with a surprisingly high proportion of withdrew houses, and has contributed altogether to spreading the city’s populace development to remote parts of Greater Stavanger.

The city’s fast populace development in the late twentieth century was fundamentally a consequence of Norway’s blasting seaward oil industry. Today the oil business is a key industry in the Stavanger locale and the city is broadly alluded to as the Oil Capital of Norway. The biggest organization in the Nordic region,Norwegian vitality organization Statoil is headquartered in Stavanger. Different instructive foundations for advanced education are situated in Stavanger. The biggest of these is the University of Stavanger.

Norway

Stavanger

the fundamental intend to pick this venture for this context was to make a rapid movement to get benfit from having a few enterprises next to the city setting and to make an open door for enhancing the vocational business learning for the new generation.

Location

Figure 6.3.2. Project site location data source (Google maps , 2017) . illustrated by (Authors , 2017).

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6.3.2 Architecture character it was known for quite a while that their was an unmistakable sort in buildings , the neighborhood architecture style was resolved to utilize solid materials like stones and woods for the old convention houses . In spite of the fact that the architecture character has been created to confront the cutting edge topic of the city . So these days we are confronting the high rises and the drapery dividers ,glass exteriors . Without a doubt the old building still stays inside the city setting to shape a conflicting picture between the 2 styles .

6.3.3 Climatic conditions

The city is located on a peninsula on the southwest coast of Norway. The climate is maritime mild temperate (marine west coast - cfb)and rather windy, with all monthly temperature averages above freezing, and precipitation 1180 mm/year. Summers are pleasant and lowland areas in and around Stavanger have the longest growing season in Norway. However, summer temperatures are much cooler than those found further inland on the Scandinavian peninsula, even in more northerly areas.

In contrast, winter temperatures are much milder than those in Oslo and Stockholm for example. (fig 6.3.4)

Case Studies

Figure 6.3.3. Project Arial view data source (World architecture news , 2011) . illustrated by (Authors , 2017).

Figure 6.3.4. Vikiing stadium view data source (World architecture news , 2011) . illustrated by (Authors , 2017).

6.3.4 Site and surroundings

The site of the venture is being improved by nearness close to the Viking stadium. Additionally in the northern augmentation for the setting the urban city texture which influence the encompass by the city subject. At the western expansion confronting the colossal measure of green segment of rustic region which open the view and the horizon for over skyline. It was urgent in the process to include the future clients of the school, and all through the whole arranging process the cross disciplinary working group kept up the instructive desire incorporating it in the building’s architecture from spatial association to the material, physical appearance.

Figure 6.3.5. School position to surrounding view data source (World architecture news , 2011) . illustrated by (Authors , 2017).

Topograghy

The project area is flat of topography so there is no different levels upon the surface , also the views is considered to be in harmony due to the same level point .

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6.3.5 Solid and Void

6.3.6 Urban fabric

The guide is demonstrating the buildings format connected to the ground breaking strategy , likewise it demonstrated the site identified with different surroundings inhabitance and how it`s influenced through the spaces and the city setting. the thickness of buildings rate in the base side close to the shore is not exactly in the upper part which is obviously recognized by it`s consonant texture. The guide demonstrate that how it`s vital to make an open spaces and to leave more spaces between the urban units to make a reasonable picture for the specific circumstance.

The urban fabric of the city appeared to be distributed within the range of connecting each part of the fabric upon major arterial to link every part.

The bottom side which is near to the shore line is appeared to have an scattered form of building due to regulation of buildings there. The upper side is different , it`s observed to be more planned and well-suited areas. That is the fabric around the side.

Figure 6.3.6. solid and void map for the site surrounding (Authors, 2017)

Figure 6.3.7. urban fabric for the site surrounding (Authors, 2017)

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6.3.7 Acceptability There is fundamental arterial street which bolsters the entire setting with availability go for each region and hubs, this arterials are associated with the primary streets which control the moving development from part to part and re gathering street to be in one path and one way. At last , the auxiliary streets re the last stage which prompts to the nitty gritty focuses and the fundamental spaces. They resemble the systems joins which finish the chain. For this venture the site is encompassed by one arterial from the eastern edge; likewise there is a primary street from the northern edge. Toward the end there is the optional street from the western edge. The fundamental access for the venture is from that optional street.

Figure 6.3.8. Accessibility from site surrounding (Authors, 2017)

Arterial roads Main roads

Seconadary roads

Arterial roads Main roads

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CLASSROOMS

PROGRAMM

ENTRANCE

CLASSROOM LABS OUTDOOR

PUBLIC PLAZA ADMINISTRAION ADMIN ENT.

LOBBY RECEPTION REST ROOM

VERTICAL & HORIZONTAL CIRCULATION

LIBRARY

COMPONENT

Jatta school was design to teach With a limit of 1600 understudies; the school offers among others a few subjects inside administration and method. The program comprise of numerous part: first we have within –out open space which get all the pick-hours and breaks of the understudies. Likewise it`s a multipurpose space to assemble and make declaration. It is being resolved to be the venture center. Then we have the instructive segment: which incorporates the address lobbies with the amazed strides, in addition we have vast range for examining and cooperating close to the eastern edge of the 3 pockets. Then again we have the classes and research centers finishing that wing with the workshop zone which has it`s possess access from outside with a sensible hall for entering huge hardware. All offices and administration are appropriated shrewdly between capacities to connect.

TEACHING FACILITIES

6.3.8 General programme objectives

LABORATORIES

WORKSHOPS

CREATIVE SPACE WORKSHOPS

MEETING ROOM

DIRECTOR

CONFEREANCE

Figure 6.3.9. project program main elements , (Authors, 2017).

EDUCATIONAL ZONE WORKSHOP ZONE ATTRIUMS STAFF OFFICES INSIDE- OUT SPACES ( OPEN SPACE ) SERVICES CLINIC LIABRATORIES

Figure 6.3.10. Ground floor plan , data source (World architecture news , 2011) illustrated by (Authors , 2017).

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EDUCATIONAL ZONE WORK ZONE ATTRIUMS STAFF OFFICES INSIDE- OUT SPACES ( OPEN SPACE ) SERVICES CLINIC

Figure 6.3.11. first floor plan , data source (World architecture news , 2011) illustrated by (Authors , 2017).

Floor plans

It`s basically to have the organization ofices and instructor lounges. Adjacent to we have the library which is a critical segment. We have amphitheater and facility changing rooms and lockers rooms.

STAFF OFFICES INSIDE- OUT SPACES ( OPEN SPACE ) SERVICES PHYSICAL EDUCATON &SPORTS HALL

At last in the storm cellar we had the excitement area; substantial game lobby with numerous assortment of games is being held there. Benefit zones is available to serve on them. The heart of the school – the focal road with the primary corridor, flask and asset focus – frames a dynamic and energetic social occasion point with perspective of all the building’s green porches and rooftop scenes and in addition perspective of the school’s workshops and working regions.

The course of slopes and stairs leads advance far from the passage up through the house and through the theater until it achieves the rooftop scene with a perspective of the scene.

Figure 6.3.12. basement floor plan , data source (World architecture news , 2011) illustrated by (Authors , 2017).

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6.3.9 Design concept

6.3.10 Form finding

The main idea that dominated the project was to make “town within the city” featuring a vibrant double-high central street surrounded by individual ‘urban quarters’, each with their own teaching environments and lecture rooms

First it was concerned to have a basic shape pure geometry popular for the people`s mind, that was the key to introduce the project shape for habitant.

Then modification by recessing the entrance point and portion of the western facade to break the symmetry of the shape. Then what about of having atrium for ventilating and enhancing the environmental impact of the project. To make a complete study, using the light well and triangular shapes like catchers for day lighting and ventilation. The idea has been developed to add more pockets for the mass from eastern edge. For the last modifications the horizontal ribs which gives the feel of movement with the building and more aesthetics .

Also They concentrated design enhances the way the building interacts with its surroundings and thus underlines its proximity and transparency.

BASIC BOX

BOX RECESSED

3 POCKETS

ATTRIUM PUSH

COLOUMN-CAP

LIGHT TRIANGLES

HORIZONTAL RIBS

Figure 6.3.13. project concept diagrams , (Authors, 2017).

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6.3.11 Section The section is indicating the relation between 3 levels of the project . Also every zone the relation between each other and the vertical circulation . Thus help us to define the priorities of the active spaces and the degree of differentiation of functions . Layering is very important to study the vertical projection incrementally .

LIBRATORIES ADMINSTRATION OFFICES ADMINSTRATION OFFICES

6.3.12 Facade

ENTRANCE LOBBY

CIRCUALATION

SERVICE ZONE

CIRCUALATION CIRCUALATION

ENTRANCE LOBBY

EDUCATIONAL ZONE SERVICE ZONE

WORKSHOPS ZONE ADMINSTRATION OFFICES

ADMINSTRATION OFFICES

Figure 6.3.14. Section , data source (World architecture news , 2011) illustrated by (Authors , 2017).

Elevation is represent nature , simplicity , and designed to deal with enviromental imapct with using of double skin glazing . Also used the wood as the main texture and material .To adapt local materials..

Another scene of affecting by modern character ; the butterfly window from “villa savoy ” le corbusier . that emphasize the whole theme neede to exposed to the viewer .

the wooden claddingat the elevation gives the experience of facing the contemporary style within a strong chracter

Figure 6.3.15. Elevation analysis , data source (henninglarsen , 2015) illustrated by (Authors , 2017).

using a semi transparant glass is a good advantage of having visual interaction with the outer environment

the mass is protrouding outside to make full canopy cover for the entrance and all the facade making a good shadding area in the front

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6.3.13 Structure and material The structure of the venture is a syntheses of ( frames and flat slabs ) have a tendency to be concrete skeleton aside from a few zones are under the heaps of steel structure to give most extreme traverse for more adaptability in designing and application the workshops has a solid frames structure to give extensive spaces without inside sections to have an expansive number of spaces for the mechanical machines. Open spaces likewise take after same case like the games corridor in the storm cellar. The chambers and pockets tend to change the musicality of section dissemination yet decidedly.

Materials utilized are solid, glass and steel. Wood cladding used to cover the mass. Ground surface are vinyl.

6.3.14 Environmental Impact the building tend to be eco- friendly and sustainable with a good impact upon the environment .

Because of the presence of the atriums and courts which give the opportunity to make a good ventilation for the building naturally and to be well lighten through the 3 levels of the project in each floor . Also the skylight openings enhanced the effect of the natural lighting positively . There is 2 types of sun effect ; direct & indirect . Both are being concerned in the design.

Figure 6.3.16. Environment section , data source (henninglarsen , 2015) illustrated by (Authors , 2017).

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Design Issues

Case Studies

6.3.15 Circulation The circulation is a clear circulation . Building is accessible from the main entrance by 4 doors in the front also can be accessed by the ramp to arrive in the 1st floor . It`s observed to that circulation indoor process is easy and simple due to the presence of the open spaces which play the role of conjunction between each sector of the main components. Also the variety and presence of many types of vertical circulation like ( ramp , elevator , main stair , emergency stairs and the secondary stairs ). All of them make it clear to transit from any level to the other.

Many wise it`s good way of involving in each activity in the building due to of the good circulation path.

The idea of having sub lobby for every main component make an individual character for each zone to define them wisely. Basement is accessible from the atrium stair to face the sector of entertainment and sport zone .

Figure 6.3.17. Social interaction , (henninglarsen , 2015)

6.3.16 Mood

Creating a holistic approach of harmonic theme was the main idea dominating the design process.

Having many open spaces for multipurpose use help to achieve this target . Giving the flexibility for the user to discover every place and having open floor plane is the key of success . Definitely the presence of the entertainment sector and sport inside the building was a good choice for ending the cycle of activities with a feeling of enclosure and shelter to have a huge space inside . Accessing the roof and use it for relaxing and studying was a good step to socialize and interact positively towards the environment .

Figure 6.3.17. Social interaction , (henninglarsen , 2015)

6.3.17 Saftey and security

in this issue the case study has been ignore such an issue as they concern that the user is going to secure their own project . Also there is lack of controlling due to presence of many entrances and exits from many sides . There is no fences or security point ; any person can access it like any public building . But that helps in connecting to the context with a strong relation . Which was the main

Figure 6.3.17. Social interaction , (henninglarsen , 2015)

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ENTRANCE EXIT CIRCULATION PATH

Figure 6.3.18. Circulation plan , data source (henninglarsen , 2015) illustrated by (Authors , 2017).

6.3.18 Concolusion After studying many aspects in this case study; it`s clearly observed that it`s a very good example of the vocational schools projects. As it deals with a lot of issues and many design approaches. On the scale of how to get benefit from this studies ?

First the most important thing is how the planner links the project to the context to make an identity & character for the project in this context. Dealing with environmental issue and create sustainable and innovative solutions for a good environmental impact was a good step toward perfection target Connecting the project component with idea if inside-out space was a brilliant decision to link every component of the building . Feeling of belonging to the place was the key of success to complete the symphony of design. On the other hand lack of security was the main indicator of dissatisfaction from users review. More controlling point would be useful. Lack of outdoor spaces also could be one of the negative issues. The cultural aspect is slightly ignored .As it depends only on the library.

Figure 6.3.19. Environment learning , (henninglarsen , 2015)

Figure 6.3.20. workshop Environment , (henninglarsen , 2015)

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6.4.GUELMIM SCHOOL OF TECHNOLOGY

6.4.1:Introduction The “École Superieure de Technologie” a vocational school that located in Guelmim, a small city that located south of Casablanca, the capital of Morocco.

Agadir-based Ibn Zohr University established this project with the Moroccan government to upgrade higher education and to help students from remote and rural areas to join university studies and help them to find new craft to start there life with .

Guelmim is a remote rural city called “Gate to the Desert”, as it is located at the first border of the Moroccan Sahara desert . The school trains and teaching the technical courses to the students in two or three years also gives students an opportunity to development there skills that might be directly help them to understand what the market need.

The project was designed by a group of architects who had already the experience of design such a projects for the same university like the Taroudant Polydisciplinary , after winning an architectural design competition.

The team of design consists of three architects that they had independent practices, located in the same office, participated and share a lot of their projects. They’ve worked with each other since their student years at university

Case Studies

Figure 6.4.1 GULEMIM SCHOOL OF TECHNOLOGY (archdialy 2011)

Project designed by Saad El Kabbaj, Driss Kettani, Mohamed Amine Siana

Project total area is 6883.0 sqm

Project year 2011

Project location in Guelmim , Moracoo

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Case Studies

Project site

Industrial Zone Housing zone

Desert land

6.4.2:Contextual Information

Figure 6.4.2 CONTEXTUAL MAP (google earth 2017) illustrated by (Authours,2017)

The government of Morocco is decided to established a school for higher education to help students who had needed to dwell in the big cities to have an opportunity to complete there study close to their home towns or villages. So Guelmim project is one of there solutions to solve this problem .

The city of Guelmim has more than 130’000 inhabitants, very small in scale comparing to the capital Casablanca the economic base of the kingdom. The city is located in a zone of earthquake risk, but it has not suffered any quakes in its all history time.

The city has a history of traditional architecture all the building are build with stones and has its own characters that was derived from the nature.

6.4.3:Historical background Guelmim city was used to be a gate road for caravans entering or leaving the Sahara desert. also it has its own character and its own strong traditional. A 80% of the city’s population are Amazigh (Berber). The official buildings and Road signs are written in in Arabic, French and Tifinagh (the Amazigh script).

Figure 6.4.3 URBAN MAP (google earth 2017) illustrated by (Authours,2017)

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Case Studies

6.4.4:Climatic conditions

6.4.6:Site and surroundings

The climate in the Guelmim city is semi-arid , Also the oceanic influences the hot conditions with cold wind . The average annual temperature is 19°C. the temperature average change with one degree daily.

The temperature changed from 17°C to 7°C in the space of one hour .

The city has its own tradition of local architecture.

Most of Constructions in stone, it can be notes in different parts of the city. But the main material used in construction is concrete. Also the surrounding villages is going to use the earth construction.

The architecture character is generally strong and simple, with traditional wall patterns. Also you can Annual rainfall is estimated at 119 mm (half of the notes the different between the old building connational average). struction and the new town. The architecture of the new areas has a traditional forms and textures.

6.4.5:Site and surroundings

6.4.7:Topography

The landscape surrounding Guelmim is very huge, also the city surrounding with huge mountains on the northern side of the city. The Vegetation in the city is very poor. The city characteristics by the quality of the natural light. There is almost no construction around. The project seems to be the first of an important development vocational school that will include several institutes of higher education.

The site is located outside the city itself. It can be accessed by public transportation . The area has no Terrain also the views to the mountains surrounding on the northern side.

Solid Void

Figure 6.4.4 TOPOGRAPHY MAP (google earth 2017) illustrated by (Authours,2017)

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6.4.8:Accesability

6.4.10:Solid and Void

The site has no accessed from the main arterial road , but the project have a new approach through the context which end by the project entrance which connect the outer context with each other .Also The Project can be accessed from the industrial zone , the residential zone and the park all these approaches make a strong bond of linking between them . All these approaches applying the concept of the planner that was success to make a harmonic theme within the context as the project becomes essential part of it

The buildings layout linked to the master plan as was showing in the map , also it shown the site is a part to all the surroundings occupancy and how it`s affected through the spaces and the city context . the density of buildings rate in the city and void spaces as urban spaces and other open spaces.

Project site

Project site

Industrial Zone Housing zone

Desert land

Industrial Zone Housing zone Arterial DesertRoads land Main Roads Secondry road

6.4.9:Urban Fabric

Figure 6.4.5 ACCESSABILITY MAP (google earth 2017) illustrated by (Authours,2017)

The main element of the urban fabric of the city ing due to regulation of can be shown as a distributed within the range of buildings there . The upper side is different , it`s apconnecting each part of the fabric upon main road pered to be more planned and well-suited areas . to link every part . The bottom side which is near That is the fabric around the side Arterial Roads city is themed to have an dispersed form of buildMain Roads

Secondry road

Figure 6.4.6 URBAN FABRIC MAP (google earth 2017) illustrated by (Authours,2017)

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General programme objectives 6.4.11:Functional requirements

6.4.12:General program objectives

The designers did not have a function program as such. They were given basic functional requirement using the need for a clear circulation of spaces and functions. They worked on the following points: adaptation to the climate , ventilated architecture , differentiation of spaces integration with the general landscape and all the students needed inside and out side the campus.

The project was designed to provided spaces to accommodate 500 students. In this year 313 students attend the campus . The school includes classes, a 250-seat amphitheater, specialized classrooms, practical exercise rooms, laboratories, a library, playgrounds and housing for some of the staff.

Figure 6.4.7 MASTER PLAN (archdialy 2011) illustrated by (Authours,2017)

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6.4.13:Building data The site is located outside the city of Guelmim about 4 kilometer’s from the center of Guelmim and 4 kilometer’s from the airport. The project concept is organized on both sides of a main perspective that forms the central backbone of the Institute. The administration building and different common facilities ,infirmary, Amphitheatre, prayer area that was located at the main entrance in the south . The offices of the teaching staff and the library located in the beginning of the pedagogic area on each side of the central circulation. Then the classrooms, again distributed on each side of the central backbone. the social space is located At the rear of the premises contains student cafeteria and playgrounds.

The administration building has some additional facilities like water tanks. The Secretary General assured us that they received the approval of the architects before doing any additional work.

6.4.14:design concepts

Figure 6.4.8 MASTER PLAN (archdialy 2011) illustrated by (Authours,2017)

The designers were influenced by the architecture of the south of Morocco that known with the difficult climatic conditions of the desert and the strong character that themed with.

All the classrooms are cross-ventilated, which allows air circulation when the temperature climbs.

There is no need for air-conditioning in most of the spaces, especially the classrooms. The offices have some air-conditioning provided.

The orientation of the building and the corridors provide sufficient protection and shading to the spaces, and prevent direct rays from the sun.

Figure 6.4.9 GULEMIM SCHOOL OF TECHNOLOGY (archdialy 2011)

They provided hot water through solar heaters and there is some production of solar electricity

Figure 6.4.10 GULEMIM SCHOOL OF TECHNOLOGY (archdialy 2011)

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6.4.15:natural lighting The Use of natural light was very important to this project, not only for comfort visual inside the campus, but also for outside perception of volumes.

All the interior spaces are natural lightning during the day and also provide good visual comfort.

Figure 6.4.11 GULEMIM SCHOOL OF TECHNOLOGY (archdialy 2011)

The exterior walls are covered with a rough cladding, memorial of the traditional architecture, that allows the light to be “captured� by the surfaces in a quite expressive way.(Fig1)

6.4.16:formal aspects The architecture character of the campus is quite huge and designed to be one of the modern architecture character in the city. There is a plan to contrast the indoor and outdoor spaces and the corridors to used as a produce dramatic shadings on the surfaces of the outdoor walls. the corridors designed to be a frames for the unique landscape surrounding the buildings.(Fig 2) Figure 6.4.12 GULEMIM SCHOOL OF TECHNOLOGY (archdialy 2011)

6.4.17:Elevation & Facade

Figure 6.4.13 GULEMIM SCHOOL OF TECHNOLOGY (archdialy 2011)

The design of the Facades are very simple with no decorative features. The windows shades on the wall that was produced by the sunlight contrasting a decorative character on the elevations .This concept in design makes a great full harmony and a feeling of calm and peaceful strength inside the campus. The orientation of the building is very simple with the main facades toward the north direction and south direction. All the campus are well ventilated with the natural Cross-ventilations. Natural Lighting is very good and the acoustics are of good quality, especially in the classrooms

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6.4.18:Landscaping the Landscaping materials is influenced by the dry climate. The designers choose plants that adapted to the difficult climatic conditions and that do not need too much water. All the plants used are native to the area. The structure of the landscaping follows the structure of the project, green areas filling the spaces between the buildings.

Figure 6.4.14 GULEMIM SCHOOL OF TECHNOLOGY (archdialy 2011)

6.4.19:Structure, materials, technology The building structure is designed to be build up with concrete porticos ,concrete slabs and cement-brick walls. The external buildings are covered with concrete slabs. Materials of windows are alumnium-framed with glass glazing. The outdoor lights are made of concrete ,corridors and outdoor floors are covered with polished terrazzo, manufactured on site with local stone and marble aggregates. All the indoor walls and partitions are painted white.

Figure 6.4.15 GULEMIM SCHOOL OF TECHNOLOGY (archdialy 2011)

6.4.20:Interior design and furnishing The campus has very simple furnishing, they focused on furnishing of the administration and the offices of the campus.

Figure 6.4.16 GULEMIM SCHOOL OF TECHNOLOGY (archdialy 2011)

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6.4.21:Circulation The campus has very clear circulation indoor and outdoor , The building can be accessed from the main entrance that marked by huge entrance canopy oriented to the city .the circulation inside the campus are very easily and clear due to the large number of open spaces which play the role of links between each sector of the main components . Also the different and presence of the types of vertical circulation like , elevators , ramps , stair , emergency stairs and the service stairs . All of these vertical and horizontal circulation make the circulation very clear to reach any level to the other . Also it very easily to find all the activities in the building due to of the good circulation path . The idea of having sub lobby for every main component make the circulation very clear and easily and also having variety .

The basement is accessible from the service stair

6.4.22:Mood The main architecture character in the design is to creating a holistic approach of harmonic theme was the main common idea the design process. The idea of having many open spaces for multipurpose use help to achieve this target . Giving the flexibility for the user to discover every place and having open floor plane is the key of success . Also the presence of the entertainment sector and sport inside the building was very good choice for ending the cycle of activities with a feeling of shelter to have a huge space inside the campus.

Figure 6.4.17 CIRCULATION (archdialy 2011) illustrated by (Authours,2017)

6.4.23:Concolusion

the project is an example of how to devolpe a desert destrict and give the people place to learn and have agood life after learning.

Pros there is an environmental sustainability approach for the project. breakng up the single-volume vision of this industrial building. the movement and experience in the spaces connection.

Cons - poor landscaping and poor of publiz urban spaces

Figure 6.4.18 ZONING PRESPECTIVE (archdialy 2011) illustrated by (Authours,2017)

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6.5 GENNEVILLIERS TRAINING CENTER

Case Studies

Figure 6.5.1. Gennevilliers training center exterior view (Archdaily , 2013)

6.5.1 Introduction Gennevillier training center considered as a vocational school and training, which is located in Gennevillier suburb in Paris, it is close to the railway tracks, the project deemed as a remarkable building because of its length and covered material, it is a two parallel parts that separated by the main corridor, the two parts are not same physically due to its form, they have different heights and boundaries making them the building more dynamic, the designers focus on making all activities inside the building even sports activities, and they made the outside for parking, so the building consists of three storeies and two entries, and there is an empty land lot may be used in future extension.

Architects Atelier d’Architecture

Area 7820.0 sqm

Project Year 2012

Location Gennevilliers, 92230 Gennevilliers, France

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The approach of Gennevillier training center is beside an important node, the building is parallel to the street along, which make the visitors see the long facade with more than one perspective, the north facade has two significant element, the first one is the glass facade part which make it visible to visitors to see students in the workshops that make visitors get involve more in the experience, and the second element is the entry which located in the northern east corner covered by glass, and it guides visitors to a large reception to present a good welcoming, the reception space consist of many colorful elements and double height interior with a staircase lead to workshops and classrooms.

Figure 6.5.2. Gennevilliers training center exterior view (Archdaily , 2013)

6.5.2 Contexual information The project site is situated in northwestern of paris, it distances a few kilometers of the ceter of paris, this area is full of the office buildings and malls, there is a big lake with landscape close of the building, also there is a university in the other side called UniversitĂŠ de Cergy-Pontoise - Site de Gennevilliers, and the building is located beside railway tracks that make designers built the directed wall by sound roof to block the sound.

Figure 6.5.3. Gennevilliers training center exterior view (Archdaily , 2013)

6.5.3 Historical background It was a competition started in 2007, the aim of the competition was to make a new vocational school becomes a social and culture point, also it has to be a social landmark reference, the building was designed by Brenac + Gonzales, they designed the two voumes covered by terracotta cladding material, they tended to break up the single volume vision of the industrial buildings by the material and roof shape, but in the same time the building was not very strange design for the industrial buildings.

Figure 6.5.4. Architecture studio (Archdaily , 2013)

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6.5.4 Architectural character The building design is a modern style that appear in its material, and the designers symbolised to every vocation by using materials and structure such as woodwork in stucture of the sport hall, carpentry in the covered material of the building (terracotto), also modern style appear in the glass facade which make the the experience of the space flow outside the building, the movement in building that is clear in its lines that make it more dynamic with random widows, as well the colorful elements of the foyer like the information desk, the roof include an open zone and there is a sport hall, the designers made all activities they need inside one building, this vocational school deemed to be the most social landmark for the district.

Figure 6.5.5. Gennevilliers training center exterior view (Archdaily , 2013)

6.5.5 Climatic condition The climate of Gennevilliers in paris is moderated and influence by the sea. The average temperature of Gennevilliers is about 11,5째C and in summer the average temperature raises until 20째C. Wind spreads fresh air over the inlands because of the nearness of the sea. The climate of the Netherlands is comparable with the average climate in Central Europe. The average temperature in the winter of Gennevilliers is about 7 degrees Celsius.

Weather is then usually a little grey, but fortunately the sun will come through every now and then. The climate of Gennevilliers is moderated and influence by the sea. The average temperature of Gennevilliers is about 11,5째C and in summer the average temperature raises until 20째C. Wind spreads fresh air over the inlands because of the nearness of the sea. The climate of the Netherlands is comparable with the average climate in Central Europe. The average temperature in the winter of Gennevilliers is about 7 degrees Celsius. Weather is then usually a little grey, but fortunately the sun will come through every now and then.

Figure 6.5.6. project structure (Archdaily , 2013)

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6.5.6 Site Location The site is in industrial commertial area, and it is surrounded by landscape and industrial buildings, there is a big lake beside the site and there is a railway tracks beside it too.

Paris

Gennevilliers

Site Location

Figure 6.5.7. project site location data source (google map , 2017) illustrated by (Authors , 2017).

6.5.7 Solid and void

6.5.8 Urban fabric

the map show us the relationship between site and the map appear that urban fabric is not organized its surroundings, and it appear the big range of land- to formal arrangement, and this is caused by the scape area, all buildings have a setback of greenary open spaces and thefunction of the buildings. area surrond the buildings in all side, the context is full of open spaces and landscape areas.

Figure 6.5.8. solid and void of site surrounding (Authors, 2017)

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vocational school

University

Park Office builing Hotel

Hotel

Industrial building Sport club

Main roads

Industrial building

railway tracks Figure 6.5.9. landuse and accessibility for site surrounding (Authors, 2017)

6.5.9 Accessibility

6.5.10 Landuse

The site has one approach in the northern east cornet of the site, The district of gennevilliers is committed to improving the accessibility of streets, sidewalks, and operations through day to day work, as well as engagement with the public and key stakeholders, the streets ane wide and smoothed for people and cars, it is not difficult to reach your distination because of most of buildings are seen from a long distance due to the wide streets and open spaces, the site is located between two nodes , but only the northern node is the approach of the site, there is a subway station near of the site.

surroundings of the vocational school have many buildings type, there is a university on the other side, office buildings on the south areaand hotel, and there are two parks, the large park placed beside the site with big lake, and the other one is in the south neighborhood which is a sport club, as well there are many industrial buildings in the south east area, there are lots of open spaces, they have big range from the map, and the residential area located in the north.

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CLASSROOMS CLASSROOM ENTRANCE

LABS

CLINICS ADMINISTRAION ADMIN ENT.

CLOCKROOM

RECREATION AREA

VERTICAL & HORIZONTAL CIRCULATION

LIBRARY

PROGRAMM

COMPONENT

the project aim was making all function and activities in one building means providing all needs inside the building, the designers consintrated in making a large foyer to present a good image and making a good effect to visitors, the building includes a classrooms, workshops,library, cloakrooms, sport hall, large foyer, and recreation area, also there is an empty land may be built up in the future.

TEACHING FACILITIES

6.5.11 General programme objectives LABORATORIES

WORKSHOPS

CREATIVE SPACE WORKSHOPS

OUTDOOR TEACHING AREA

PLAY GROUND

SPORT SPACE

Figure 6.5.10 project program main elements , (Authors, 2017).

Administration zone Administration zone Foyer

Cloakroom Classroom

Cloakroom

Vertical circulation

Classroom

Service & store

Vertical circulation

Workshops

Service & store

Cloakroom Classroom Vertical circulation Service & store Workshops

Workshops Interaction area

Figure 6.5.11 project plans (archdaily , 2013) .Illustrated by (Authors , 2017).

Recreation area

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6.5.12 Elevation The buildings look compact because of the monochromatic terracotta cladding that is also used for the roof shingles. Still, the undulations of the roof highlight the architects? desire to break up the single-volume vision of this industrial building and go for a complex, multipurpose architecture that meets the needs of contemporary space.

Figure 6.5.12 main elevation (archdaily , 2013) .Illustrated by (Authors , 2017).

6.5.13 Section A mezzanine floor overlooks the double-heighworkshops at an intermediate level and another landing opens onto the first floor that is used for classrooms, administrative offices and the large, north-facing concourse. From the outside, this connects the two compact blocks and is the most striking element that opens to the outside; a soundproof wall running along the railway tracks protects it from noise. This is the school?s recreation area and has timber flooring and some green.

6.5.14 Structure and material The structure of vocational school is combined structure, it is steel frame structure in the workshop (elevator maintenance), and it is wood structure in the sport hall, it covered by terracotta (a wooden material).

Figure 6.5.13 interior view (archdaily , 2013) .

RECERATION AREA

INTERACTION AREA

CLASS

CLASS

WORKSHOP

Figure 6.5.14 main section (archdaily , 2013) .Illustrated by (Authors , 2017).

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DESIGN ISSUES

6.5.15 Environmental empact The long shape of the building make an air current, fixed windows provide the natural light for halls, and the recreation area which is an open area with some green.

Design issue

Figure 6.5.15. Gennevilliers training center exterior view (Archdaily , 2013)

6.5.16 Circulation

The school are connected by three staircase, and there are two staircases for service, the staircase in the foyer lead to a mezzanine floor overlooks the double-height workshops at an intermediate level and another landing opens onto the first floor that is used for classrooms, administrative offices and the large, north-facing concourse.

6.5.17 Mood and user

The design of school make visitors get involve in the experience of the movment inside by the glass facade, that provide the natural light, and the recreation area which include some green with seats to make users connected to the environment.

6.5.18 Conclusion The project is an example of compining between traning center and vocational school, related to the previous points: Pros - there is an environmental sustainability approach for the project.

- breakng up the single-volume vision of this industrial building.

- the movement and experience in the spaces connection.

Cons - the long shape may be boring in corridors.

Vertical circulation

Figure 6.5.16 circulation plan (archdaily , 2013) .Illustrated by (Authors , 2017).

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6.6.GEBZE INDUSTRIAL VOCATIONAL HIGH SCHOOL

Case Studies

Figure 6.6.1 gebze industrial vocational school (archdialy 2015)

6.6.1:Introduction Norm Architects Norm Architects Inc. is an Istanbul based architectural design and consultancy firm.

Established in 1990, Norm Architects Inc. provides commercial institutions, municipalities, construction companies, industrial undertakings and private individuals with services from the stage of feasibility studies to the completion of interior details and facility management concepts. Norm Architects aim to realize a holistic and spirited architecture, that is sensitive to both environment and human needs, yet profits from the technology, balancing aesthetic, programmatic, social, technical and economical requirements of a project with a concern about context and emotive qualities of land and material.

Gebze Industrial Vocational High School was designed within the context of a social responsibility project. Project is designed by Norm Mimarlik an turkish architect , completed in 2015 in Gebze industrial zone with total area 12000 sqm.

Project designed by Norm Mimarlika

Project total area is 12000.0 sqm

Project Year 2015

Project location in Gebze, Kocaeli, Turkey

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The main concept of the design process is how to mixed the design program with the vocational educational and how it can deal with the context that surrounding the site also the ability of deal with the possibilities of informal education and living.

6.6.2:Context information the main goals for the project is how to make a relationship between the building and the context, although alongside its hard to link with the environment, and how make the project significance for the site .The great arrangement of the masses building that approach from the city center creates a welcoming entrance for the project ,also the harmony of natural setting that comes from the north west of the Gebze has a great effect on the students and visitors , also the good view comes from the other side of the residential area.

Figure 6.6.2 gebze industrial vocational school (archdialy 2015)

Figure 6.6.3 gebze industrial vocational school (google earth 2017) illustrated by (Authours,2017)

6.6.3:Historical background Gebze Organized Industrial Zone is considered as a “role model� by many national and international enterprises due to its attempts to establish an industrial district abroad and to sell know-how and offer professional counseling to Industrial Parks in Turkey. Moreover, it is stated that GOIZ differentiate from other industrial zones in terms of its financing model, infrastructure services which comply with the standards of developed countries, also the project was designed by Norm architects with minstrey of education.

Figure 6.6.4 Norm architects (wordpress.com 2013)

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6.6.4:Architectural character The first thing that would be noticed while entering the entrance approached is that the entrance canopy that defines the entrance gate and human-oriented scale. The canopy entered the visitors into the main entrance that was opened to the central courtyard.

In the north side there is courtyard surrounding by the education zone building at the south side of the educational zone there is the workshop space, overlooking the North there are the entertainment sector that having the courtyard functions as the central and main spatial element of the entire structure. Linked with the Amphitheatre that was located on lower east , the courtyard represents the social node of the building and opens up towards the nature on the north end to give the filling of the nature to the visitors.

Figure 6.6.5 gebze industrial vocational school (archdialy 2015)

6.6.5:Climatic condition Here are some annual weather facts that collected from a historical weather data: -On average, the warmest month(s) are June, July and August.

-Most rainfall (rainy season) is seen in December.

-Gebze has dry periods in July and August.

-On average, the warmest month is August.

-On average, the coolest month is January.

-December is the wettest month. This month should be avoided if you don’t like too much rain.

-July is the driest month.

Figure 6.6.6 gebze industrial vocational school (archdialy 2015)

Figure 6.6.7 gebze industrial vocational school (archdialy 2015) illustrated by (Authours,2017)

6.6.6:Site and surroundings The project located close to a residential area, the building is surrounded by almost green lands, it is an green belt, also there is an industrial buildings in the south, but in the north there are empty lands.

Figure 6.6.8 gebze industrial vocational school (archdialy 2015)

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6.6.7:Site Location

Figure 6.6.9 SITE LOCATION (google earth 2017) illustrated by (Authours,2017)

6.6.8:Solid and void

6.6.9:Urban fabric

The map show us the relationship between site and its surroundings, and it appear the big range of landscape area in the north, in the opposite side there are the housing units with its known urban fabric, which is appeared the density of the housing building in the east area with its services.

The map appear that urban fabric is organized in the housing units,this fabric make the roads more clear for people, it is the element which make people do not getting lost to reach thier destination, the hierarchy of the roads is well known, the differences between main road and secondary roads are very clear, but the urban fabric change in the industrial area in the south and empty land in the north, and this is due to the area of the lands is bigger and there is no heiarchy in roads.

Figure 6.6.10 urban fabric (google maps 2017) illustrated by (Authours,2017)

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Office building

Vocational school Hospital Industrial building Housing units Main Roads Secondary Roads Figure 6.6.11 accessability (google maps 2017) illustrated by (Authours,2017)

6.6.10:Accessability

The building has one approach from the south east corner, and there are three directions to reach the project, it is very easy for citizens and visitors to reach the building without getting lost, because the roads are clear. there are no other transportation near of the project, it is a car only to reach it, in the south there is a highway so it is easy also for the people who lives in far distance from the district, and there are the nearly two roads connected to the highway, also roads are designed for pedestrain.

6.6.11:Land use

The surrounding of the building is housing units, industrial buildings and lanscapes, the building is exist between the three types, it is the end of every item of them, so there is a road serve the building in each side, the building is not considered as an industrial building, it is educational industrial building, and this is appeared in its design and combination, it is not in the actine area, but it is known for the citizens and visitors, the housing area is not only housing building, it include many other services buildings, there area hospitals, markets, educational building and religous building etc...

The north area is an empty lands, there are only shrubs and greens, and the site is surrounded by trees (green belt).

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CLASSROOMS

PROGRAMM

ENTRANCE

CLASSROOM

COMPONENT

The entire lobby is located around courtyards at different elevations within the context of the relationship between the indoor and outdoor. This design determined approach enables a great identity and character for the building ,the design allow the clearness for the arrangements and relationships with the nature, the resulting a great interaction between the users and the nature

LIBRARY

LABS OUTDOOR

PUBLIC PLAZA ADMINISTRAION ADMIN ENT.

LOBBY RECEPTION REST ROOM

VERTICAL & HORIZONTAL CIRCULATION

The vocational school provides classrooms, workshops and gym for arroun 720 students, to support upskilling and on-site vocational training for unemployed the national employment agency, covers training programme expenses provided that a certain number of the traineees are employedby the company after the programme.

TEACHING FACILITIES

6.6.12:General programme objectives

LABORATORIES

WORKSHOPS

CREATIVE SPACE WORKSHOPS

MEETING ROOM

DIRECTOR

CONFEREANCE

Project Main Components

6.6.13:Plans Workshops Stuff rooms Vertical circulation WC

Ground floor plan

Figure 6.6.12 ground floor plan (archdialy 2015) illustrated by (Authours,2017)

Workshops Stuff rooms Vertical circulation WC Lounge area Library Classrooms Theatre

Basement plan

Figure 6.6.13 first floor plan (archdialy 2015) illustrated by (Authours,2017)

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Classrooms Stuff rooms Vertical circulation WC

First floor plan

Figure 6.6.14 second floor plan (archdialy 2015) illustrated by (Authours,2017)

Stuff rooms Vertical circulation WC Classrooms

Second floor plan 6.6.14:Elevation The elevation is composite of three materials which are steel, concret and glass, designer using protruding parts of the builing to be more dynamic, using glass for vision and lighting, the transperan-

Timeline analysis based on !!!!!!!!!!!!!!!!!!!, !!!!!!!!!!! !!!!!!!!!!!!!!!!!!!

Figure 6.6.15 third floor plan (archdialy 2015) illustrated by (Authours,2017)

cy make a pattern for the columns which appear backward, it is a grid pattern, also the designer make a special pattern for the building, it is like a mark for the whole building.

Figure 6.6.16 gebze industrial vocational school (archdialy 2015)illustrated by (Authours,2017)

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6.6.15:Section The front courtyard on the north is bordered by the education building overlooking the South and the workshop space overlooking the North; in this sense, the courtyard functions as the central and main spatial element of the entire structure. Connecting to

the amphitheatre located on lower east end, the courtyard represents the real arrival point of the building and opens up towards the nature on the north end.

Courtyard Horizontal glass window

Glass windows

Figure 6.6.17 gebze industrial vocational school (archdialy 2015)illustrated by (Authours,2017)

6.6.16:Structure and material Material that used for the facades that can be adapt to the climate surrounding the building elements façades comprising of exposed concrete and opaque reflected panels make references to the simple and technical aspects of design.

Building materials such as concrete and steel composite structures, heat resistant joints for moveable surfaces, also the present of the (PV) panels on the South/South-West are for the construction system of the building.

It is known that the entrance structure will refine in time with the practices of users, without ever losing anything from its character, and also that make the project has its own character

Figure 6.6.18 gebze industrial vocational school (archdialy

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6.6.17:Environmental empact the courtyard of the building make an air current through the whole building, glass windows provide the natural light for all spaces, and the photovoltaic panels (PV)which act an important role in the building quality.

DESIGN ISSUE 6.6.18:Circulation

the school has many staircases, because of the long shape, also there are corridors which is an significant element for the project, there are 4 levels in the building : basement ground floor first floor second floor

Figure 6.6.19 gebze industrial vocational school (archdialy 2015)illustrated by (Authours,2017)

6.6.19:Mood and user Once the building is approached, what is noticed is that the entrance canopy defines a distinct and human-oriented scale. The interface formed by the canopy and the main entrance opens to the central courtyard.

6.6.20:Conclusion

the project is a vocational school case study, which explain the space and its relationship with special elements, related to the previous points: Pros - there is an environmental sustainability approach for the project (courtyard).

- The varity in the materials of the facade.

- the movement and experience in the spaces connection.

Cons - There are waste areas.

Figure 6.6.20 gebze industrial vocational school (archdialy 2015)illustrated by (Authours,2017)

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SUSTAINABILITY CHAPTER IIIV

The chapter illustrates the types of sustainability and how it is connected to the society and culture, giving case studies and examples -both negative and postive- about sustainabiltity and how it can be achieved perfectly in a society.

07

SUSTAINABILITY

Sustainability

Definition - “Sustainable Development is the improvement that collectes the issues of the present without compromising the capacity of future eras to address their own issues” (Oxford University Press, 1983).

- “Defined in many respects “ability to support” and “ability to resist”.

- Traditionally, the sustainability paradigm encompasses with interactions between humans three main pillars...

Pillers of sustainability

Social Sustainability

Economical Sustainability

Environmental Sustainability

7.1 SOCIAL SUSTAINABILITY Definition: Social sustainability aims to respond to the greater number of needs of the community.

He is interested in “actions and issues that affect all aspects of society, such as poverty, violence, injustice, education, health, housing, labor and rights” (Werbach,1999).

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Social sustinabilty in Architecture:

Social sustainability

Social sustainability simply means social, a leader in social innovation in the UK, defines social sustainability as “a process to create sustainable and successful places that promote wellness, including what people have need to be in places where they Living and working. Social sustainability combines the design of the physical domain with the design of the social world - the infrastructure supporting social and cultural life, social equipment, citizens’ commitment and space systems for people and places for evolve” (Woodcraft et al, 2011 p. 16). social sustainability indicators: for measuring the social dimensions- a study that was made by Oxford Institute for Sustainable: The Feeling of the residents towards each other, and the sense of place in the community.

social sustainability indicators

1 2

Provision of and access to services.

3

Green design features.

4

Proximity to business and employment.

5

Cultural activities.

6

Community involvement.

All this indicators leads us to a socially acceptable society. to get more into the details and how to achive social sustibality a report in 2011 was made about how to Design for Social Sustainability – “aFramework for the design, construction and construction of prosperous communities. “For the Young Foundation, it was commissioned by the Agency of Houses and Communities.” (Woodcraft et al 2011, p. 21).

This research illustrated The four key elements that are essential to building new communities that will look long-term successful and sustainable.

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These four elements are: 1. Space to grow; in terms of planning and design.

2. Amenities and social structure.

2. Social and cultural life.

3. Voice and influence.

Social sustainability

Figure ..... The 11 indicators for measuring social sustainability organised within three dimensions. (Source: Social Life/Berkeley Group 2013.)

Who is involved in creating social sustainbility?

- Federal government - Local government - Community - NGOs Social sustainbility is more like an integrated project that all planners, governments, architects and developers should work on together to achieve it. putting in mind who will exactly be engaged in the process of the design and how will they be engaged and what they will be engaged with to meet the expectation of the commuinty, in addition to how the community can contribute. Also architects influence shouldn’t be underestimated in the process of urban development and their impact upon the poplulation’s capacity as well involving and By engaging all ages and culturally diverse groups, and allowing participants to have a voice.

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Examples:

Australian example of an comprehensive design led process:

Social sustainbility

Figure 4. Project Tag as designed (above) and as installed (below) on National Youth Homelessness Matters Day.

Project tag: A project that was began by “5000plus- which is a design-led project for the redesign, renewal and reactivation of inner Adelaide”.

The project engages youth at risk of homelessness in a public art project where their ideas about Adelaide are presented visually on a building facade on North Terrace. The project also demonstrated an effective example of an integrated approach to design.

The project took place on 4 stages: First stage: involved research of the issues.

The second stage: took 18-month connecting a diversity of stakeholders, which where the public of Adelaide, design professionals, businesses, NGO’s, government agencies.

Third stage: involved testing and discussing ideas, priorities and design propositions. which took a place in a public exhibition for the outcomes, ‘called Collaborative City’ by putting 99 proposals that could be put in consideration to shape an integrated approach to the future of inner Adelaide.

Fourth stage: implementing the 99 proposals to ensure greatest value and sureness for the community.

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Examples:

social sustainbility

Figure 5: Process diagram. Source: ‘Integrated Design Commission’

The example shows a succesful project and specially in the engagement approach, as what can be seen is a more collaborative and linked culture and as well as a new way of working being adopted. The project helped to mold the Vibrant City agenda and led to initiatives like activated laneways, temporary installations, trial projects etc.

How can this help us? be related to our project?

Social sustainability can be achieved by taking places and zones and design it and relate it to one’s own culture, transform it to places of interaction, this places could be simply small vacant lands or streets. two main approaches can be done, social participation and street activities, the first one can be held in vacant lands or unused spaces between builidings. the second one can be held in intersections between streets or streets with deadends.

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7.2 ECONOMIC SUSTAINABILITY:

Economic sustainbility

Economic Sustainability definition: “Economic sustainability refers to preserving all natural resources as we consume them so that future generations may enjoy them as well” How? Simply by generating our resources at a rate that is equal to our consumption. sustainable economic system should not focus on reserving resources alone, it should also consider regional factors, coupled with social needs and environmental values. as well as understanding the affects they have on the future of humanity.

Some Economical Themes -in General-: Economic Development Community Economic Development Labour Market Development Infrastructure Tourism Industry

Economic sustinabilty applications in Architecture: According to Nihad, S. (2011), “Economical Sustainability could be obtained through urban planning, architectural designs and elements.”

According to Adam Werbach(1999), an environmental activist, in a diagram published on the website, “The Living Principles for Design,” economic sustainability is concerned with actions and issues that affect how people and organizations meet their basic needs, evolve and define economic success and growth» For Example, economic sustainability assesses various plans for:

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CURRENT CONDITION

Economic sustainbility

Best financial value

Economic sustainability assesses various plans for

Maintenance

Economic sustainabe Example: Breif about the project: Nubian Cultural Center is a project in luxur that shows the Nubian peoples art although their own life and civilization, with a total budget of 15 million Egyptian pounds.

Expected life span

The center is a two-storey building surrounded by a large garden.

The first level located many rooms, each one has nubia woman presenting one of the Nubian handicrafts, as ana example cane weaving, pottery and glass work, decorative bead accessories, kilim carpets, armor, alabaster and arabesque.

The second level is an open standard for the device that have been prepared at the lower level showroom. This is where tourists can see the final products and buy what they like dishes from cane cloths, baskets, mats and kilims to typical Nubian clothes like shawls, head covers and women’s “Gergar” and many Clay and alabaster decorative objects. The Social Fund is responsible for the financial support of the Center and the provision of all materials and instruments for arts and crafts and, in collaboration with the Japanese organization “JICA”, to train the Nubians who work at the Center.

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Economical sustainability achievement:

Economic Sustainbility

The project has a concept character that offers training courses of traditional Nubian crafts; And the sale of commercial spaces - bars - unique products of these companies. Revenues from the sale of products from the local handicrafts market obtained from new material necessary for ship funds and training process of another citizen, which allows both the economic sustainability of social integration. Luxor Social Council offers initial funding to carry out the project by providing the equipment and materials needed for the work and responsibility of the equipment and money for materials from the sales of products..

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7.3 ENVIROMENTAL SUSTAINBILITY:

Enviromental sustainbility

Defintion We make sure that we live our natural resources and live in a real and sustainable environment, we consume natural resources at a reasonable cost, these resources may be energy fuels, soil, water, wind ... etc. Some sources, among others, and for this reason, we must account for the scarcity of materials and the environmental damage to the mining of these materials, and whether the source can be preserved in circular economic principles. Sustainability of the environment should not be confused with total sustainability; This sustainability must also be balanced against the economic and social balance .

Defintion in Architecture:

The negative environmental impacts of building materials, energy and development space and minimize employee productivity and savings architecture with the use of the ecosystem.

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Enviromental sustainabe Example:

Enviromental Sustainbility

Iraq - the development of alternative fuels from processed waste.

In northern Iraq, it is working with the government of Kurdistan to take some of the energy from municipal waste facilities generated in the Sulaymaniyah metropolitan area.

Objectives -Guarantee a reliable supply of alternative fuel which will Increase the share of alternative fuel in the plant’s energy mix to the Half by 2020.

-Ensure a better environment for the city’s Residents.

Project summary: Ecocide project called, only makes the annual waste generated by the application in Tanjaro and Sulaymaniyah treats about 350 to 400 tons of kilo waste.

The unused portion of the classification and treatment of waste in landfills until the fully integrated and proposed a solution.

Before the start of the CEC project for about six months we had intensive training and support. My future ecocide, the great expert in communicating to employees. In addition to working with stakeholders to educate them with regard to waste management Results: Some years will be used in the cement factory which has been converted into approximately 182,000 tons of waste fuel soon.

Less waste is stored: therefore, a better environment for the residents of the city.

Community RDF Tanjaro for transportation, processing of alternative fuels in plants and transportation problems were presented to 150 posts

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7.4GREEN BUILDINGS

Sustainabilty

Defination Building services, serves to reduce many of the negative effects on the environment and the residents of our building at home. Therefore, the design house «green» becomes four fronts: - Concern for energy efficiency include usage renewal sources of energy such as geothermal, wind , and solar.

- make a healthful air environment for indoor spaces with sufficient ventilation and choices of material that reduce volatile organic compound (VOC’s).

- select sustainable building resources and materials, have lower energy, and produce a lower amount of environmental upstream effect.

- Provide for the effective usage of water via appliance and shower head choices

Examples Of Green buildings

The Green Building Based on the idea that occur between spatial relations and programmatic reasonable architecture (fr) designed to gain experience in a study environment surrounding the project.

Design ensures the creation, sustainability and led the project to include sustainable features and design instead resulted in the creation of a natural addiction. Green Construction is the first LEED Platinum project in the city of Louisville and is the first LEED-certified adaptive reuse project in the state of Kentucky. The main objective of the proposal

Grassroots Cactivism is to improve existing wastewater management systems and create a revolution and also providing a product that does not contain a small amount of water to reduce water use in agriculture «low technology solution» to build . The kaktü produced on the farm can be used for three functions: human consumption, feed and local bioreactors paste in water to be used for processing and California as well as for export.

vocational school definition by the Unesco, (1979)

Program 175

7.5SUSTAINABLE BUILDINGS

Sustainabilty

Defination

According to the US Environmental Protection Agency, «sustainability of people and the current nature and future social generations, allowing the satisfaction of economic needs and another, the creation and maintenance of conditions Which exist in productive harmony. «

Examples Of sustainable buildings

Centre for Interactive Research on Sustainability Cirsium 5,675 square meters to 200 people, that allows users to make joint efforts to promote sustainable technologies. According to this goals, the environmental performance standards made so far with Living Building Challenge pursuit. The efforts of the structure, neighboring solar light gathering efforts include use as a basis for a building heating and cooling audio capture and waste exchange. With these methods, cirsium generates 600 megawatt hours of energy annually and eliminate 170 tonnes of greenhouse gas emissions.

Sustainable Building Technologies and Renewable

Grassroots Cactivism Energy Conservation Center of Excellence, experienced operators with sustainable building practices, field managers and is designed to meet the urgent needs of construction workers. At the same time, the world designed according to the most demanding standards of sustainability programs with Living Building Challenge, the world is designed to be one of the most innovative and sustainable advanced facilities.

Green VS Sustainabilty VS Smart Green buildings is concernd to reduce footprint inhabitants communities and humans health thats leaves by buildings on the environment and without damage the ability of future generation to do the same. its impact on the health of inhabitants. while, future is the role point which sustainable Energy efficiency is the role which green buildings buildings are based on which add higher standards are based on, using renewable sources of energy to deliver than those factors of green buildings such as solar, water or wind to create indoor healthy environment through using green construction While, Smart building is refeer to a building that have materials and implementing systems for natural a centralized automatic control unit which control lighting and ventilation. While, Sustainable venatilation, air condationing heating, lighting in building has more specific meaning derived from addation to any devices thats could connect to that “ sustainable agriculture“ which is aim to using control unit as well as many of the tasks that can farming techniques which protect the environment,

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7.6 LEED

Sustainability

8.3.1 LEADERSHIP IN ENERGY AND ENVIRONMENTAL

8.3.2 Definition LEED (Leadership in Energy and Environmental Design), the US Green Building Council (USGBC) is a building certification program for ecology carried out under the auspices of. LEED, energy efficiency, indoor environmental quality, materials selection, sustainable site development and water saving will enhance environmental and performance improvement efforts in five key areas of human health.

8.3.3 LEED Rating system divisions

LEED, schools, medical services, including retail and office has a rating system that is very applicable to various structures. Newly built, renovated and has a great qualification system for existing buildings. Program planners, architects, land professionals, office managers, engineers, interior designers, landscape architects, construction managers, including a wide range of private and specialized range lighting work with nature to rotate or relocate For the sustainability of the environment and is designed to control. Segment managers and government officials Green Building Design & Construction LEED for New Construction.

LEED for Core and Shell.

LEED for Schools.

LEED for Retail: New Development and Significant Redesigns.

LEED for Medical services.

Green Interrior Designs LEED for Business offices interiors.

LEED for Retail: Business offices interiors.

Green Building Operations and Support LEED for Existing Structures: Operations and Support.

Green Neighborhood Advancement LEED for Neighborhood Advancement.

Green Home design and Development LEED for Homes, The LEED for Homes rating system is not the same as LEED v3, with various point classes and edges that reward productive residential buildings.

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LEED

Sustainability

PILLARS OF RATING & THE EVALUATION CRITERIA

Project Checklist Sustainable Sites Y

Prereq 1

Y

?

N Credit 1

Y

?

N Credit 2

Y

?

N Credit 3

Y

?

N Credit 4.1

Y

?

N Credit 4.2

Y

?

N Credit 4.3

Y

?

N Credit 4.4

Y

?

N Credit 5.1

Y

?

N Credit 5.2

Y

?

N Credit 6.1

Y

?

N Credit 6.2

Y

?

N Credit 7.1

Y

?

N Credit 7.2

Y

?

N Credit 8

14 Possible Points

Erosion & Sedimentation Control Required Site Selection 1 Urban Redevelopment 1 Brownfield Redevelopment 1 Alternative Transportation , Public Transportation Access 1 Alternative Transportation , Bicycle Storage & Changing Rooms 1 Alternative Transportation , Alternative Fuel Vehicles 1 Alternative Transportation , Parki ng C apac i ty 1 Reduced Site Disturbance , Protect or Restore Open Space 1 Reduced Site Disturbance , Development Footprint 1 Stormwater Management , R ate and Q uanti ty 1 Stormwater Management , Treatment Heat Island Effect , Non-Roof Heat Island Effect , R oof Light Pollution Reduction

1 1 1 1

Water Efficiency Y

?

N Credit 1.1

Y

?

N Credit 1.2

Y

?

N Credit 2

Y

?

N Credit 3.1

Y

?

N Credit 3.2

5 Possible Points

Water Efficient Landscaping , R educ e by 5 0 % Water Efficient Landscaping , No Potable Use or No Irrigation Innovative Wastewater Technologies Water Use Reduction , 2 0 % R educ ti on Water Use Reduction , 3 0 % R educ ti on

Energy & Atmosphere

1 1 1 1 1

17 Possible Points

Y

Prereq 1

Fundamental Building Systems Commissioning

Required

Y

Prereq 2

Required

Y

Prereq 3

Minimum Energy Performance CFC Reduction in HVAC&R Equipment Optimize Energy Performance Renewable Energy , 5 % Renewable Energy , 1 0 % Renewable Energy , 2 0 %

Y

?

N Credit 1

Y

?

N Credit 2.1

Y

?

N Credit 2.2

Y

?

N Credit 2.3

Y

?

N Credit 3

Y

?

N Credit 4

Y

?

N Credit 5

Y

?

N Credit 6

Additional Commissioning Ozone Depletion Measurement & Verification Green Power

Required 10–1 1 1 1 1 1 1 1

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LEED

Sustainability

PILLARS OF RATING & THE EVALUATION CRITERIA

Materials & Resources Y

Prereq 1

Y

?

N Credit 1.1

Y

?

N Credit 1.2

Y

?

N Credit 1.3

Y

?

N Credit 2.1

Y

?

N Credit 2.2

Y

?

N Credit 3.1

Y

?

N Credit 3.2

Y

?

N Credit 4.1

Y

?

N Credit 4.2

Y

?

N Credit 5.1

Y

?

N Credit 5.2

Y

?

N Credit 6

Y

?

N Credit 7

13 Possible Points

Storage & Collection of Recyclables Building Reuse , M ai ntai n 7 5 % of Exi sti ng Shel l Building Reuse , M ai ntai n 1 0 0 % of Shel l Building Reuse , Maintain %100 Shell & %50 Non-Shell Construction Waste Management , Divert 1

Prereq 1

Y

Prereq 2

Y

?

N Credit 1

Y

?

N Credit 2

Y

?

N Credit 3.1

Y

?

N Credit 3.2

Y

?

N Credit 4.1

Y

?

N Credit 4.2

Y

?

N Credit 4.3

Y

?

N Credit 4.4

Y

?

N Credit 5

Y

?

N Credit 6.1

Y

?

N Credit 6.2

Y

?

N Credit 7.1

Y

?

N Credit 7.2

Y

?

N Credit 8.1

Y

?

N Credit 8.2

1 1 1 %50

Construction Waste Management , Divert 1 %75 Resource Reuse , Spec i fy 5 % 1 Resource Reuse , Spec i fy 1 0 % 1 1 Recycled Content , Specify %5 (p.c. + /2 p. i . ) 1 Recycled Content , Specify %10 (p.c. + 1/2 p. i . ) 1 Local/Regional Materials , %20 Manufactured Locally 1 Local/Regional Materials , of %20 in MRc%50 ,5.1 Harvested Locally 1 Rapidly Renewable Materials 1 Certified Wood 1

Indoor Environmental Quality Y

Required

15 Possible Points

Minimum IAQ Performance Required Environmental Tobacco Smoke (ETS) Control Required Carbon Dioxide (CO 2 ) Monitoring 1 Ventilation Effectiveness 1 Construction IAQ Management Plan , During Construction 1 Construction IAQ Management Plan , Before Occupancy 1 Low-Emitting Materials , A dhesives & Seal ants 1 Low-Emitting Materials , Pai nts 1 Low-Emitting Materials , C arpet 1 Low-Emitting Materials , C omposi te W ood Indoor Chemical & Pollutant Source Control Controllability of Systems , Peri meter Controllability of Systems , N on-Peri meter Thermal Comfort , Comply with ASHRAE 1992 Thermal Comfort , Permanent M oni tori ng System Daylight & Views , D ayl i ght 7 5 % of Spac es Daylight & Views , V i ew s for 9 0 % of Spac es

Innovation & Design Process

1 1 1 1 1-55 1 1 1

5 Possible Points 1

N Credit 1.4

Innovation in Design Innovation in Design Innovation in Design Innovation in Design

N Credit 2

LEED ™ Accredited Professional

1

Y

?

N Credit 1.1

Y

?

N Credit 1.2

Y

?

N Credit 1.3

Y

?

Y

?

1 1 1

Project Totals Certified 32-26 points

69 Possible Points Silver 38-33 points

Gold 51-39 points

Platinum 69-52 points

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LEED

CASE STUDY - STONY BROOK MILLSTONE CENTER

Sustainability

Figure 8.3.1. Stony brook millstone center. (concept-consult.ch, 2012).

Architect: Farewell Architects Area: 15,200sf Certification: LEED platinum certification Construction: Addition & Renovation This new center, situated on the site of one of the watershed associations in the nation, has three objectives. It gives a base camp to the organization and research staff of the association; presents the ecological plan of the watershed to guests and understudies with specific accentuation on water administration methodologies; and exhibits maintainable building and site procedures that are replicable and creative.

The building, with LEED platinum certification by the USGBC, gives nearby power generating through a 64 KW sun powered voltaic cluster that meets yearly vitality necessities. The

geothermal warmth pump method does not utilize fossil fuel and is supplemented by an emptied sun heating based tube system that gives local high temp water. Request control ventilation and operable windows give normal ventilation. Unique thought had been given to common lighting set up of electric lighting, with rooftop screens giving reflected light into huge program spaces. An elite envelope with green rooftop, high U-esteem protection, and building introduction minimizes vitality prerequisites.

Sustainability 180

LEED

CASE STUDY - STONY BROOK MILLSTONE CENTER

The project’s objective of including the water cycle implied that unique consideration must be given to each drop of water utilized as a part of the office. Along these lines, the 44 crawls of yearly precipitation must be made do with an assortment of obvious procedures including green rooftop maintenance, an authority and course rooftop structure that revives through a rain plant, rain barrels, reservoir for greywater utilize, an open circle geothermal framework and an inventive developed wetland framework that elements tertiary emanating treatment through regular procedures. The water utilize is checked and information set aside a few minutes to guests and understudies. Site and building displays include water utilize techniques as a component of the instructive program.

Sustainability

Figure 8.3.2. Stony brook millstone building roof. (concept-consult. ch, 2012)

Site systems incorporated a decrease of garden range, presentation of glade and local species with no water system necessities, new bioswales in existing stopping and arrangement for option transportation modes. The building materials are broadly made out of reused and economically delivered items, with reused steel, show cases and casework, FSC cypress, cotton protection, and acoustic treatment.

Figure 8.3.3. Stony brook millstone plan. (concept-consult.ch, 2012).

Figure 8.3.4. Stony brook millstone elevation. (concept-consult.ch, 2012).

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7.7 PEARL

Sustainability

ABU DHABI RATING SYSTEM FOR «ESTIDAMA»

Definition

The Pearl Rating System is defined as the green building rating framework that is created by the Abu Dhabi Urban Planning Council as a major aspect of their sustainability improvement activity. The framework can be connected to community, building, villa , with various prerequisites for each.

A basic tool to improve Sustainability is the (PRS). The PRS is one of a kind and is particularly custom fitted to the arid and hot atmosphere environment of Abu Dhabi. Every new building must accomplish a base 1 Pearl rating to get approved from the permission powers.

Partition classification system of the PEARL is illustrated into seven categories form the basis of more sustainable development. The heart of the pearl grading system is formed: Integrated development process: to foster interdisciplinary teamwork to deliver environmental and quality management throughout the life of the project.

Natural systems: natural habitats critical to the region and conservation, protection and restoration habitats.

Habitable building: improving the quality and connection of interior and exterior space.

Precious water: Reduce water demand and effective distribution and promotion of alternative water sources.

Strong energy: passive design measures, demand reduction, aimed at saving energy through energy efficiency and renewable sources.

Storage materials: When selecting materials and specifying «Get all» life cycle of the consideration.

Renew application: the design of buildings and facilitate the market and the promotion of innovation in the transformation of the construction industry.

Figure 8.3.4. Steps needed for cirtification.

(Estidama abu dhabi, 2014)

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PEARL

Sustainability

PILLARS OF RATING & THE EVALUATION CRITERIA Maximum Credit Points

IDP

Integrated Development Process

IDP-R1

Integrated Development Strategy

R

IDP-R2

Tenant Fit-Out Design & Construction Guide

R

IDP-R3

B a s i c C o m m is s i o n i n g

R

ID P - 1

L if e C y c l e C o s t in g

4

IDP-2

Guest W orker Accommodation

2

IDP-3

Construction Environmental Management

2

IDP-4

Building Envelope Verification

1

ID P - 5

R e - C o m m is s io n in g

2

IDP-6

Sustainability Communication

2 TOTAL

13 Maximum Credit Points

NS

Natural Systems

NS-R1

Natural System s Assessm ent

R

NS-R2

Natural Systems Protection

R

NS-R3

Natural Systems Design & Management Strategy

R

NS-1

Reuse of Land

2

NS-2

Remediation of Contaminated Land

2

NS-3

Ecological Enhancement

2

NS-4

Habitat Creation & Restoration

6 TOTAL

12 Maximum Credit Points

LBo

Livable Buildings : Outdoors

LBo-R1

Plan 2030

R

LBo-R2

Urban System s Assessm ent

R

LBo-R3

Outdoor Thermal Comfort Strategy

R

LBo-1

Improved Outdoor Thermal Comfort

2

LBo-2

Pearl Rated Communities

1

LBo3-

Accessible Community Facilities

1

LBo-4

Active Urban Environments

1

LBo-5

Private Outdoor Space

1*

LBo-6

Public Transport

3

LBo-7

Bicycle Facilities

2

LBo-8

Preferred Car Parking Spaces

1

LBo9-

Travel Plan

1

LBo-10

Light Pollution Reduction

1 TOTAL

14

*LBo5- – this credit is only applicable to Multi-Residential

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PEARL

Sustainability

PILLARS OF RATING & THE EVALUATION CRITERIA

Maximum Credit Points

LBi

Livable Buildings : Indoors

LBi-R1

Healthy Ventilation Delivery

R

LBi-R2

Smoking Control

R

LBi-R3

Legionella Prevention

R

LBi-1

Ventilation Quality

3*

LBi2.1-

Material Emissions : Adhesives & Sealants

1

LBi-2.2

Material Emissions : Paints & Coatings

1

LBi2.3-

Material Emissions: Carpet & Hard Flooring

1

LBi-2.4

Material Em issions : Ceiling System s

1

LBi2.5-

Material Emissions : Formaldehyde Reduction

2

LBi-3

Construction Indoor Air Quality Management

2

LBi-4

Car Park Air Quality Management

1

LBi-5.1

Thermal Comfort & Controls : Thermal Zoning

1

LBi-5.2

Thermal Comfort & Controls : Occupant Control

2*

LBi-5.3

Thermal Comfort & Controls : Thermal Comfort Modeling

2

LBi-6

High Frequency Lighting

1

LBi-7

Daylight & Glare

2*

LBi8-

Views

1*

LBi-9

Indoor Noise Pollution

1

LBi-10

Safe & Secure Environment

1* TOTAL

23

*LBi1- – a maximum of 2 credit points are available to Retail LBi5.2- – this credit is not applicable to Retail LBi7- - this credit is not applicable to Retail LBi8- - this credit is not applicable to Retail LBi10- – a maximum of 2 credit points are available to Schools

Maximum Credit Points

PW

Precious Water

P W -R 1

M in im u m In te r io r W a te r U s e R e d u c t io n

R

PW-R2

Exterior Water Monitoring

R

PW-1

Improved Interior Water Use Reduction

15

PW -2.1

Exterior W ater Use Reduction: Landscaping

8*

PW -2.2

Exterior W ater Use Reduction: Heat Rejection

8

PW -2.3

Exterior W ater Use Reduction: W ater Features

4

PW -3

W ater Monitoring & Leak Detection

4

PW-4

Stormwater

4 TOTAL

43

*PW2.1- - a maximum of 10 credit points is available to Schools

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PEARL

Sustainability

PILLARS OF RATING & THE EVALUATION CRITERIA

Maximum Credit Points

RE

Resourceful Energy

RE-R1

Minimum Energy Performance

R

RE-R2

Energy Monitoring & Reporting

R

RE-R3

Ozone Impacts of Refrigerants & Fire Suppression Systems

R

RE-1

Improved Energy Performance

15

RE-2

Cool Building Strategies

6

RE-3

Energy Efficient Appliances

3

RE-4

Vertical Transportation

3

RE-5

Peak Load Reduction

4

RE-6

Renewable Energy

9

RE7-

Global Warming Impacts of Refrigerants & Fire Suppression Syems

4

TOTAL

44 Maximum Credit Points

SM

Stewarding Materials

SM-R1

Hazardous Materials Elimination

R

SM-R2

Basic Construction W aste Management

R

SM-R3

Basic Operational W aste Management

R

SM-1

Non-Polluting Materials

3

SM-2

Design for Materials Reduction

1

SM-3

Design for Flexibility & Adaptability

1

SM-4

Design for Disassem bly

1

SM-5

Modular Flooring Systems

1

SM-6

Design for Durability

1

SM-7

Building Reuse

2

SM-8

Material Reuse

1

SM-9

Regional Materials

2

SM-10

Recycled Materials

6

SM-11

Rapidly Renewable Materials

1

SM-12

Reused or Certified Timber

2

SM-13

Improved Construction W aste Management

2

SM14-

Improved Operatio nal Waste Management

2

SM-15

Organic W aste Management

2 TOTAL

28 Maximum Credit Points

IP

Innovating Practice

IP-1

Innovative Cultural & Regional Practices

1

IP-2

Innovating Practice

2 TOTAL

3

Sustainability 185

PEARL

Sustainability

CASE STUDY - LOUVRE ABU DHABI

Figure 8.3.5. Louvre abu dhabi, Exterior shot. (Estidama abu dhabi, 2014)

Architect: Jean Nouvel Certification: Three Pearl Rating Certificate The Louver Abu Dhabi Museum, outlined by Ateliers Jean Nouvel, goes for making an inviting world which associates lighting and shadows and in addition sparkles and quiet places in a tranquil climate. Its goal is to have a place with its nation, to its history, to its geology, abstaining from being either a dull interpretation of this reality or a pleonasm meaning fatigue and tradition. It likewise goes for accentuating the interest produced by uncommon experiences.

More pictures and draftsmen›s portrayal after the break.

Council (UPC), The rating was given after a survey of the exhibition halls Blueprint outline by an appraisal group from UPC, TDIC and a multidisciplinary advisor group that included basic designers and lighting specialists, among others, required in the historical center›s development.

That heat in Louvre’s external heat gain was reduced by %71.7, which was somewhat accomplished by the specification of highly insulated, walls and the insignificant utilization of windows.

The Project has got Three Pearl Design Rating Certificate from the Emirate’s Urban Planning

Sustainability 186

PEARL

Sustainability

CASE STUDY - LOUVRE ABU DHABI

the exhibition halls dome energy consumption was reduced by %30.8, as its holes permit daylight to channel through while giving broad shading over the structure. This plan is said to minimize sun powered pick up while enhancing warm solace all through the exhibition hall square.

“The dome of the museum use, energy in the overall design is one of the best examples of reductions. First the outer plaza and act as a shade canopy under the building shelter of the sun will reduce the total energy consumption of the building, «said Dr. Nathalie Staelens, TDiC›s main environmental services.

Figure 8.3.6. Louvre abu dhabi, interrior shot. (Estidama abu dhabi, 2014)

Other contributing components to the lower levels of energy consumption incorporate the utilization of conventional «mashrabiya» concept of shading in windows outside the dome, the exhibition›s light re-coloring and utilization of materials with high reflection.

Exceptionally picked water apparatuses and fittings all through the building likewise represent a %27.3 decrease in consumable water utilization, alongside the utilization of effective water system frameworks and restricted arranging on the water side of the exhibition hall.

Figure 8.3.7. Louvre abu dhabi, interrior shot. (Estidama abu dhabi, 2014)

The Louver Abu Dhabi will also consolidate a ventilation system with low fan forces and elite energy recuperation, committed natural air frameworks combined with limited distribution that minimize fan vitality and air exchange volumes, and variable speed pumping systems to upgrade its environmentally-efficient qualifications.

Sustainability 187

7.8 GPRS

Sustainability

GREEN PYRAMID RATING SYSTEM

Definition

GPRS (Green Classification Pyramid System) is a national environmental rating system for buildings. And were considered to be accurate criteria for assessing the building›s environmental credentials. In addition, system designers, manufacturers, and developers must help make rational decisions based on the environmental impact of their decisions.

GPRS Rating system divisions

Systems, sub-categories (1.1, numbered as 1.1.1) contains seven categories of classification (7-1) is formed.

Credit scores will be based on the criteria set forth in this document and in some cases, a category will not be able to get one or more mandatory minimum requirements found and more points.Example: Example Green Pyramid Rating calculation

Example: Example Green Pyramid Rating calculation

A

B

C=

D

B/A x %100

Green Pyramid Category 1: Sustainable Site, Accessibility, Ecology 2: Energy Efficiency 3: Water Efficiency 4: Materials and Resources 5: Indoor Environmental Quality 6: Management 7: Innovation and Added Value

Credits Available

TOTAL GREEN PYRAMID RATING

10 50 70 20 20 20 10

Credits Achieved

5 40 35 10 10 10 0

% Credits Achieved

%50 %80 %50 %75 %50 %50 %0

E= CxD

Category Weight

15% 25% %30 %10 %10 %10

Bonus

Category Score

7.5 20 15 5 5 5 0 57.5 SILVER

The result of an assessment will be a Green Pyramid Rating in accordance with the following rating system: GPRS Certified: 49–40 credits Silver Pyramid: 59–50 credits Gold Pyramid: 79–60 credits Green Pyramid: 80 credits and above Projects with less than 40 credits will be classed as ‘Uncertified’.

Sustainability 188

GPRS

Sustainability

CASE STUDY - AUC FACULTY OF HOUSING,NEW CAIRO

Figure 8.3.8. AUC faculty of housing, exterior shot. (Estidama abu dhabi, 2014)

Green Pyramid Rating System Assessment The following table presents the evaluation of the case study using the Green Pyramid Rating System (GPRS) for Public Review. This rating system consists of seven categories: (1) Sustainable Site, Accessibility and Ecology, (2) Energy Efficiency, (3) Water Efficiency, (4) Materials and Resources, (5) Indoor Air Quality, , And (7) Innovation and added value.

Category / sub-category ۱

Credits expected Evidence available SUSTAINABLE SITE, ACCESSIBILITY, AND ECOLOGY ۱.M.۱

Project Design and Implementation Plan

۱٫۱٫۱ ۱٫۱٫۲ ۱٫۱٫۳ ۱٫۱٫٤ ۱٫۲٫۱ ۱٫۲٫۲ ۱٫۲٫۳ ۱٫۳٫۱ ۱٫۳٫۲ ۱٫۳٫۳

Desert area development Informal area redevelopment Brownfield site redevelopment Compatibility with National Development Plan Transport infrastructure connection Catering for remote sites Alternative methods of transport Protection of habitat Respect for sites of historic or cultural interest Minimizing Pollution during construction

۱ ۱ ۱ ۱ ۱ ۱ ۱

Sustainability 189

GPRS

Sustainability

CASE STUDY - AUC FACULTY HOUSING,NEW CAIRO ۲

ENERGY EFFICIENCY ۲.M.۱ Minimum Energy Performance Level ۲.M.۲ Energy Monitoring & Reporting ۲.M.۳ Ozone Depletion avoidance ۲٫۱ ۲٫۲ ۲٫۳ ۲٫٤ ۲٫٥ ۲٫٦ ۲٫۷ ۲٫۸ ۲٫۹ ۲٫۱۰

۳

٤

Energy Efficiency Improvement Thermal Comfort Strategies Energy Efficient Appliances Vertical Transportation Systems Peak Load Reduction Renewable Energy Sources Environmental Impact Operation and Maintenance Optimized balance of Energy and Performance Energy and Carbon Inventories

٦ ۲ ۳ ۲ ۳ ٤ ٤ ۱ ٤ -

WATER EFFICIENCY ۳.M.۱ ۳.M.۲

Minimum Water Efficiency Water Use Monitoring

۳٫۱ ۳٫۲ ۳٫۳ ۳٫٤ ۳٫٥ ۳٫٦ ۳٫۷ ۳٫۸

Indoor Water Efficiency Improvement Outdoor Water Efficiency Improvement Efficiency of Water-based Cooling Water Feature Efficiency Water Leakage Detection Efficient water use during construction Waste Water Management Sanitary Used Pipes

٥ ٤ ۳ ٦ ۳ ٤

MATERIALS AND RESOURCES ٤.M.۱ Schedule of Principal Project Materials ٤. M.۲ Elimination of exposure to hazardous and toxic materials. ٤٫۱٫۱ Regionally procured materials ۲ ٤٫۱٫۲ Materials fabricated on site ۱ ٤٫۱٫۳ Use of readily renewable materials ۲ ٤٫۱٫٤ Use of salvaged materials ۱ ٤٫۱٫٥ Use of recycled materials ٤٫۱٫٦ Use of lightweight materials ۱ ٤٫۱٫۷ Use of higher durability materials ۱ ٤٫۱٫۸ Use of prefabricated elements ۲ ٤٫۱٫۹ Life Cycle Cost (LCC) analysis of materials in the ۱ project

٥

٥۰/۲۹points

٥۰/۲٥points

۲۰/۱۱points

INDOOR ENVIRONMENTAL QUALITY ٥.M.۱

Minimum Ventilation and Indoor Air Quality

٥.M.۲

Control of Smoking in and around the Building

٥.M.۳

Control of Legionella and other health risks

Sustainability 190

٤٫۱٫٥ Use of recycled materials ٤٫۱٫٦ Use of lightweight materials ۱ ٤٫۱٫۷ Use of higher durability materials ۱ ٤٫۱٫۸ Use of prefabricated elements ۲ ٤٫۱٫۹ Life Cycle Cost (LCC) analysis of materials in the ۱ CASE STUDY - AUC FACULTY HOUSING,NEW CAIRO project

GPRS ٥

Sustainability

۲۰/۱۱points

INDOOR ENVIRONMENTAL QUALITY ٥.M.۱

Minimum Ventilation and Indoor Air Quality

٥.M.۲

Control of Smoking in and around the Building

٥.M.۳

Control of Legionella and other health risks

٥٫۱

Optimized Ventilation

۱

٥٫۲

Controlling emissions from building materials

٥

٥٫۳

Thermal Comfort

۲

٥٫٤

Visual Comfort

۲

٥٫٥

Acoustic Comfort

۱

٦

MANAGEMENT ٦.M.۱ Integrated Plan and Method Statement for site operations ٦.M.۲ Compliance with Health & Safety and Welfare regulations ٦.M.۳ Demolition Method Statement۱۸ ٦٫۱٫۱ Containers for site materials waste ۲ ٦٫۱٫۲ Employing waste recycling workers on site ٦٫۱٫۳ Access for lorries, plant and equipment ۱ ٦٫۱٫۳ Identified and separated storage areas ۲ ٦٫۲٫۱ Project Waste Management Plan ۱ ٦٫۲٫۲ Engaging a company specialized in recycling and ۲ disposal ٦٫۲٫۳ Protecting water sources from pollution ۲ ٦٫۲٫٤ Waste from mixing equipment ٦٫۲٫٥ Control of emissions and pollutants ٦٫۳٫٦ Providing a Building User Guide ۳ ٦٫۳٫۷ Providing a Periodic Maintenance Schedule ۲

۷

INNOVATION AND ADDED VALUE ۷٫۱ Cultural Heritage ۷٫۲ Exceeding Benchmarks ۷٫۳ Innovation

۲۰/۱۱ points

۲۰/۱٥points

۱ ۳/۱ points

Sustainability 191

GPRS

Sustainability

CASE STUDY - AUC FACULTY HOUSING,NEW CAIRO

The following table represents the resulted calculation through a relationship between credit achieved and credit available. The results of the evaluation using GPRS indicated that the building qualifies for a green pyramid rating level of ‘Silver’.

Green Pyramid Category ۱: Sustainable Site, Accessibility, Ecology ۲: Energy Efficiency ۳: Water Efficiency ٤: Materials and Resources ٥: Indoor Environmental Quality ٦: Management ۷: Innovation and Added Value TOTAL GREEN PYRAMID RATING

A Credits Available ۱۰

B C = B/A x ۱۰۰٪ Credits ٪ Credits Achieved Achieved ۷ ٪۷۰

D E=CxD Category Category Weight Score ٪۱٥ ۱۰٫٥

٥۰ ٥۰ ۲۰ ۲۰ ۲۰ ۳

۲۹ ۲٥ ۱۱ ۱۱ ۱٥ ۱

٪۲٥ ٪۳۰ ٪۱۰ ٪۱۰ ٪۱۰ Bonus

٪٥۸ ٪٥۰ ٪٥٥ ٪٥٥ ٪۷٥ ٪۳۳

۱٤٫٥ ۱٥ ٥٫٥ ٥٫٥ ۷٫٥ ٥۸٫٥ SILVER

Sustainability 192

DESIGN REQUIRMENTS

PROGRAM,STANDARDS and DESIGN GUIDLINES.

CHAPTER IIIV Suggested program for the vocational school depending on certain methods, standards on how to Achieve and creat this program and guidlines to follow.

08

8.1 PROGRAM

Program, Design standards & Guidlines

PROGRAM COMPONENT The Program component consist of two main categories, main components and sub components.

In order to achieve the maximum stability of the project, the project is illustrated into four

main components, those are Education zone, Practice zone, Entertainment zone and finally the Administration zone, each zone consists of sevral sub components zones.

Education zone: The project falls into two parts, The first part is the theoretical studies part and the second one is the training/practical part, the educational zone is about the first one. At this zone students spend most of their time, almost %70 if not more.

Therefore this zone is divided into four main sub components: Lecture halls, classrooms, labs and a library. Lecture halls is a large hall rooms where students can attend public events and lectures, the capacity of this room can be measured in hundreds. classrooms is the typical classroom where student can attend their classes, a multi-subject classrooms system can be adapted to reduce the

amount of classes and introduce a new system in Egypt where a different subjects can be taught in the same class in different times. laboratory is classes where students can do experiments related to their studies and apply methods learned in their classrooms, those labs are usually used for 4-5 hours per week. A Library is a collection of sources, information and data that will help the students in their education journey, it is highly needed to increase the literature ratio.

Adminstration: This zone can be illustrated into Offices, work areas

Practice zone: Since the project falls into two parts as mention all cases the vocational education needs a strong before, The practical zone is the second part where program that comes from the society demands students and trainees are supposed to train and get their vocational education.

The area of Al-sabtiyaah is a rich area with two main industries that will be adapted in our program vocational education: Formal Education Designed which is : Metal work and carpentry. to prepare for skills of occupations in industry, Therefore the practical zone will be devided into agriculture and commerce, generally at secondary metal workshops and wood workshops in addition 1 level. to Equipments place.

This type of education deal with people and thier preperation for employment , it major role is to train Entertainment: the students who are about to enter the labour This zone can be illustrated into Resturants, lounges force and also retrain who are already employed in and playgrounds.

Vocational school design guidelines (UNESCO, 2005)

Program 194

Program, Design standards & Guidlines

Services

Lounges

Entertainment Restaurant Lecture hall

Classrooms

Practice Library

Labs

Woodshop

Utilties

Educational

Fabrication lab Metalshop

Workspace Offices

Administration Program relation digram (Authors,2017)

There are five main factors affecting the allocation of space and thus the determination of area program 1- Number of students : According to national center of Statistics and our survay to the area of Al-Sabtiyah, The target group of the students in the secondary vocational school is 1000 2- Students per Area: According to UN the optmaim number of students in the same class at vocational schools is 24.

3- Students per area Classroom Lab Workshops unit Workshop lab

1.213 2.84 11.4 6.12

4- Type of parctice : According to our project the pracitce will involove metal work and wood work 5- Subjects The subject program is to determine the area of spaces according to the number of creadit hours studied in these spaces

Program 195

Program, Design standards & Guidlines

Subject

Credit hours

History Socity Philosophy Psychology Art Arabic English Language Second Language Mathemtics Gemotry Physics Chemistry Computer.lab Technical Drawing Workshop practice Technical information Physical Education

80 80 80 80 160 160 160 80 240 180 250 140 140 140 200 320 60

PROGRAM AREAS Teaching areas (24 places per class

Space area 2.1 2.1 2.1 2.1 3.7 3.7 3.7 2.1 6.3 4.7 6.5 3.7 3.7 3.7 6 8.9 -

area/unit

Teaching Space needed equation Total space periods Available space periods X utilization factor No of teaching spaces: Summry of teaching spaces: No. of rooms: Classroom 25 Laboratories 14 Workshop units 6 Drawing halls 9 Technical information laboratories 9

Number of units

Total area

Area / Place

Laboratories

29.12 68.12

25 14

727.8 953.68

1.213 2.84

Drawing halls

57.6

9

518.4

2.4

Workshop units Technical information laboratories

273.50

6

147.0

9

1641 1323

11.4 6.12

5163.88 103 36

0.103 0.036

Classroom

Total teaching area Libarary Libarary control unit

103 36

1 1

Director

104

1

104

0.104

Standard adminstrated unit

53.5

4

321

0.321

Department head

37.5

2

75

0.075

Staff common room Mentenance workshop Toilets

56 43.16 46.80

6 1 6

336 43.16 150.80

0.336 0.054 0.262

Total area

6332.8

- Area calcutions done by Authors according to pervious factors and equations the afecting space program.

- Total area doesn`t include entertament facilties or luxeriues services that depends on each invidual project.

Program

196

Classrooms

Classrooms

Lecture hall

Lecture hall

Library

Library

Tech. Info. Laboratory

Tech. Info. Laboratory

Phy. Lab Chimical. Lab Com. Lab

Phy. Lab Chimical. Lab Com. Lab

MetalShop

MetalShop

WoodShop

WoodShop

Fab. Shop

Fab. Shop

Theater

Theater

Resturant

Resturant

Lounges Physical sports

Lounges

Offices Workspace

Offices

Lounges

Lounges Physical sports Offices Workspace

Workspace

secretaria

secretaria

Storages Printing room Clinic Kitchen Wcs

Storages

Printing room Wcs

MEC.and ELEC.

Space Program

Wcs

Wcs

Wcs

MEC.and ELEC.

Educational

Practice

Entertament

Adminstration

Program

197

8.2.Standards and design guidelines

Program , Standards and design guidelines

This chapter explains the guidelines to design vocational school spaces, and showing the standards or dimensions of spaces; board store timber store

8.2.1.Workshops: Woodworking

CPS

PD

ES

PS

CCS

PT

M

gluing stand

SB

BS

bench room

store

finishing room

veneer room

finished product

CCS

M gluing stand

SB

BS

bench room

store

veneer room

finishing room

finished product

store

Figure 8.2.1, relation between materials, equipments and workspaces, Data source (neufert,1970), isllustrated by (Authors, 2017). storing logs and cut timber marking and cuting sorting

transport

extraction system and bagging

surplus wood

processing

buffer mediate and store

dressing thikness planing rebating profiling cutting to size CS

laminating veneering veneering wood store

PS

laminating edges edge gluing making and cutting

PT

storing finished boards surface treatment

BS

PD

SM

1 Production sequence sequence, Data source (neufert,1970), Figure 8.2.2, production CM isllustrated by (Authors, 2017).

BM

store

FC Section

r

transport

extraction system and bagging

surplus wood

processing

7.00

timber store

machine room CS

wood store

CM

SB

DM

PD

CPS

PS

PT

PS

ES

BS CCS

M gluing stand

SB

PT

BS

PD

15.00

SM

surface treatment

CM

CM SB DM PD CPS PT PS ES CCS M SB BS

5.00

18.00

Floor Plan

buffer mediate and store

board store

WD

office and showroom

Roofing

chain mor slot baring dovetailing mor pin drill circular panel saw thickness planer surface planing edging circular saw cross cut machine milling machine belt sander band saw

14.00

Drying room

Machine room

Wood store

Shavings

Heating

BM

bench room

Bench room

veneer room FC WD

office and showroom

store

finishing room

finished product 18.00

store

Figure 8.2.3, workshop plan with work sequence, Data source (neufert,1970), isllustrated by (Authors, 2017).

Figure 8.2.4, example company shows structural system and work flow, Data source (neufert,1970), isllustrated by (Authors, 2017).

Showroom office

Ernst and Peter Neufert, (1970). Architects Data (3rd ed), school of architecture, Oxford transport extraction Brookes University . system and surplus wood

bagging

processing

buffer mediate and store

Workshops 198

storage delivery

DM

ES

PS PT

assembly

SB

CPS

PD

15.00

machine room

CM

chain mor slot baring dovetailing mor pin drill circular panel saw thickness planer surface planing edging circular saw cross cut machine milling machine belt sander band saw

DM

smoothing

CM SB DM PD CPS PT PS ES CCS M SB BS

SB

surface treating lecquerning

timber store

CM

chain mor slot baring dovetailing mor pin drill circular panel saw thickness planer surface planing edging circular saw cross cut machine milling machine belt sander band saw

mounting sorting dowelling profiling

board store

CM SB DM PD CPS PT PS ES CCS M SB BS

machine room

Delivery of materials timber , planls , deals , boards , veneers beading , mounting , auxiliary materials

Foremost there are many regulations and systems making plan of workshops more compact, this is depend on economy, construction issues, operation systems and size of workshop with its )figuree8.2.1( spaces , workshops have noisy machines, so heat and acoustic insulation have to be considered in building construction, also windows are promoted to be small for only view and ventilation with sill height d 1.00-1.35m , for using daylight it may be making skylight.e Machines arrangment is assigned according to sequences of operations )figurei8.2.2( number of employees, so if it is a small workshop almost ten employees, the straight line or L shaped work flow will be possible, as well if workshop is medium size and number of employees is more than ten, it will be better in U shaped, circular )figure 8.2.3( or square production flow, with considering the area of each employee which is between )70-80( meter square , offices and foremans rooms are glazed to have available vision, for economical and safety regulations workshops need extractor system to remove wood chippings and sawdust, also rubber bonding to metal is used for reducing machines noise,, for workshops structure is recommended to be steel frame with reinforced concrete and metal or timber covering )figure 8.2.4( . v

fit together TOOLS heat up bend WORKERS OFFICE neal up

assemble RECEPTION

finished product st

GARAGES

STREET

make up forge cut sectional steel to size clean end dress fit together forging heat up wice bend neal up

5 finished product store

forging vice forge grill satnd

welding machine assembly work bench work bench

PRODUCT RAILING

Production flowchart

15.00 5.00

2.50 32.50 18.75

LIGHT STREET STORE

MISC STORE

store of finished products

welding machine

assembly

6

anvil drill

1

cutting Forge to size mark & granulate store drill

work bench

grinding stand

assemble

Figure weld8.2.6,sequense of metalworking, Data source (neufert,1970), isllustrated by (Authors, 2017). trim

Store for row materials

Work bench

LIGHT ROD STORE

CUTTING TO SIZE

8.2.5,space relationship diagram for a large metalworking outFigure to size company, Data source (neufert,1970), isllustrated by (Authors, heat up 2017). shape store finished product

10.00

Sheet metal shops

STREET STEEL STORE

OPEN SPACE

weld trim

Machines

Store for finished products

STREET ROD STORE

CUTTING TO SIZE

STEEL PROCESSING

LIGHT METAL PROCRSSING Forge TECHNICAL OFFICE mark & granulate FINISHED TEMP COMMERCIAL SPRAYING PRODUCT STORE OFFICE drill

Locksmith's shop machines

Assemply

OPEN AIR STORE

CHANGE ROOM

2

Store

Forge

cut sectional steel to sizeMETALWORKING WORKSHOPS: clean end W STORE MACHINE dress REST ROOM FORGE C FOR WASTE SHOP

dressing machine

12.50

make up

store cutting to size

33.25 2.50 3.75

forging vice forge grill satnd

Program , Standards and design guidelines

In large size workshop )figure 8.2.5( metalworking, work spaces are distributed according to the sequences of work flow too, there are spaces for forgining and another for welding )figure 8.2.6( r,each space has its employess and machines )figure 8.2.7( , for welding it needs a fireblock surface, lighting factor is very important in the workshop it should be provided, preferably lighting get from above, and low sill windows with high lintel is possible for ventilation and view, roof can be overhang for the sun rays acting like shades )figure 8.2.8( .r 15

welding machin assembly work bench work bench

8.2.2.Workshops: Metalworking

dressing machin

store cutting to size

PRODUCT RAILING

5

out to size heat up shape store finished product

15.00 33,75

Figure 8.2.7,position of machine and stores in metalwork company (neufert,1970), isllustrated by (Authors, 2017).

2

Production flowchart store of finished products

16.50

8.00

forge

assembly

Store for rods

welding machine

6 H

Conveyer Store for sheet metal

anvil

Process flow

drill

10.50

forging wice

Store store

cutting to size

work bench

grinding stand

Foreman's office

Figure 8.2.8,example of metalwork workshop, Data source (neufert,1970), isllustrated by (Authors, 2017).

Ernst and Peter Neufert, (1970). Architects Data (3rd ed), school of architecture, Oxford Brookes University .

Workshops 199

8.2.2.Workshops: Metalworking

Program , Standards and design guidelines

There are many of steel structure system (Figure 8.2.9 ) that provide lots of advantges, the concept of one storey building is center on serving the industrial building in all its spaces, it is easy in relocating processes like production transport and workflow process, warehouse and workshop in same level is saving time and effort, as well lighting can be provided more in one storey level, it will be from above and sides, also this is helping in having good ventilation, cheaper maintenance, it is possible to cover building by thermal insulation materials to make building more comfort, furthermore shape of building which determined by the structure system is very important for saving building from the rain, so the building may be having slope in its ceiling or more than one rib, having fresh air by flowing air current through building is potential, with considering building orientation to avoid undesiarble winds and sun rays, so all of theses advantages and spaces in one storey building (Figure 8.2.10).

2-modular sheds with primary and secondary columns

1-single-spam type of shed

5.4 - 9.0 m

3- pars frames as sheds

42 - 72 m three-pin portial lanched

separated columns large span

37 m

4.2 m

three-pin portial lberd

terasses hall with seddleback roof

37 m

4.2 m

three-hinge arched gides

terasses hall with pologional roof

5-laminated timber construction

4-single-spam sports hall

6- light wieght construction space frame geometry

cantlivere shells with skylight

two pin ports

vetrtical sawtport roof galzing

three pin ports

7-lamineted timper construction with skylight

9- sheds with sawtooth roof glazing

8-roof on rigid columes

Figure 8.2.9,different steel structral systems, Data source (neufert,1970), isllustrated by (Authors, 2017).

Receiving by rail

Production

Assemply

Production

Assemply

Warehouse

Warehouse

Administration

Receiving by rail

Shipping by truck of rail

Receiving by rail or truck

Assemply

Shipping by truck of rail Receiving by rail or truck

Warehouse

Processing Warehouse

Distribution

Layout by product Layout by process

Figure 8.2.10,layout of industrial building, Data source (neufert,1970), isllustrated by (Authors, 2017).

Ernst and Peter Neufert, (1970). Architects Data (3rd ed), school of architecture, Oxford Brookes University .

Workshops 200

8.2.3.Restaurants Design

Program , Standards and design guidelines

For restaurants, it is necessary to know some targets like;expected number of users, kind of meals with knowing its quantity and kind of servise, area of dining room to determine the walkways width )table 8.2.11( , so all these points should be planned for. r dining floor area

walkways width

up to 100m2 up to 250m2 up to 500m2

<vv1.10m <vv1.30m <vv1.65m

Table 6.2.11,relationship between dining room area and walkways width, Data source (neufert,1970), isllustrated by (Authors, 2017).

there are rooms serve the main space (restaurant), storage room is providing extra furniture and cleaning equipments, cold store is for keeping foods fresh and save it, as well there are another service rooms like kitchen, toilets and delivery points, and all these rooms should be grouped around the main hall )figure 8.2.12( , structural columns should be considered too, tables can be distributed at the corner of a table or inbetween group of tables )figure 8.2.13( .k Walk in cooler

Kitchen

adjoining rooms

bar

empties room

dining room

Serving

waiters

entrance

WC WC

kitchen

delivery stairs cold store

Structural column

Figure 8.2.12,relationship between dining room area and service rooms, Data source (neufert,1970), isllustrated by (Authors, 2017).

8.2.4.Restaurant Kitchens Design It is the same as restaurants organizational system, also it depend on the customers seats or the expected number and meals which offered, it has a group of operations and each one has its functional zone, it is a cycle of sequence processes;preparation room, servery, dining room and dish washer one, in these zones working routes are different as shown in the )table 8.2.14( , there are three types; working asiles,local traffic routes that are for additional usage and main traffic routes which are used in two way routes and transport )figure 8.2.15( .bm Kitchen routes

walkways width

working aisles local traffic routes main traffic routes

1.00 - 1.50 m 1.50 - 1.80 m 2.10 - 3.30 m

Table 8.2.14,relationship between Kitchen routes and walkways width, Data source (neufert,1970), isllustrated by (Authors, 2017).

Figure 8.2.13,parallel table arrangment in small restuarant, Data Plan ofbydinning hall source (neufert,1970), isllustrated (Authors, 2017).

2 4

3

Area Designation 1- Warewashing 2- Waiters pantry 3- Cold Food preparation

1 5

4- Hot food pick-up 5- Hot food preparation 6- Checking area

Figure 8.2.15, plan of restaurant kitchen, Data source (neufert,1970), isllustrated by (Authors, 2017).

Plan of kitchen

Ernst and Peter Neufert, (1970). Architects Data (3rd ed), school of architecture, Oxford Brookes University .

Restaurants

201

8.2.5.Warehouses Design

Program , Standards and design guidelines

warehouses are very necessary for store row materials, finished products, tools and spare parts, warehouse is significant space for production process and work flow, so there are many types of trolleys for manual handlin g )figure 8.2.16( and cranes for heavy materials they are fixed in the ceiling, warehouses are consisted of brackets shelves, cellular shelves, horizontal storage to store metal sheets and tools, there are many options for arrangments of stores; may make production and store in the same level, production above the store, or may be mixed on two or more levels and depended on them uses )figure 8.2.17( , steel structure system is best for having appropriate height for shelves and high shelving system to store big amount of tools and materials, and reinforced concrete may be used for longitudinal walls for shelves. m 110

70

110

70 0.80 70

80

0.70

130 110

110

Figure 8.2.16,types and dimensions of trolleys used for handling in a workshop environment, Data source (neufert,1970), isllustrated types and2017). dimensions of trolleys used for handling by (Authors,

in a work shop environment

Store

Production

A

Warehouses Technology for making an organized plan that is should exist a cooperation between commercial and design team, warehouse zone has factors to be considered and follow as; type of storage system, they are static system like simple row store, upright storage )figure 8.2.18( and dynamic type which can be circular conveyor or sliding rack store, another factor is centralised or decentralised store, centralised storages are good for using space without waste spaces, so it is better use of equipments capacity and automation possibilities, decentralised stores have shorter routes and lower transport costs, also structural elements of warehouse should be sufficient to the condition, weight and size of materials because that is may be awkward for floor condition or floor loading, as well it is not possible to make high-bay store with less than six meter clear hieght, so the type of storage system is based on some structural elements.t

Production

B

Store and Store

Production

and Production

C

Figure 8.2.17, arrangment of store, Data source (neufert,1970), Arrangement of store isllustrated by (Authors, 2017).

165 Elevation 23 Plan

20

storing sheet metal on shelves

Figure 8.2.18, upright storage of rods and storing metal sheets,

Upright of rods isllustrated by (Authors, 2017).

Datastorage source (neufert,1970),

Ernst and Peter Neufert, (1970). Architects Data (3rd ed), school of architecture, Oxford Brookes University .

Warehouses

202

8.2.6.Libraries Design

Program , Standards and design guidelines

library has all kinds of literature for education or other purposes, now libraries are provided modern ways of knowledge and education, there is reference rooms to reach your target easily, in library there are books, magazines and gournals in all life aspects economical, environmental or political,as well library can be open plan because 8.2.19( shelves )figurecan act as a wall, so the arrangment of shelves and tables is necessary, so books types should be divided to specified zones, the spaces will arranged according to the educational field, also there are rooms for reading or meetin )figure 8.2.20( gs , administration part is consisted of some offices and information desks, computer labs can be provided for student to learn in many accessible ways.m

Highest shelf

2.25 5

Highest shelf

170 4

4

3 3

2

2

1

1

Height of five-shelf Bookshelf for schoolFigure 8.2.19, shelves dimensions, Data source (neufert,1970), unit isllustrated by (Authors, 2017). children

150 135

In library, students need indirect lights for reading by windows in the north, also skylights can be used it will make an aesthetic element, library structure system should be without walls because it is an open plan space, so columns are considered in arrangment of desks and shelves )figure 8.2.21( , also library has a big live load then structure system should be handle that, routes in library are existed for users and books transport, therefore routes are wide and accessible, and they are divided based on the following ; )table 8.2.22( walkways width <vv1.20m <vv1.40m

Figure 8.2.20, reading area dimensions, Data source (neufert,1970), isllustrated by (Authors, 2017). are moved between When book

seated and standing users

Table 8.2.22, relationship between library routes and walkways width, Data source (neufert,1970), isllustrated by (Authors, 2017).

Aisle

600

For security issues, accessing the library can be through control gates, it is good to build only one exit and entrance, preferably entrance is near information desk.b 60

Min aisle

Aisle

Library Library

circulation route route between shelves

190

600

library routes

Minimum free space 170 in reading area

60

Min aisle

Figure 8.2.21, arrangment of desks and shelves in reading area, Data source (neufert,1970), isllustrated by (Authors, 2017).

Ernst and Peter Neufert, (1970). Architects Data (3rd ed), school of architecture, Oxford Brookes University .

Libraries

203

8.2.7.Classrooms Design

Program , Standards and design guidelines

Abstract

Room Shape

These rules have been created for use by modelers, architects and creators as a device for planning powerful classrooms, gathering and workshop rooms, videoconference rooms and other presentation spaces .

They give particular criteria to the plan of new presentation spaces and adjustments to existing presentation spaces, and as a way to assess the potential accomplishment of these changes.

These rules are expected to make a discourse amid the early arranging procedure and help in deciding the most imperative criteria that ought to be tended to amid classroom outline.

Where conceivable, classrooms ought to be estimated in a 2:3 or 3:4 width-to-length proportion. Unreasonably profound or wide classrooms ought to be maintained a strategic distance from. Care ought to be taken to guarantee that most seating falls inside ideal review ranges for anticipated pictures.

Commonly this ideal survey range for a given picture exists in a 45 degree point of the centerline of the projection screen.

Types of classroom * Broadly useful classrooms seating up to around 75 understudies. * Expansive classrooms and address lobbies seating more than around 75 understudies. *Uncommonclassrooms including Registering Classrooms and classrooms for SeparationTraining. * Gathering and workshop rooms.

Classrooms ought to be situated for simple access by understudies and hardware.

Classrooms ought to be focused on the lower floors of structures.Classrooms ought not be found neighboring uproarious ranges, for example, gathering territories, eating zones , rest rooms, bike stopping, stacking docks, candy machines, lifts, mail rooms, mechanical gear rooms. and so forth.

Classroom dividers ought to be intended tokeep sound interruption from neighboring spaces.

Ceiling Height Classroom roof stature must suit properly measured projection screens set sufficiently high to permit seeing by understudies situated in the back of the room. The base of every screen ought to be no less than 4 feet over the floor .

Seating Distance The front column of seats ought not be too a long way from nor excessively near the projecti screens.

The front column of seats ought not be so close as to require a review point of more than 35 degrees from even to see the highest point of the screen. Utilize the accompanying rule while figuring the separation from the projection screen to the main column of seats: Least separation to front line = 2 x screen H For instance, in a live with 6 foot picture stature the base separation to the front column ought to be 12 feet. Huge classrooms with exhibit seats rooms with huge projection pictures may require more prominent separations from the screen to the to start with column of seating.

paper and clay work machines wood and metal work

material

Areas 8.2.21 for technical subject Figure other classrooms layout and areas , Data source (neufert,1970), isllustrated by (Authors, 2017).

Figure 8.2.20 classrooms layout and areas , Data source (neufert,1970), isllustrated by (Authors, 2017).

Chun, Leanne(2009) â&#x20AC;&#x153;Designing Classrooms of the Future.â&#x20AC;? Leeward Community College.

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204

8.2.7. classroom Design

Program , Standards and design guidelines

6) Furniture

6.8 m

6.8 m

Teacher`s cupboards

Teacher`s cupboards

access

8.6 m

8.6 m

access

Workshop teaching, 30 - 36 students ONE- studnts table uit

Frontal teaching, 30 - 36 students Two- studnts table uit

6.8 m

6.8 m

6.8 m Teacher`s cupboards

Teacher`s cupboards

Teacher`s cupboards

Whiteboard

Whiteboard

Whiteboard

access

access

8.6 m

8.6 m

access

8.6 m

* Fixed furniture (platforms, tables, fixed seating, etc.) should be permanently attached to the floor. * Furniture should be selected for durability and be of a brand, model, and color that permits efficient repair, exchange and replacement. * Fixtures, cabinets, table and counter tops, and furniture should be covered with high pressure plastic laminate, unless selected surfaces must match existing materials in the room.

Whiteboard

Whiteboard

7) PAINT Frontal 30-36 students, Two-students table unit Workshop teaching, 30 - 36 students Two- studnts table uit

* Low VOC (Volatile Organic Compounds) paints shall be used. VOCs include a variety of chemicals, some of which may have short- and long-term adverse health effects. The quantities and types of low VOCs shall be documented in the Indoor Air Quality categories of LEED NC (New Construction)

Teaching in small groups, 30-36 students Two - Students table unit

Figure 8.2.22 classrooms layout and areas , Data source (neufert,1970), isllustrated by (Authors, 2017).

8) Acoustical Requirements Some sound absorption is desired in all classrooms, regardless of size. All rooms should have sufficient acoustical treatment for the size, shape and intended use of the room. Acoustical treatment should be distributed fairly evenly throughout the room, and should be sufficient to keep reverberation time below 0.9 seconds at 500 Hz. In general, larger rooms will require more specialized design to meet acoustical needs.

a o

27

reflected light at the right angle to wall: good lightning

2a

1 - Reference

distance is from -normal daylightining 2a -very good daylightining 1.5a

2 - Basic/High Windows F

27o

linear building distance for optimal daylightining

parrallel to wall uneven,less light

2-linear building distance for optimal daylightining

1-joist orientation

3.0

3 - Basic/High Windows 3.0

winter sun

3.0

3.0

3.0

9) PROJECTION SCREENS The number and location of projection screens depends on room size and layout. * Positioned so that instructors can use part of the chalkboard or whiteboard while using the screen. * Positioned so that the lower edge of each screen should be at least four feet from the floor. * Of sufficient size that the image height is at least 1/6 (one sixth) the distance to the farthest seat. * Controllable via low-voltage interfaces for control from a media control panel. * Recessed in ceilings where possible.

3.0

3.0

4 - Basic/Daylight-View

5.0 6.00

3.30

3-depths at speeified storey hieghts

6.00

south

north

4-free-apanning main frama: unrestricted space

5 - Basic/Daylight-View 5.0

winter stacing

4.0

5.0

4.0

5.0

6 - Basic/Corridorwindow

4.0

5.0

4.0 20 - 22 S 15 - 17 S

5-decpest space with two central coulmns for bracing

5-decpest space with two central coulmns for bracing

7 - Situation/Highwindow columes chan obastruct work space

4.5

3.0

3.0

8 - Situation/Daylight View

5.0

5-decpest space with two central coulmns for bracing

8-multiaborey crane shed: work items moreed between balconies via crane shaft

9 - Situation/Corridor 02

Figure 8.2.23 types of classrooms structure , Data source (neufert,1970), isllustrated by (Authors, 2017).

Nine Different designs of a classroom

Chun, Leanne(2009) â&#x20AC;&#x153;Designing Classrooms of the Future.â&#x20AC;? Leeward Community College.

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8.2.9. Offices Design

Program , Standards and design guidelines

STANDARDS

GENERAL REQUIRMENT

Workrooms must have enough free space to permit individuals to get to and from workstations and to move inside the room, easily. The quantity of individuals who may work in a specific room at any one time will depend on the span of the room, as well as on the space taken up by furniture, fittings, hardware, and on the format of the room.

Workrooms, with the exception of those where individuals work for brief periods, ought to be of adequate tallness (from floor to roof) over the majority of the space to empower safe access to workstations. In more seasoned structures with blocks, for example, low bars the deterrent ought to be unmistakably stamped.› Numerically, the direction expresses that the aggregate volume of a room (when discharge), isolated by the ordinary number of individuals who work in the room, ought to be no less than 11 cubic meters.

For instance, with a roof stature of 2.4m, a story range of 4.6m2 (eg 2.0 x 2.3m) will be expected to give the 11 cubic meters. With a higher roof stature of 3.0m, a base floor region of 3.7m2 (eg 2.0 x 1.85m) will be required.

Office areas have separate offices for two or three people with work stations, group offices for up to 20 people also with work stations for trainees or open plan offices for up to 200 people on a single level All this spaces are multipurpose except secretarial department . records areas for storage or files, drawing and electronic media centeral clerical contain dictating, duplicating, printing and photo coping the post room handles all incoming and out coming posts corporate display area contain room areas, movable walls and conference rooms social facilities area should include kitchen toilets in each floor rest area for employees circulation spaces corridors, ways, stairs and internal and external emergency exists centeral services are responsible for technical equipment air conditioners, ventilations, computer center and water supply

DESIGN AND ENVIRONMENT Lighting levels in open plan workspace shall be 400 lux maintained average luminance.

• Indoor design conditions shall be: – heating °21C +/- °1.5C – cooling °22C +/- 1.5 °C.

President office

Excutive secretary

Senior VP

Supervisor (department head)

Assisstant VP managment

General office space

Auditors (Shared office)

Accounting

Generaloffice space no outside contacts

Types of office

Figure 8.2.24 offices layout , Data source (neufert,1970), isllustrated by (Authors, 2017).

Joroff, M., and Becker, F. Innovations in the Workplace: Process To Achieve Change.

Atlanta, Ga.: Industrial Development Research Foundation CRE 2000 Workplace Bulletin,1994.

The New Workplace”. Business Week Cover Story, April 1996 ,29.

classrooms

206

8.2.10. LABORATORY Design SIZE AND LOCATION it maybe square or rectangular shape with minumum width of 7m it shoudl be also have no pillars inside . preparation room is to be provided for every lab to be shared with other two labratories . the size of each lab for a school EXAMPLE ( 26 classroomand 14 other special room is about 45 m2 what for the location it`s desired to be located in the top floor to facilitate the routing of the exhausted duct for the fumes

Program , Standards and design guidelines

FURNITURE MOVABLE BENCHES : wooden movable benches of 1525 mm 760mm STOOLS : wooden stools of 300mm x 300mm

x

WODEN STORAG: OF MINUMM 2000MM X 800MM OTHER FIXTURE : teachers bench , island bench , side bench , cupboard up to the ceiling, concrete cupboard

LAYOUT each lab must have two exits located apart asa far as possile . platform at teachers bench isnot perefarble as it may pose potential hazards to teachers and students who may stumble over it

FACILITIES : ELECTRICITY AT MAINS : mains electricity is distrubuted via 13A powersocketwhich should beminimize the risk of having water .

GAS SUPPLY : for distribution of fuel gas, two-way outlet gas taps with safty locks are recommended . it canot be opened by an accidental knock the mastergas switch is to be positiened at radialy accessible location , the ON/OFF position clearely indicated .

VENTILATION : is provided through fans of xpleiar type or single /double panel glass window openings

13

11 6

1- Fume cupboard 2- Work benches 3- Reserves 4- Dry work places Weighing tables

8

2

6-Workstation for chemise 7- Corridor 8- Materials cupboards 9- Eye douche

12

8

7

10- Hand held fire 13- Ventilation and extinguisher environmental 11- Vertical energy control system supply 12 Overhead pipes

BASF plastics laboratory : Section

Figure 8.2.25lab layou , Data source (neufert,1970), isllustrated by (Authors, 2017).

OTHER FACILITEIS IS PROVIDED SUCH AS : BLACKOUT CURTAINS , FIRST AID FACILITIES CHALKBOARD,FIRE FIGHTING FACILITIES

Guidelines for Laboratory Design(2013): Health, Safety, and Environmental Considerations, Fourth Edition

Laboratory

207

INDIVIDUAL WORK CHAPTER IIIIV

Concept statements of Each individual student, mission and objectives of the project, supported by studies and inspirations, putting in mind the sustainable studies and technical studies.

09

9.1 ABD EL-RAHMAN TAREK EL-HIATMY

Individual work

« Before any great things are accomplished, a memorable change must be made in the system of education, to raise the lower ranks of society nearer to the higher » John Adams.

9.1.1 Abstract

Childhood is the age span in which most of thoughts, ideas and knowledge about the world are being created and formed, in this stage children should be taught how to think in order to gain the ability to discover the biggest existing laboratory «world» therefore they will be able to create their own character which will lead to further progress in the surrounding community. Also, -according to the current condition of the community of Sabtiapractical learning in the industrial field cannot be ignored.

So, the identity of the region will be instilled into children.

Finally, the next generation will be respecting humanity and more aware of the purpose of living.

9.1.2 Mission

In the heart of industries, Sabtia, Cairo. Where education, general knowledge and reasoning are replaced by inhuman work for children in order to aid their families by earning the money necessary for living. The mission is to design a project that replies for the main community needs which are mentioned previously without ignoring the history, identity and culture of the region.

9.1.3 Objective

Creating a vocational school design that respects the humanity of Sabtia people, educates them, respects their identity and help them having a product and earning money. throughout the three key concepts: Faith restoration.

Centralization and Connectivity.

Diversity and Flexibility.

Figure 9.1.1. Photo collage illustrates the diversity between the activities done by Sabtia children and other children at the same age. (Author, 2017)

Abdelrahman Tarek Elhiatmy 209

Individual work

9.1.4 Concept I: Faith Restoration

The aim is to give nostalgic feelings in the project to gain surroundings resident’s trust. These feelings will occur due to the inter-relationship between the design and both of students and their families « the residents » by getting exposed to various design elements that works on different levels of human senses to insure the relationship between the user and the space.

Visual level

Sound level

Smell level

Designing upon these levels leads to create a mental image for the space in users mind and make them feel that they are emotionally connected to it.

Figure 9.1.2. Photo collage shows what faces children during their early age, and that the outer environment has a big hand in controlling their actions. (Nattakarn Tapasanan, 2013)

Figure 9.1.2. Sketch illustrates the imagination of design elements that increase interaction with community and also shows the and inter-relationship between the design and users. (Author, 2017)

The project indicates both of industrial education theme and the culture of people living there, so that the building won’t only work as a vocational school but also will be an iconic space that attracts visitors that in turn will lead to motivate children to be more interested in the school, as children love the feeling that they are being watched and that someone cares for them.

Figure 9.1.3. Photo collage shows how children feel if they lost their faith and trust in the community. (Author, 2017)

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Individual work

9.1.5 Concept II: Centralization & Connectivity Centralization aims to improve efficiency through taking advantages of economies of scale: improving the average and also the reliability.

Figure 9.1.5. Image of the galaxy shows the centralization of all objects. (/science.nasa.gov, 2005)

Figure 9.1.6. Diagram illustrates the importance of connectivity between different project spaces. (Author, 2017)

Figure 9.1.4. Photo collage illustrates complicated is the educational process and many variables affect children in their early age span. (Author, 2017)

Central hub that connect all the activities and differences in one space in order to enhance the experience of the users.

The hub works to connect between buildings, users and the surrounding urban, this hub will help inhabitants to react with the designed building and spaces.

According to the creation of the smallest part of any material «neutron» and on the other side our «galaxy», everything is connected to a big central mass / void, that controls its relationships and movement, the central hub will take the same role of the sun in the solar system.

Figure 9.1.7. Simple diagram shows the methodology of respecting connectivity and centralization. (Author, 2017)

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Individual work

9.1.6 Concept III: Diversity and Flexibility

Understanding that every person is unique, and has his own personal needs. Recognizing these diffrances is the way to create a comfortable space for the different individuals along various dimensions ÂŤ age gender - economic status - religious or political beliefs - or any other idology Âť.

Figure 9.1.9. Diagram shows the different needs of people in one community. (Author, 2017)

Figure 9.1.8. Diagram shows how complecated are the differances between people. (Author, 2017)

Figure 9.1.10. Diagram illustrates methodology of designing according to human needs, and how design can be shaped by activities over time. (Author, 2017)

Due to these differances, Design should be flexible to acquire its true value. Project sould be designed according to the different needs of people over time and shall be shaped by life.

The design of spaces have to be dynamic to maintain more than one activity all the day long, since a more flexible space has a longer future than one that is rigid.

Figure 9.1.11. diagram shows the flexibility needed for the functional design of the spaces. (pinterest.com, 2014)

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Individual work

9.1.7 Mian target: Humanity

Working on these three key concepts in a balanced way will leads to design a vocational school that respects current needs of the region which can make the project sustain and in turns wiil lead to reach the main target which is, respecting humanity of children and people living in Sabtia region.

Figure 9.1.12. Image tells that the progress of children stops when they start working at early ages. (Author, 2017)

9.1.8 Spaces program Teaching areas

Area / Unit

Number of units

Total area

Area / Person

29.12

25

727.80

1.213

80

1

80

0.08

Laboratories

68.12

14

953.68

2.84

Drawing halls

57.60

9

518.40

2.40

Workshop units

273.50

6

1641.00

11.40

Technical information laboratories

147.00

9

1323.00

6.12

(24 Person)

Classroom Extra-large classroom

Total Teaching area

Other areas

5243.88

Area / Unit

Number of units

Total area

Area / Person

103

1

103

0.103

36

1

36

0.036

Director

104

1

104

0.104

Administration

53.5

4

321

0.321

Department head

37.5

2

75

0.075

56

6

336

0.336

Maintenance workshop

43.16

1

43.16

0.054

Toilets

46.60

6

150.80

0.262

Kitchen

60

1

60

0.060

120

1

120

0.120

Library Library control unit

Staff common room

Dining room

Total area

6592.84

Abdelrahman Tarek Elhiatmy 213

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9.1.9 Inspiration

Figure 9.1.13. Photo of bobigny school complex. (archdaily, 2016)

Figure 9.1.14. Photo of bobigny school complex. (archdaily, 2016)

Figure 9.1.15. Photo of Gallery of Lucie Aubrac School. (dezeen, 2009)

Figure 9.1.16. Photo of Gallery of Karlsruhe School . (archdaily, 2015)

Figure 9.1.17. Photo of Daily Child Care Facility. (aeccafe.com, 2013)

Figure 9.1.18. Photo of Oslo School. (swisspearl.com, 2006)

Figure 9.1.19. Photo of Sandy Hook school . (azuremagazine.com, 2016)

Figure 9.1.20. Photo of Gallery of School Center Lucie . (archdaily, 2012)

Abdelrahman Tarek Elhiatmy 214

Individual work

9.1.10 Technical and Environmental approach Green roof and walls

Rooftops and walls are a significant part of urban surfaces. Plants on green surfaces helps to absorb solar heat and also helps to utilize it. Green rooftops also would assume a critical part in decreasing urban temperatures, and gives some enhancements in air pollution and brown haze, as connected with the albedo impact.

It also adds relaxing feelings to the space.

Figure 9.1.21. Photo illustrates the beauty of green roofs and walls. (archdaily, 2005)

PaveGen Tiles

Paving slabs works to convert energy from people footsteps on these tiles into small amounts of electrical power. l When someone walk on a Pavegen slab, the depressed surface generates electricity, with %5 used to illuminate the tile itself and the rest stored in a battery or it can also power the surrounding area.

Kinetic Facade

A facade that have the ability to response and adopt to the outer environmental conditions. The strategies of kinetic facades mainly focus on the indoor changes using different types of sensors and then the facade starts to respond to these changes.

Figure 9.1.22. Photo shows the pavegen tiles. (metro.co.uk, 2012)

Figure 9.1.23. Photo of kinetic. (archdaily, 2008)

Abdelrahman Tarek Elhiatmy 215

Individual work

9.1.11 Sustainability

There is a network of energy flows between the sun, water rain and earth. Similary, there is another network of city roads, society, community and our school.

Creating a school design with more ability of allowing these resources in and out is tha goal of the vocational education sustainable design.

Social Equity

Bearable

Equitable

Sustainable

Sustainability can be achieved through the use of shared resources within the surrounding community and with a larger scale of connections. Also, through out local community participation, It includes customs and traditions, local leaders, the degree of confidence available, methods of communication used, the pattern of relationships and the quality of the available institutions, through out: - Contribution of the community in the development efforts, by both of opinion, work or funding.

- Inviting others to participate, and not to put obstacles in the way of efforts on the part of community leaders.

Economic viability

Viable

Environment Protection

Figure 9.1.24. Diagram shows the main pillars of sustainability. (Author, 2017)

the only condition is: The acceptance of the principle of multilateralism different objectives and interests, and the conviction of the usefulness of the dialogue And participate in the rationalization of decision-making.

Building design will be focusing on LEED issues: - Integration with site surroundings.

- Water use efficiency and recycling.

- Clean energy.

- Local and recycled materials.

- Good quality for indoor environment.

- Design process based on human need to feel comfort.

Figure 9.1.25. Image to mention that children of sabtia is the target user, and the project cant sustain without focsing on their needs. (Author, 2017)

Abdelrahman Tarek Elhiatmy 216

9.2 AHMED MOHAMED NOUR

Individual work

Ahmed Mohamed Nour 217

Individual work

Ahmed Mohamed Nour 218

Individual work

Ahmed Mohamed Nour 219

Individual work

Ahmed Mohamed Nour 220

Individual work

Ahmed Mohamed Nour 221

Ahmed Mohamed Nour 222

Individual work

Ahmed Mohamed Nour 223

Individual work

Ahmed Mohamed Nour 224

Individual work

Ahmed Mohamed Nour 225

Individual work

Ahmed Mohamed Nour 226

9.3 ESSAM ELDIN MOHSEN

9.3.1:Introduction

Individual work

Figure 9.3.1 the main problem in sabtiah (alhayat.com,2016)

by the year 969 AD the Fatimid dynasty conquered Egypt, establishing themselves anew state capital which will be known for centuries to come as Cairo and befitting from the capital of knowledge and industrial capital ,the district of el sabtiah known as a capital of Egyptian industrial zone, more than 5000 person work in metal and wooden work, from here a lot of researches done to discover what they need , they discovered that a large number of children in school age leave there school and join the work in industrial workshops.

Figure 9.3.2 the main problem in sabtiah (google,2016)

Essam Eldin Mohsen

227

9.3.2:problem identification Children tend to go and work with their fathers, due to the culture Of the community there, (that a child must help his father and handle his work with him). Although parents also want their children to get educated and learn something beside their work in the industrial field, but the limited option end them up with the working only situation.

Although the area is rich with so many industries such as carpentry, work with metals, and fabrics which makes it unique, it is still unused in a good way, which makes the unemployment rate really high, and the family income is really low. 3- out of 5 residents out there is under the poverty line. %52only of the residents live in their own place.

Figure 9.3.3 the main problem in sabtiah (google,2011)

Individual work

Figure 9.3.4 the main problem in sabtiah (google,2011)

Figure 9.3.5 the main problem in sabtiah (google,2011)

9.3.3: Mission statement â&#x20AC;&#x153; It is easier to build strong children, than to repair broken men â&#x20AC;? (Frederick duglass,1820)

9.3.4:Concept statement Educational & vocational school The project aim to serve the professional education In addition to the technical institute to sabiah children throw the vision of the vocational school, the school declaim the children that leave the school to search for a job to help his family with money also the school help the poor children to learn a new craft and have the professional education to start there life, also the school aims the workers in the district to have a training workshops to improve there scales throw the school also to help the children in the school to learn from them, also the project will play a great role in development the district by improve a new job opportunity for the inhabitants in the district and be the node of industrial production.

key words

1. Professional basic education 2. Professional vocational education 3. Decent life for those children Figure 9.3.6 key word diagram (author,2017)

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9.3.5:zoning

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The zoning diagram showing the relationship and the link between all the school facilities basic educational, vocational educational and entertainment zone to help the users to find there ways easily

Figure 9.3.7 site location map (author,2017)

Figure 9.3.8 zoning diagram (author,2017)

9.3.6: concept

CONCEPT 1: atom entanglement According to atom theory of formation Every atom is composed of 3 main element proton electron neutron The aim of the project walk throw three main title which is basic education, vocational education and Decent life The aim of the project walk throw three main title which is Professional basic education, Professional vocational education and Decent life for those children those main titles are look like the main component for the project. According to atom theory of formation the atom is form of a one or more electrons and one nucleus bound to the nucleus.

Figure 9.3.9 atom entanglement (google,2017)

Figure 9.3.10 atom entanglement (google,2017)

Figure 9.3.11 atom entanglement diagram (author,2017)

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The nucleus is form of protons and a number of neutrons similar in character . neutrons and Protons are called nucleons. The protons is made of a electric charge positive in charge and the electrons characterized with electric charge having negative charge , and the neutrons characterized with no electric charge , if we apply these theory on the project we found that there are 3 main element to form atom (development project ) the positive protons ( basic education ) attached to neutrons ( vocational education) and the neutron (decent life) bounded to the nucleus (basic education + vocational education) to from an atom (educational vocational school) these atom canâ&#x20AC;&#x2122;t be broken according to atom formation theory the formula called chain of vocational education .

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Figure 9.3.12 target diagram (author,2017)

Figure 9.3.13 concept digram (author,2017)

Figure 9.3.16 user target (google,2012)

Figure 9.3.14 concept digram (author,2017)

Figure 9.3.15 concept digram (author,2017)

Figure 9.3.17 atom entanglement diagram (author,2017)

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CONCEPT 2: Ribbon in extra dimension

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SOULE Soule is a extra dimensional thing which can hardly be perceived by our 3 dimensional sense RIBBON strips of lines weave it’s way through the site. everything here is connected it’s like a vein running through the city, this weaved strips resemble the ties that connect us every strip is unique in it’s way also they are all together a weaved knot. building shapes are more ergonomic and fluid also facades are very much dynamic.

According to the visual perception theory of Gestalt “some figures are organized together to make a whole figure” from this theory the there main component of the project are connected to each other by a lot of visual connection to preform one development project and Figure 9.3.20 concept digram (author,2017) also by visual perception principles like figure ground, continuity, similarity, proximity and symmetry.

Figure 9.3.21 concept digram (author,2017)

Figure 9.3.22 concept digram (author,2017) Figure 9.3.18concept digram (google,2017)

Figure 9.3.23 concept digram (author,2017)

Figure 9.3.19concept digram (google,2017)

Figure 9.3.24inspiration (archdialy,2017)

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CONCEPT 3: node of industrial hub

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the node of the industrial in cairo this is the title that will held the vocational school its known that the node is the main element that all the perception focused on it so the district need this hub to be the center of educational new generation of children with all the industrial issues that make them able to start there life, these node will held up there main educational system there are the main stream that rotate around the node of vocational system. The main idea for the project is to serve a useful vocational educational beside the basic professional educational also the school must give to the students a decent life and entertainment actions inside the school, the main concept of the project is to serve all component of the school around the entertainment node of the school to make the combination between all the school faculties .

Figure 9.3.25inspiration (archdialy,2017)

Figure 9.3.28 concept digram (author,2017)

Figure 9.3.26 user target (google,2011) Figure 9.3.29 concept digram (author,2017)

Figure 9.3.27 user target (google,2011)

Figure 9.3.30 user target (google,2011)

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9.3.6: sustainability

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People inside the building spending about 50 percent of their day indoors and out door the building, there is no place where they spend more time in their life. So buildings are far more than just four walls. They are the places where they learn the most important lessons in life, where they encounter the personalities that inspire them, where the best of there ideas are born. Buildings are the places where they spend time with the people they work with them. Most of the users are workers and students they usually need clear light to do there work in suitable place, also they need the natural ventilation inside the building to be in comfort atmosphere to work

Figure 9.3.31 sustainability (author,2017)

Environmental sustainability to achieve the environmental sustainability in the building it must be use some sustainable issues that can help in achieving the sustainable environment inside and outside the building like using natural ventilation by using cross ventilation and function the spaces to have natural ventilation also must have natural lightening for the spaces

Figure 9.3.33 sustainability (author,2017)

social sustainability to achieve the social sustainability in the building need to make social and entertainment hub for the users to have all they need to reach all they need also they need to have shops to sell and bye all they produced in the school

Figure 9.3.32 user sustainability (google,2011)

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9.3.7: program Teaching areas (24 places per class

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area/unit

Number of units

Total area

Area / Place

Laboratories

29.12 68.12

25 14

727.8 953.68

1.213 2.84

Drawing halls

57.6

9

518.4

2.4

Workshop units Technical information laboratories

273.50

6

147.0

9

1641 1323

11.4 6.12

5163.88 103 36

0.103 0.036

Classroom

Total teaching area Libarary Libarary control unit

103 36

1 1

Director

104

1

104

0.104

Standard adminstrated unit

53.5

4

321

0.321

Department head

37.5

2

75

0.075

Staff common room Mentenance workshop Toilets

56 43.16 46.80

6 1 6

336 43.16 150.80

0.336 0.054 0.262

6332.8

Total area

- Area calcutions done by Authors according to pervious factors and equations the afecting space program.

- Total area doesn`t include entertament facilties or luxeriues services that depends on each invidual project.

9.3.8: technical and environmental approaches Subtle color dynamics the concept of these method has been developed by world renowned architects. They method of lightning developed from the nature of this lightning installation that will developed the urban landscape. The movement of these technology and color changes are accurate and very special to users, also its changes according to the event that have in the building , the process are very really noticeable for the users ,This kind of technology is made out with a large number of LEDs lamps and with digital control facilities: the lamps that used have intensity that was very clear for having clear light, the system used more than 40 images per second to have sequences in motion.

Figure 9.3.33 lightning system (google,2011)

Figure 9.3.34 system technology (google,2011)

Figure 9.3.36 allianz arena stadium (google,2014)

Figure 9.3.37 system technology (google,2013)

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9.4.Islam Ali Ibrahim

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9.4.1.Project statement It is an industrial vocational school, which gathers education aspect with industrial, and this is due to the needs that exist in the urban context, there are many vocational workshops for three main types, which are metalwork, woodwork and recycling, but the most common workshops type is the metalwork, there are many of them on the Sabtia main road and inside the district too.

Figure 9.4.1, slums and poverty in Egypt, (Google, 2017).

The traditional story of this urban context (Sabtia) is that parents send their children to the workshops to earn the vocation to be a professional and know it well, but this is not a hummanitybehaviour because they are a children, they can not work in this occupation, so the idea of the project is to provide place to solve this problem, to make it by the appropriate way, the place is the vocational school, but it is not only for education, it will be exist a space to has the function of the workshop to be as landmark for the whole district serving all surrounded workshops, it is like a cycle that making a series of processes which are;

The urban context has three stages of building condition, the area occurs good condition buildings which has historical theme with heights, and there are poor condition buildings that sound like slums area, not using construction materials, so it exists different types of life style, people who live in a good life style are on the edges of the urban context, other people are living inside area.

Figure 9.4.2,different condition of buildings, (Authors, 2016).

Learning

Money

Tools

Industrial Operation Products

Workshops

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9.4.2.Concept I

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In slums all buildings were built by wooden, fireblocks and thatch, also there are distinctive elements like pigeon towers and satellite dishes they far from glass, steel and concrete of the modern buildings, no one like to live in slums, but it can be improved by renovation and investing in this area for the people to upgrade their life style, thus the existing of vocational school will provide many needs for the people, this will supply slums residents in educational sector and vocational, this society need to developed for decreasing slums issues, and converting the concept of slums are bad symbol to make it some thing useful for country.

Glass

Concrete

Steel

Fireblocks

Figure 9.4.3, Concept diagram: group of materials in one facade, (Author, 2017).

Figure 9.4.3, This Woman May Have the Perfect Answer To Cairoâ&#x20AC;&#x2122;s Slums, (Google, 2017).

From picture of article (Slums: Cities of Tomorrow) by Adam A.donaldson, it was a group of slums elevations near to each other, and it makes a beatiful unity in colors and materials, also the texture of used materials express the history of the place, may be slums is known as a trouble, but if it organized well this will give a nice touch and a good difference in architecture principles.

Figure 9.4.3, Slums: Cities of Tomorrow, (Google, 2017).

In this figure every color describe a specific material, when they gathered in organized way, they become a one object as a elevation of vocational school, and materials can be some thing gather the modern elements with slums aterials, they can be glass, steel, concrete, stones, and finaly fireblocks, also windows will be louvers with glass, or it may be glass windows with double facade of louvers element, therefore every different facade can be shifted in the X axis or Y axis, it will make pretty visual perspictive for visitors and passengers, so the facade will be built by local materials of slums area which make residents respect their place and thier cultur more, and this is the right way to improve people life and making community development.

Figure 9.4.4, diagram concept, (Google, 2017).

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9.4.2.Concept II The most feature element in the Boulak urban context is variety in building heights, towers and high rise buildings are existed in the edge of the area, but inside the urban context there are low rise building which are between good condition and poor condition, skyline determine the variety of buildings heights, this is like staircase steps with protruding some buildings, therefore buildings are near to each other, if there is a route it will be tight, and this factor has distinct role in social aspect, residents of Boulak area have traditional behaviors, they are one family, every one knows the surrounding neighbors, thus traditional behaviors of Boulak residents are strong because of

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the architecture factor which is closed buildings, and this behaviors and traditions are not existed any more in the modern urban context, because appearance of towers, which make every owner use his/her own land, the rule of negotiation, which was achieved many things for each owner does not exist, Boulak people use roofs for storing or pigeon towes, also they expand the wires for putting clothes to dry or for sharing satelite dishes, they share every thing to neighbors.

Figure 9.4.5, Elevation of Boulak urban context, (Google, 2017).

Concept is copying the structure of the Boulak buildings which sounds like staircase steps to determine the virtical circulation of visitors, and making two types of circulation which are inside and outside circulation, so that will make users interested in building componants and the urban context of Boulak district, the form is simple box subtracting some parts from it for entrance approach and the virtical circulation, the form is protruding in some parts and this explain more in layout diagram that clear subtracting parts and protruding ones, so itis acheived the visual prespective of normal buildings in Boulak district, also roofs can be garden to provide fresh air and being a out door spaces as recreation area for students to loss stress and making appropriate environment for students and staff.

Figure 9.4.6, Layout of concept, (Google, 2017).

Figure 9.4.7, concept diagram, (Google, 2017).

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9.4.2.Concept III

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The concept is shaped in two facing rectangular buildings that are connected to each other above in structure, this seems like bridge linked the two masses and inbetween there is a courtyard with high clear height, this make a good perspective views for visitors and users, court yard can be used for physical sports, it is big space to take a break in, the shape describe the cycle of industrial process which is learning then work, the entertainment zone is the bridge, it is in the center of the project to be accessible for every one but in the high level, the two strips are divided to be one for woodwork and the other is for metal work, each one has its equipments and tools, in the strips there are class rooms, lecture halls and laboratories, also library is considered to be in two section for metalwork and woodwork, courtyard is provided to make a recreation area for sudents to provide all comfortable elements in it, also it can be for outdoor workshop to let student watch the work and learn by the visual element, simply it is two strips connected to each other by a longitudinal connection, and that gathers between open space and building.

ard r ty

u Co

Figure 9.4.8, concept diagram, (Google, 2017).

ork w l ta

Me

rk wo d o

Wo

Figure 9.4.9, concept diagram, (Google, 2017).

e

on nz

me n i ta t e r zone n E

nt

io cat

u Ed

Figure 9.4.10, concept diagram, (Google, 2017).

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9.4.3.Inspirations

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Silodam Housing Project

Figure 9.4.11, Silodam Housing Project, (Google, 2017).

Figure 9.4.12, Silodam Housing Project, (Google, 2017).

Norwegian Bank Headquarters

Figure 9.4.13,Norwegian Bank Headquarters , (Google, 2017).

Figure 9.4.14, Norwegian Bank Headquarters, (Google, 2017).

Markthal Rotterdam Building

Figure 9.4.15, Markthal Rotterdam Building, (Google, 2017).

Figure 9.4.16, Markthal Rotterdam Building, (Google, 2017).

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9.4.4.program

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The program describe spaces of vocational school with their area and number of student, program is divided to 4 main zones; • Education zone.

• Entertainment.

• Practise zone.

• Administration. and there are other service spaces like WCs, clinic and staircases, the vocational school will be normal in the educational level, they will teach the basic courses then prepare student for practising in workshops.

every main zone divided to secondry zones, so in education zone there are library, lecture hall, laboratories and class rooms, the space area is depended on students number and credit hours of the object, so those points are determined to have the result of this process;

area/unit Teaching areas (24 places per class )

Number of units

Total area

Area / Place

Classroom

29.12

25

727.8

1.213

Laboratories

68.12

14

953.68

2.84

Drawing halls

57.6

9

518.4

2.4

Workshop units

273.50

6

1641

11.4

Technical information laboratories

147.0

9

1323

6.12

Total teaching area

5163.88

Libarary

103

1

103

0.103

Libarary control unit

36

1

36

0.036

104

1

104

0.104

Standard adminstrated unit

53.5

4

321

0.321

Department head

37.5

2

75

0.075

Staff common room

56

6

336

0.336

Mentenance workshop

43.16

1

43.16

0.054

Toilets

46.80

6

150.80

0.262

Total area

6332.8

Table 9.4.17, Program of spaces area, (Author, 2017).

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9.4.4.program

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Storages

Tech. Info. Laboratory

Lecture hall Phy. Lab Chimical. Lab Com. Lab

Workshops

secretariat

Resturant Lounges

Classrooms

WoodShop

Offices

Physical sports

MetalShop Fab. Shop

Theater

Library

Workspace

Education zone 30%

Entertainment 20%

Adminstration 15%

Practice zone 25%

Figure 9.4.18, Program of spaces area, (Author, 2017).

Other 10% Printing room Wcs Clinic MEC.and ELEC.

Neighbors

Drawing halls

V.circulation

Neighbors

MEC.and ELEC.

Neighbors

Libarary

Clinic

Education zone

Practice zone

Toilets

V.circulation Outdoor area

Administration Entertainment zone

Neighbors Neighbors

Figure 9.4.19, Conceptual zoning of the vocationa school, (Author, 2017).

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9.4.5. Sustainability approach

Environmental aspect is shown in the open spaces between the building and its masses, there are many open spaces to make landscape plots, also in the ventilation, that open spaces provide the fresh air current through masses and spaces.

Economical aspect is the most important factor for the people that will serve them in their workshops, which will provide many needs for them, the building is a landmark for the area.

Social aspect is clear in the sharing area between users (open spaces), also the concept make inhabitants getting involve in the building because of their career.

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Learning Economical aspect

Money

Economical aspect

Tools

Industrial Operation

Products

Workshops

Figure 9.4.20, Relationship between industrial operation and sustainability aspects, (Author, 2017).

9.4.6. Technical and Environmental approach This is the cycle for developing the life style of Boulak residents, they use and invest every material to make some thing new, so if this happens in large scale will be better for every family and all society, by vocational school it will help to make people produce more, it will provide the customers because it is a known place, the process of work will be easier because of existing of workshops, all this will improve the culture and other aspect of life for Boulak residents.

Figure 9.4.21, Environmental diagram: recycling process, (Google, 2017).

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9.5.Mahmoud Gamal Tafesh

Abstract For a decades egyptian socitey suffered from lake of education & job opportunities , low Standard of living , Unemployment , Poverty and too much of social & environmental proplems , that incepted the idea to study the results and consequences through that proplems and challanges. In this project we mainly target to face and solve this proplems through architecture and urban solution. “Here you are the minority, there you are dominant, here you dwell in slums, there you reign the highways … But somewhere humanity cries , somewhere you can feel the pain, people have become fearful, people are feeling helpless“ (Ominia khalil ,2012)

Mission what do people need to improve their living conditions? . Is the main project mission and target . I found that the main demand of Egyptian people is find Job opportunities to enhance and improve their standard of living.“ And I am using potentiality to connote the daily routine actions of the residents‟ life, i.e. someone cooking and selling the cooked food, another one organizing the trash collection, and yet another providing water pipes to the residents in the neighborhood and I am using potentiality as a political position against the discourses by the government and the media of talking about those communities as useless and criminals ones.

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Figure 9.5.0 Photo collage of the context and peoples area ( Authors , 2017)

Their labor and work are presenting potentialities to the whole community. In different neighborhoods I observed women sitting in front of their houses, producing crafts, while talking and observing their children playing around them; they convert the public space into a productive one .“ (Ominia khalil ,2012)

Objective After studied all social , enviromental , context , and architecture aspects . We decide that the area needed a vocotional school to enhance the industrial eduction . Train more hands in the area change their lives and rise their standards of living. We need to design a project that integrated with social life of the people live in the area . represent good architecture and urban project , achieve sustainability and technology...

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CONCEPT I

USER PATTERN , ARCHITECTURE & MEDITATION

Thesis : Project has varity of users such as students , market seller , workers ,local people and outside people come to buy products . So , every user has act feel and maditate differently in project spaces . Therefore the approch of the concept come from the relation between architecture and user pattern or user meditation. There is a lot of mystery behind spiritual processes. Wanting to make architecture for meditation, we wonder: • How does meditation affect the perception of space and time?

We know very little about that, since each mind has its own perception.

Figure 9.5.1 user projection inside space ( Germaincanon , 2013)

Project has Varity of Users

9.4.Islam Ali Ibrahim Students

Market Seller

Movement

Workers

Local people

Action

Events

outside people come to buy the product

Figure 9.5.2 Illastration of different users inside project space ( FlatIcon , 2017)

Then, how do space and time affect meditation?

Again we know very little, since each mind meditates in its own way.

• we want to organize space and time, but the space and time of meditation take countless forms, and we understand not of them but our own. We want to organize what we cannot define nor predict. if a meditation place had to be defined, it would be precisely for its ability to be redefined for each person who meditates in it

Architecture

user meditation

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Undefined movement: Because a person might walk to find a space to meditate, or perhaps simply walk to meditate, our place is a place of undefined movement.

We draw a circle, and that is our land. No angles, no start, no ending. Inside, like in a cloister, one can walk round and round indefinitely, because there is no landmark to mark the start of every turn.

Example: The trees form a neutral pattern in which one can trace its own paths and enclosures – or trace nothing: the pattern becomes then a land empty of events, a land of permanence in which there is not time but the time of the mind.

Figure 9.5.3 user act inside space geometry ( Germaincanon , 2013)

m

Figure 9.5.4 undefined movement example ( Germaincanon , 2013)

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Undefined interactions.

Because people might meet others, our place is a place of undefined interactions.•

Example:

We use the natural tension between the center and the perimeter of the circle as an answer to the tension between the social and the individual. A centrifugal flow, in which people will gather at the center, or find solitude on the sides.

Figure 9.5.5 interaction example ( Germaincanon , 2013)

Undefined position Because, along their path, people might need to stop, our place is a place of undefined positions. They will chose, among all the possibilities in space and time, one area, one moment, and think: “it is here”.

Figure 9.5.6 position example ( Germaincanon , 2013)

Figure 9.5.7 position example ( Germaincanon , 2013)

Figure 9.5.8 user feeling inside dark large space ( Germaincanon , 2013)

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CONCEPT II

KEY WORDS OF PROJECT FUNCTION Thesis: challenge is how to find what word can describe the project “vocational” school .Then how to apply this words in architecture theme , digram or idea .So the words came from brain storming were (squance activity -technology- traditional-learning -doing-progress-profession-develop-market-economy -trade - training -framework -sharpness-hard work-mass Production-quility-balance-unformality etc...).Then these words became three main words” ...) educate or learning -industrial trainning-earn

Figure 9.5.9 Function design concept keywords ( Authors , 2017)

Figure 9.5.10 concept diagram ( Authors , 2017)

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Trying to apply New perspective of industrial learning against the old traditional one is the main target of the concept . This new idea is about environment learning or linked the outside to inside , to prevent the traditional classrooms and to achieve more entertainment and more practicing , training and learning in the outside environment .that we can called outside learning or interaction method .

Figure 9.5.11 concept diagram ( pinterest , 2017) Link to the outside

Link to the outside

Link to the inside

Link to the outside

Link to the outside

Link to the outside

Figure 9.5.12 concept diagram ( Authors , 2017)

Application idea : Gathering the project functional elements on main central plaza on the ground and mine industrial underground hub open and accessible for all users with intersection of main spine pass through all zones . this idea will achieve the outdoor space Isolate the industrial function from the school to be more comfort for the students.

project heart mine industrial hub

Buildings Main Spine

mine industrial hub

Figure 9.5.13 concept diagram ( Authors , 2017)

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CONCEPT III

combination of modules Thesis: Challenge to setup new pattern in the project site . the module born from architecture regular , formal grid that every one Known come from architecture theories . context site that have a variety of modular grid as it consist of random informal grid and modern iron linear grid . and finally city image defined by variety of building elevations , forms and material and also the variety of people living in the site district Figure 9.5.14 concept diagram ( pinterest , 2017)

Figure 9.5.15 Regular architecture grid (Authors , 2017)

City pattern form

Unpredictability pattern or form

Differences , variation ,fragmentation

Figure 9.5.16 different architecture grid (Authors , 2017)

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Inspiration Style Named after the Greek term, morphosis, meaning to form or be in formation, Morphosis is a dynamic and evolving practice that responds to the shifting and advancing social, cultural, political and technological conditions of modern life. A critical practice where creative output engages contemporary society and culture through architectural design and education, Morphosis is a process driven firm that seeks new and different design challenges and has resisted becoming specialized in any particular building type.

With projects worldwide, the firmâ&#x20AC;&#x2122;s work ranges in scale from residential, institutional, and civic buildings to large urban planning projects Figure 9.5.17 morphosis architecture style (pinterest , 2017)

Program PROGRAM AREAS Teaching areas (24 places per class Classroom

area/unit

Total area Number of units 30 15

900 1050

Area / Place 1.3 2.9

Laboratories

30 70

Drawing halls

60

15

900

2.4

275

8

150 200

10 2

11.5 6.15 6.15

Workshop units Technical information laboratories creative space Total teaching area Libarary Libarary control unit

100 40

1 1

2200 1500 400 6950 100 40

Director

100

1

100

0.1

Standard adminstrated unit

60

4

240

0.32

Department head

40

2

80

0.075

Staff common room Mentenance workshop Toilets

60 45 50

6 1 6

360 45 300

0.33 0.05 0.26

Total area

0.1 0.036

8215

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Sustainable approach The traditional school model is one thatâ&#x20AC;&#x2122;s no longer sustainable, since it was designed to teach one way and produce a particular sort of graduate, primarily an industrial worker. Today, schools need to do more, to facilitate individualized learning in multiple ways, and assist students to become global citizens with strong problem solving and creative skills.

Ecologically sustainable school building encourage the creating of teaching spaces that help improve learning outcomes and provides opportunities for building to be used asâ&#x20AC;? textbookâ&#x20AC;? in curriculum intergration, There is consistent body of evidence linking particular factors to improved educational outcomes these includes: -Air movemrnt and ventilation -Thermal Comfort -classroom lighting -Natural daylighting -Acoustics

Figure 9.5.18 Example for sustaibable school (pinterest , 2017)

Achieveing sustainablity is an important role in project design..

-choosen the right local sustainable material ...

-apply the theories of sustainable green zero building give the people the right of construct the projectand participate give them the feeling to keep the ..project safe from destruction

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9.6. Mohab Maged Abdulwahab

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9.6.1.Mission:

The mission is to create a project that opens the visual field of users to the externals of the project and also make it clearly visible to the surrounding community.

According to the studies a successful vocational school needs to be visbile to three diefferent categories... visbile to stakeholder social partners. visible to the community to devolop. visible to students and trainees.

9.6.2.Concept statement 1: VISIBILITY..

Visibilty simply means to be open and visable to the community which is the main aim, that is reflected on the project.

9.6.3. Objectives:

A visual Axis is created - shown in white- to view the project and its core, figure (9.2.) as shown in Red, while the other building funcution falls between them as shown in Grey. Leaving a wide open space created by angels in the buildings to view the core of the project, the core of the project; the aim is to attract both students, trainees from the West side, since the Resdential area is in the west and attract the stakeholders from the East side because the area contains dieffernt commertial companies in the east side.

Figure 9.2: Layout showing visual axis and core and other building facilities; by author.

VISIBILITY..

Figure 9.1: visbilty abstract.

Figure 9.3: prespective sketch showing visual axis and core and other building facilities; by author.

Figure 9.3-9.2 : Drawing sketches by auther.

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The Landuse of the Area consist of Two parts, The Eastern part - shown in blue- in figure 9.4 represent the resdential part, while the Red one represent the highrise commercial building that could benfit the project financialy, the aim is to attract both sides by visualising the project.

Slums Parts.

Stakeholders building

Figure 9.4. Site chosen showing the Resdential Area on the West -to attract students- and commertial building on the East to attract stakeholders.

PHASE I Creating visual angels in building. putting the core in the middle of it.

PHASE II Forming building spaces, within the angels provided Putting the most important building that should be visualed in the middle. which is the Education/practical zone.

Figure 9.5. conceptual 3d Phase I, by author

PHASE III. choosing materials; such as glass - to be visualed to the middle core to strengthen the idea.

9.6.4.Inspiration:

Figure 9.6. conceptual 3d Phase II, by author

Figure 9.7. conceptual 3d phase III by author Figure 9.8. Witney Downtown Project.

(Archscene,

2010)

Figure 9.9. Witney Downtown Project interior view. (Archscene, 2010)

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9.6.5.Concept statment II

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Several dimension spaces that appers in undefined context -which is the surrounding context- but explained in a different light, explaining the informality of the surrounding area shown in the relation between the context and the building and the interaction with the surroundings to create a welcoming feeling and harmony.

How? Through..

Arrangments of the building, inspired from the slums. voids and solids in buildings, inspired from the urban context.

Solids: shown in sevral buildings spaces.

Voids: shown in user interaction spaces.

Void Solid

0

25

100

Figure 9.9 : showes the urban context of the Area around the site. and the solids and voilds.

materials of buildings chosen from their own culture.

Approach to the building.

The layout of the site as shown in (Figure 9.10.) Creating a solids -shown in grey- that reflect the buildings and voids -shown in white- that reflects interaction spaces within the buildings, and creating different Approches leading to the building throught stairs and ramps.

Several building spaces and their possible arrangments that is inspired from the slums and the approches of one of the buildings as shown (Figure 9.11.) as the grey part identify the practical zone, and the Red part shows the Teaching zone that is more visible to el community and yellow zone is other facilties and workshops.

Teaching zone

Figure 9.10. layout showing solids and voids.

Teaching zone

Teaching zone

Workshops stairs Practical zone

Practical zone

Figure 9.11. illustration of several building spaces in section.

Figure 9.12. conceptual 3d.

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9.6.6.Concept statment III: The change in peopleâ&#x20AC;&#x2122;s ideologies through time, People tend to dismantle bulky objects into a number of smaller ones - which as well reflects the urban contexts- Moving between zones that has a heirarchy in complexity grabs attentionto the users- students and teachers- putting in mind that function of the building.

Figure 9.13. conceptual Layout by author

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Figure 9.14. conceptual 3d by author

The bulky objects will play the function of the places the needs Areas, such as the theatre and the factory. while the meduim buildings will be the Educational spaces and aminstrative spaces, and the smaller parts could be the workshops and the shops.

how to Assure the felxability of the project?

By Adapding methods that turns the wides spaces, into smaller ones. such as partitions or panels that can be easily installed and removed.

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9.6.7.Program:

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area/unit Teaching areas (24 places per class)

Total area Area / Place

Number of units

Classroom

29.12

25

727.8

1.213

Laboratories

68.12

14

953.68

2.84

Drawing halls

57.6

9

518.4

2.4

Workshop units

273.50

6

1641

11.4

Technical information laboratories

147.0

9

1323

6.12

Total teaching area

5163.88

Libarary

103

1

103

0.103

Libarary control unit

36

1

36

0.036

Director

104

1

104

0.104

Standard adminstrated unit

53.5

4

321

0.321

Department head

37.5

2

75

0.075

Staff common room

56

6

336

0.336

Mentenance workshop

43.16

1

43.16

0.054

Toilets

46.80

6

150.80

0.262

Total area

6332.8

- Area calcutions done by Authors according to pervious factors and equations the - Total area doesn`t include entertament facilties or luxeriues services that depends on

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9.6.8.Technical and Enviromental

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Translating Traditional elements with technology into dynamic facades.

Modern Technical Mashrbiyah.

9.15. 'Mashrabiya' facade at Al Bahr Towers, Abu Dhabi.

An integration between the form of the building, the structure and added element - mashrbiyah.

Figure 9.16. showes the detailed section of one mashrbiyah.

Figure 9.17. phillips lighting.

Phillips Sustainable City Light: Sustainable City Lights feature photovoltaic petals that open during the day to collect the sun's rays and transform them into energy. Then at night, the light closes and LED lights turn on to brighten city streets.

Figure 9.18. Al bahar tower mashrabiyah.

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9.6.9.Sustainblility:

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How to apply it? social sustainbility:

Figure 9.18. solids and voids in building.

Built environment & public space using voids in buildings.

Space to grow: Community gardening,community play spaces Workshops for community members about the project to participate in it.

Events places for people.

Economical sustainbility: Trasforming unused metal elements materials and use it in the building to decrease the cost.

Metal Ducts = Lights

Figure 9.19. Sustainable lights.

workshops to sell the products that the students leardned to get the cost of teaching back.

Eviromental sustainbility: Recycled elements from the Area and use it in the project. Example: metal partictions, certain facades.

Use Double Brick walls in walls design.

Use Modern Windcatchers.

Green roofs and Areas.

Figure 9.22. wind catchers.

Figure 9.20. Green Roof.

Figure 9.21. metal partition

Figure 9.23. double brick wall.

Figure 9.24. metal partition

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Indvidual Work

Mohamed Abdelaziz

Introduction Alsabtya, one of the most important industrial areas within Cairo city, the history of the area and its development over the years did not extract it out of the industrial scene inspite the interventions of elements of social life, on the contrary it turned the region over the ages into one of the largest scrap (metal recycling industry) areas in Cairo, The annual estimate of the economic returns of the scrap industry is nearly 30 billion pounds , putting the area on the map of the local economy. however, having a good economic base did not help the area have any significant development to keep pace with the industrial scale. workers are lacking the tools and methods of the new industrial education in addition to the notable absence in the preparation of the enrollment of students in schools for economic reasons related to the inability of parents to cover tuition fees

Design Problem

The industrial school is one of the most important functional projects, sence the provision of large number of job opportunities in a design frame that determines the consistency of those jobs with each other, and allow for multiple users, in addition to the design issue ,technical problems are a major determinant of the nature of the design, for instance workshops construction elements is different from study area and different from venues and entertainment areas, as well as environmental requirements in addition to the use of acoustic and thermal treatments , the purpose of design is to connect these different elements in one context ensuring the effectiveness of their work with each other and the main performance of each space separatley .

Design statement The aim is to produce a building that provides a greater opportunity for interaction between education and industry through a number of joint spaces and a number of open design strategies that allows a seamless physical and visual transition within different spaces

Mohamed Abdelaziz 259

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Concept I

NON-ClASSES MODULE

New Learning strategy

How education should Typical system EDUCATION work?

EDUCATION The typical design concept of classes based on Memorization EDUCATION Rooms while the design proposal define new way in educational learning which is class spaces , spaces are EDUCATION more open and designed to accommodate more than one EDUCATION activity , its allow to active new principles of education which are communication, collaboration , creativity Prposed system and critical thinking , and to define these principles the Collaboration design proposed an open Communication EDUCATION learning strategy which Cretical thinking student can learn in different Creativity spaces while the filing of one LIBRARY space are still work

VS

EDUCATION

EDUCATION EDUCATION EDUCATION EDUCATION EDUCATION EDUCATION

EDUCATION

EDUCATION EDUCATION

LIBRARY LIBRARY Library

EDUCATION EDUCATION EDUCATION EDUCATION EDUCATION EDUCATION

EDUCATION

Figure 9.7.1 Typical design system vs Prposed system, (Author,2017)

Figure 9.7.2 Prposed learning space rather than regular classes , (Author,2017)

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Concept II

Continuty through dynamic spaces How to produce dynamic educational space?!

VS Figure 9.7.3 Static space VS dynamic factor (Author,2017)

PHASE I

Providing a visual connection between the different education spaces adds kinesthetic proportion to the place, first, we have to differentiate between stillness and movement, while the study spaces are permanently static ,the moving users are the kinetic factors within the space .

PHASE II

Figure 9.7.4 Add more dynamic factors for the space, (Author,2017)

To add a dynamic dimension to a space it needs to accommodate the largest number of users, and even if they occupy different functions , the open space allows visual continuity between spaces and users .

PHASE III

The spaces should be distributed to their functions around distribution zones allowing the visual contact for users despite their positions and adding a visual privacy to each zone .

PHASE IV Figure 9.7.5 Distribute these factors on different spaces, (Author,2017)

the central dynamic space of the school can contain many different activities, from educational workshops to places of gathering and entertainment .

Figure 9.7.6 Visual interaction digram, (Author,2017)

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Concept III

Learning Autonomy Mobile station for learning

The architecture identification and subjectivity aims to increase the subjectâ&#x20AC;&#x2122;s ability of cognition and learning, which could not happen without a design proposal aim to design flexible learning pods which can be installed within the frame of educational space making it forever updated to needs that might happen through the typical school week or even a long time period.

So, in state of being controlled by institutional standardization, students could promote to change their learning environments, taking advantage of flexibility that comes with new ductile building materials which can be removed, change and rebuild in another location serving another kind of activity.

Figure 9.7.10 Learning pod section diagram, (Author,2017)

Indvidual Work Figure 9.7.7 Flexibility within stability , (Author,2017)

Figure 9.7.8 Locate learing pods within stable structure, (Author,2017)

Figure 9.7.9 open learing pods for interaction, (Author,2017)

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PROGRAM AREAS area/unit m2

Number of units

Classroom

29.12

25

727.8

1.213

Technical information Classes

9 14

1323

Laboratories

147.0 68.12

6.12 2.84

Drawing halls

57.6

9

518.4

2.4

Workshop units

273.50

6

1641

11.4

Teaching areas (24 places per class )

Total teaching area 120 36

1 1

Resturnat Kitchen

600 200

1 1

Sports Hall Multi-Function hall Swimming pool Changing room

966 450 90

1 1 2

Galleries Parking

100 15

4 50

Theater Backstage Changing rooms WCs Administration Director Standard adminstrated unit Department head Staff common room Mentenance workshop Toilets Circulation

Total non teaching area Total Area

953.68

Area / Place

5163.88

Libarary Reading hall Libarary control unit

Art Performance

Total area m2

300

1

105 20 15

1 5 2

104 53.5

1 4

37.5 56

156

120 36

600 200 1596

0.103 0.036 1.2 -

966 450 180

-

400 750

-

530

300

0.5

100 100 30

0.35 3.5 -

911 104

0.104

321

0.321

4 6

150 336

0.075 0.336

43.16

1

43.16

0.054

25.1

6

0.262

-

-

150.80 510

10%

5803 10966

- Area calcutions done by Author according to pervious factors and equations that afecting program in program analysis chapter.

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SUSTAINABILTY The achievement of sustainability and its reflection in the project on the Economic, Social and Environmental services in the region and ensure its continuity. So as to ensure the strategy followed to achieve the three basic elements of sustainability goals

Economic sustainability To achieve economic sustainability the project depends on the existence of workshops and production to serve the economic activity in the region for the workers, as well as cover the costs of construction , workersâ&#x20AC;ş wages and bonus work for students .. the following figure illustrates the production scheme on how the workshops can run and be managed financially to ensure continuity in achieving profits , it also shows the

Environmental sustainability

Environmental sustainability is an important part of the project as sence dealing with iron smelting operations and a large number of chemical combinations that can be harmful to public health, choice of site and environmental treatments , of the project units aims at purifying the smoke of workshops to reduce carbon dioxide emessions .

Investor + Money

Operation cost

Products

Earnings

Figure 9.7.11 business plan , (Author,2017)

salary

Figure 9.7.12 Environmental sustainability approaches , (Archdaily,2013)

social sustainability

For social sustainability the project depends on the provision of public spaces in order to create a space of gathering for the schoolâ&#x20AC;şs students and the community by a recreational spaces and exhibitions and also for the workers of the region , the library, the sports pitches, and the theater have the ability to enrich the

Mohamed Abdelaziz 264

INSPIRATIONS

The industrial school Architecture is characterized by the nature and properties of materials used in manufacturing, the use of steel in the structural elements can provide free spaces to allow the transfer of industrial equipment it can also be used in the exterior finishes of facades and

Indvidual Work

acoustic insulation panels and may also be in the fixed furniture.the following examples highlight the importance of using the same manufacturing materials such as iron ,aluminum and wood in creating an architectural style to the School that reflects its identity and function .

Figure 9.7.13 Industrial architecture inspirations , (Archdaily,2017)

TECHINAL STUDIES

The using of Steel structure panels to give the spaces wider span for more flexibility movement , with a shading devices details for environmental and acoustical insulation

Figure 9.7.14 Structure bracing and window louvers system , (Archdaily,2017)

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Individual Work - mohamed hesham

9.8 .Individual Work

9.8.1.Project statement through the few past years it was clearly observed that there is a huge number of children that is being forced to leave education process and to take part in the industrial and work cycle . the child is named to be a worker in his childhood upon his family target . to be a source of money . so the real debate is how to serve a community space well introduced for such an traditional environment with a certain traditions .

SO THE MAIN IDEA is to provide the secure , efficient and sustainable source of education and profession to have a new generation with amazing skills and experience help to improve their environment

Figure 9.8.1 worker children in Egypt ( Google, 2017 )

Figure 9.8.2 misrable childhood in egypt ( Google, 2017 )

KEY WORDS : * EDUCATION * INDUSTRY * CULTURE * REHABITATION * INTEGRATED * CONTEXT

* SOCIAL HUB * ECONOMIC BASE * IDENTITY * LAYERING

Figure 9.8.3 PROJECT KEYWORD ( Author , 2017 )

SLOGAN : AQUIRING THE BEST OPPORTUNITY, ENVIRONMENT FOR THE CHILDREN AND INHABITTANT TO FEEL TRUST , COLLABORATE TO SUSTAIN THE PROJECT AND RENOVATE CRAFTS & INDUSTRIES .

Figure 9.8.4 concept frame work ( Author , 2017 )

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266

Individual Work - mohamed hesham

9.8.2. Concept I EDUCATIONAL

BRAIN

looking in the reletion between the people and inhabitant in bulaq environment and such areas represent a strong way of linking bond between each other in many aspects such as : social and economic and loyality to the place . thus inspired to relate it to the nervous system relation to other body organs through the blood vessels and artries which feed it by the blood .

SPINAL CHORD

SPINE ACCESS

ALL OTHER ORGANS

ALL OTHER FACILITIES

Figure 9.8.6 comparison ( Author, 2017 )

reflecting the idea on the project rythm by having the education sector which includes every systematic process and managing sector for the other zones (brain) connected by the spines and journeu way inside to the (creativity) output product which is being enhanced in the workshop zones . it`s desired to face every design potential inside the project as a one entity but the fact of linking all item together .

Figure 9.8.5 the powerful system ( Google, 2017 )

WORKSHOPS EDUCATIONAL BRAIN

Figure 9.8.7 system methodolgy ( Author, 2017 )

OUTDOOR INTERACTIONS ENTERTAINMENTS DIMINISHING DETAIL EXHIBTIONS SPEC. CRAFTS ZONES

SERVICES

TRAININGS

Figure 9.8.8 two half & two differentways ( google 2017 )

the figures enhances the idea by representing the relations in all dimensions . not only on the scale of the project ,but also it extend to the scale of the outer fabric of the urban and peoples renvironment . what could determine the identity of the place more than it`s original value of aesthetics and origins of people thoughts toward the new idea .

Figure 9.8.9 schematic sketch ( Author, 2017 )

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9.8.2. Concept II it`s obvious thoughts that the learning process isnot the easy way to follow without having a certain criteria . there are several obstacles which faces the journey . the process depend on the heirarchy of the functon according to the propeties of the spaces and the mental image which is formed and carved inside the minds . the idea depend on the gathering on the spaces within a central -asymtrical axe of accessability to eveery portion . also the heirarchy in the masses and form . which gives the neede character of dynamic movement withut moving .

Figure 9.8.10 schematic sketch about the visual acceess for the path ( Author, 2017 )

Making a chain of importance in building shapes and sizes. Reflected in 3D shapes that may resemble a lego house. which mirrors the resdential structures and ghettos in the range gives an agreeable visuality, logical texture of structures and gives the understudies the sentiment home . the path defines the city fabric with the intersection inside the deep zones of the project which solve the struggle of the unfamiliarity case obstacle with the people`s atitude .

Figure 9.8.11 schematic sketch about the ratio effect and links ( Author, 2017 )

Figure 9.8.12 schematic sketch to detail the relation of zones with spine ( Author, 2017 )

TRANSFORMATION PROCESS

Figure 9.8.13 schematic sketch to define the idea of the knowledge path ( Author, 2017 )

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9.8.2. Concept III what about a new challenge ?! the challenge is to setup a main new layer and grid extracted basiclly upon the concept of the incremental formations due to several layers . potentials are the key word to find each line in this grid . here we are talking about the traditions and economy and social ....etc . what could be more effective that a design produced from the peoples mind and habits . that was inspired from the decision of kevin lynch when designing the city , by giving them the advantage to imagine their city with the main 5 element in city .since it was an effective experience ,thus it`s desired to design with people .

Figure 9.8.14 behavioral matrix ( Author, 2017 )

TRADITION MATERIAL FABRIC IDENTITY ECONOMIC Figure 9.8.15 layers of design & grid formation ( Author, 2017 )

Understanding that every individual is one of a kind, and has his very own needs. Perceiving these diffrances is the best approach to make an agreeable space for the diverse people along different measurements (years - sex - financial status -religious/ political convictions - or some other idology .

Because of these differances, Design ought to be adaptable to procure its actual esteem. Extend should be planned by various needs after some time boundary and formed by life. The following outline indicates phases of configuration as per human needs and their conduct designs. The plan of spaces ought to be dynamic and flexibil to keep up more than one action all the day long, since a more adaptable space has a more drawn out future than one that is unbending

Figure 9.8.16 schematic sketch ( Author, 2017 )

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9.4.3.Inspirations :

Figure 9.8.17 Central Energy Plant IN USA ( google , 2017 )

Figure 9.8.18 Zahner Factory Expansion IN USA ( google , 2017 )

Figure 9.8.19 Dogan Media Centre Ankara ( google , 2017 )

Figure 9.8.18 Datacube in Munchenstein , Switzerland( google , 2017 )

Figure 9.8.21 gbze voc. school in turkey ( google , 2017 )

Figure 9.8.22 gbze voc. school in turkey ( google , 2017 )

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9.8.4. .program PROGRAM COMPONENTS : PROGRAM AREAS : Teaching areas (24 places per class )

area/unit

Number of units

Total area

Area / Place

Classroom

29.12

25

727.8

1.213

Laboratories

68.12

14

953.68

2.84

Drawing halls

57.6

9

518.4

2.4

Workshop units

273.50

6

1641

11.4

Technical information laboratories

147.0

9

1323

6.12

103

1

103

0.103

53.5

4

321

0.321

37.5

2

75

0.075

336

0.336

Total teaching area : 5163.88 Libarary Director Standard adminstrated unit Department head Staff common room

104

56

1

6

104

0.104

Mentenance workshop

43.16

1

43.16

0.054

Toilets

46.80

6

150.80

0.262

Total teaching : 6332.8

Figure 9.8.23 Program of spaces area, (Author, 2017).

Figure 9.8.24 activities and spaces , (Author, 2017).

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9.8.5. Sustainability approach Social aspect can be achieved by taking plac-

es and zones and design it and relate it to one’s own culture, transform it to places of interaction, this places could be simply small vacant lands or streets. two main approaches can be done, social participation and street activities, the first one can be held in vacant lands or unused spaces between builidings. the second one can be held in intersections between streets or streets with deadends.

“The nature of street is not just as thoroughfares for motor vehicles. Particularly, urban streets often double play as public spaces.” (Hartanti B. Nurhikmah, 2013)

Figure 9.8.25 Photovoltaic cell , (google, 2017).

Economic aspect is going to be developed

through out economic activities such as : Production , Exchange , Consumption

Environmental aspect : RELATING THE ISSUE TO THE ECOLOGICAL SIDE AND THE SUSTAINABLE ISSUES CREATED A NEW WAY OF THINKING. WOULD THE PROJECT BE THE “ GREEN LUNG “ FOR BULAQ DISTRICT?! IT COULD BE THE GREEN PORTION WHICH HELP IN INTORDUCING THE IDEA OF SUSTAINBLE BIULDINGS. HOW CAN IT BE ACHIEVED ?! BY INTRODUCING THE URBAN FARMING FOR STUDENTS AND APPLYING IT`S IN UNITS OF DESIGNING TO HAVE A NEW GREEN PORTION DESIGNED FUNCTION ON A NEW CONCEPT.

Figure 9.8.26 Flooring energy system , (google, 2017).

9.8.6 . Technical and Environmental approach Here it`s going to depend on some tchnical soloution like : Photovoltaic roofing system : Is directly converts sunlight into electricity using panels made of semiconductor cells .It is a much more popular form of solar power.It is also a direct electricity source .

Flooring energy system : It is the world’s most efficient energy converting pedestrian floor system It can be used in pavements and high footfall. it converts kinetic energy of people’s footsteps to electrical power, It is a fully recyclable pedestrian floor .it also enables people to generate their own local clean energy to power street lights and signing systems. It can be a key element in smart grids, integrated with solar and wind power.

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9.9.Omar Mostafa Hassan

The Slogan

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â&#x20AC;&#x153; systematic Random â&#x20AC;&#x153;

9.9.1.Concept Statement

The statment of systematic random referes to the slumbs when you see the slumbs you see it as ran-

domness area with an illegal buildings but the site that we choose is the connection between the slumbs and the planning area of new buildings so this statment connect the systematic the thing that was done with a system and the randomness that aslo was done by the people knowladge .

Figure 9.9.1 Systmatic Random, Data source ( Pinterist, 2016) Illustrated by (Authour,2017)

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9.9.2. Project Component Main Component

Education Zone

Practice Zone

Entertainment

Adminstration

Market

Secondary Component

Entertainment OutDoor

Public Zone

Figure 9.9.2 Zones Classification, Data source ( Authour, 2017) Illustrated by (Authour,2017)

Project Component Can Be Defined into two component : Main Component , Secondary Component .

Each one Of This component is going to be provide into category of people Main Componet : To serve the Student In The Project And help them to Fully educate in the vocational school to make a good product Secandary Component : To Serve People from Out side The Project and to help the main component to provide their service to the public

Mission statement Development Approch : 1- Educational 2- social 3- Economical 4- Moral 5- Sustainable

Integration Between : 1-slumbs 2-students 3-communites 4-factories 5-people

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9.9.3. Detailed Program

Detailed PROGRAM AREAS Education Zone 24 places per class Classroom Laboratories Libarary Libarary control unit

area/unit

Number of units

Total area

Area / Place

29.12 68.12

25 14

727.8 953.68

1.213 2.84

103 36

1 1

103 36

0.103 0.036

Total Education Zone

1820.48

Practice Zone 24 places per class Drawing halls Workshop units Technical information laboratories Total Practice Zone Adminstration & Service Zone

57.6

9

518.4

2.4

273.50

6

147.0

9

1641 1323

11.4 6.12

3482.4

Director

104

1

104

0.104

Standard adminstrated unit

53.5

4

321

0.321

Department head

37.5

2

75

0.075

Staff common room Mentenance workshop Toilets

56 43.16 46.80

6 1 6

336 43.16 150.80

0.336 0.054 0.262

Total Adminstration Zone

1029.96

Entertainment Zone Indoor Plaza Outdoor Plaza Total Entertainment Zone Market Zone Shops Total Market Zone Total area

300 500

1 1

300 500

1.2 1.2

800 50

8

400

2.1

400 7532.84

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9.9.4. First Concept 4.1 Description

â&#x20AC;&#x153; the compactness cubes â&#x20AC;&#x153;

In this concept the form is the main issue that will create compact form with environmental aspect of

what the compactness will create in response to this form . so this form will create : 1- less radiation on the building 2- more shading area in the centre 3- a very good example for the slogan 4- this form have a good shape 5- this form can be good example of the variables that in the school as the behaviour of students Note : in this concept the distrbution of the form will be according to the behaviour pattern of students activity .

Figure 9.9.3 Cube, Data source ( Authour, 2017) Illustrated by (Authour,2017)

4.2 Concept Development

Cla ss es Ad mi n

Public Spaces

Figure 9.9.4 Compacted Cubes, Data source ( Authour, 2017) Illustrated by (Authour,2017)

all

gH

win Dra

s

sse

Cla

Program Identity

Vertical Circulation

360 Dgree

Separate Organization Generos Terace Figure 9.9.5 Design Development, Data source ( Authour, 2017) Illustrated by (Authour,2017)

Identity For The School

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4.3 Schematic Elevation

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Figure 9.9.6 Schematic Elevation, Data source ( Authour, 2017) Illustrated by (Authour,2017)

4.4 Inspiration

T

his picture represent the inspiration of one of moshe safadie project habitat 75 it project represent the random of the systimatic cubes which i was inspired to in the first concept which is the compactness cube the foarm creates many social spaces inside the project.

Figure 9.9.7 Moshe Safdie Habitat 67, Data source ( Archdaily, 2010) Illustrated by (Archdaily, 2010)

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9.9.5. Second Concept 5.1 Description

â&#x20AC;&#x153; Environmental Aspect â&#x20AC;&#x153;

In this concept the environomental issues in the site will create the form so that we have 4 major prob-

lems in the environment : 1- Solar Radiation 2- Wind Direction 3- Sun Path 4-Shading zones this four problems will make the form . the first is how the sun path and the solar radiation affect the building so that their is an upper part to less the radiation on the west facade. the second is how we can ventlate the inner part by using the court the third one is to make accesability across the building

Form

Figure 9.9.8 Form, Data source ( Authour, 2017) Illustrated by (Authour,2017)

Wind Effect Figure 9.9.10 Wind Effect , Data source ( Authour, 2017) Illustrated by (Authour,2017)

Sun Effect

Figure 9.9.9 Sun Effect , Data source ( Authour, 2017) Illustrated by (Authour,2017)

Accessability Figure 9.9.11 Accessability , Data source ( Authour, 2017) Illustrated by (Authour,2017)

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5.2 Concept Development

Figure 9.9.12 Layout , Data source ( Authour, 2017) Illustrated by (Authour,2017)

5.3 Schematic Elevation

Figure 9.9.13 Elevation , Data source ( Authour, 2017) Illustrated by (Authour,2017)

5.4 Inspiration

This picture is good example of how buildings are

be affected by the environmental issues the building solved the sun in the west facade by making it less glassy and the ventilation by making the building less consuming for energy.

Figure 9.9.14 Example Building , Data source ( Archdaily, 2017) Illustrated by (Archdaily,2017)

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Individual Work

9.9.6. Third Concept 6.1 Description

â&#x20AC;&#x153; Flow Of Streets â&#x20AC;&#x153;

In this concept focouses in the street flows. This concept is focousing in the urban lines of sence .

the street flows here it reflected in the layout will be a compined between the planning area and the slumbs. so the flow will create : 1- main spine will be good for distrbution of the masses 2- large public spaces for community interactions 3- variaty of functions in the same space accourding to landuse in the area .

Note : in this concept the distrbution of masses will be according to the uses near to it.

Figure 9.9.15 Map , Data source ( Authour, 2017) Illustrated by (Authour,2017)

Figure 9.9.16 Map , Data source ( Authour, 2017) Illustrated by (Authour,2017)

6.2 Concept Development

Outdoor Plaza

Figure 9.9.17 Design Development, Data source ( Authour, 2017) Illustrated by (Authour,2017)

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6.3 Schematic Elevation

Figure 9.9.18 Elevation, Data source ( Authour, 2017) Illustrated by (Authour,2017)

6.4 Inspiration

This

picture represent this building which is captible to achive the context shapes in the form the cantelivers represents the second concept which is the flow of streets. this building is good example of urban context analysis concept.

9.9.7. Technological Studies 1. A tensile structure is a construction of elements carrying only tension and no compression or bending. The term tensile should not be confused with tensegrity, which is a structural form with both tension and compression elements. Tensile structures are the most common type of thin-shell structures.

Figure 9.9.19 Example Building, Data source ( Archdaily, 2017) Illustrated by (Archdaily,2017)

Figure 9.9.20 Tensile Structure, Data source ( Archdaily, 2017) Illustrated by (Archdaily,2017)

2. Bathroom Grey Water Recycling System The system funnels water that flows down the lavatory sink and routes it through a sanitizing device that cleans and filters the water. The water then goes to a storage reservoir under the sink. When a toilet that is connected to the system flushes, it pumps water from the reservoir to the flush tank. The system significantly reduces the amount of clean, potable water needed for toilets by reusing greywater, which is perfectly suitable for flushing.

Figure 9.9.21 Grey Water System, Data source ( Archdaily, 2017) Illustrated by (Archdaily,2017)

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2. Cross ventilation related to air flow between two opposite opens one of them low pressure and the other one is at the high pressure.

• In case of the two opens at the opposite direction, the air velocity will increase.

Figure 9.9.22 Section, Data source ( Authour, 2017) Illustrated by (Authour,2017)

9.9.8. How To Achive Sustainablity

Sustainability is a broad term describing a desire to carry out activities without depleting resources or having harmful impacts, defined by the Brundtland Commission as ‘meeting the needs of the present without compromising the ability of future generations to meet their own needs.’

(Brundtland Commission, Our Common Future, 1987). Some broader descriptions include social and economic welfare although these can confuse the basic issue of the depletion of resources.

9.9.9. Sustainablity In Vocation School 1.Environmental Sustainablity To Achive this type of sustainablity in the project the building will be energy self sustain creating energy that it will need by creating solar cells system in the roof and by doing the building to be a LEED Gold Certified .

Environmental Sustainablity

Ecosystem integrity Carrying Capacity Biodiversity

Social Sustainability Environment

Economic Sustainablitiy

Economy

cultural identity Empowerment Accessibility Stability Equity

Society

Growth Development Productivity Trickle Down

Figure 9.9.23 Sustainablity, Data source ( Authour, 2017) Illustrated by (Authour,2017)

2.Social Sustainablity To achive this type the interaction between the socity in the project by making a good program of after studing the program will include festicvals in the area and social interactive place in the out door area

3.Economy sustanablity Which the choose of the project already complete it by making this project that will enhance the economic level of the people in this area by enhancing their craft and by buing it to the outside market and it will help with the finance of the project

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CHAPTER 1 - HISTORICAL BACKGROUND 1.1 Ashraf, S. (2015, may), Altourgouman; a trasportation hub without trasporters, Journal of Albadil, Retrieved November 10, 2016 from http://elbadil.com/0/05/2015/ 1.2 Dawod, M. (2014, August 29), The story of Altourgoman, Journal of Alahram, 139, Retrieved November 2016 13, from http://www.ahram.org.eg/NewsQ/323009.aspx 1.3 khalil, O. (2014, April), The People of The City Space, Laboring and Power In Quest of Unraveling the HOW in Ramlet Bulaq, A Thesis Submitted to The Department of Sociology, Anthropology, Psychology, and Egyptology in The Amirican unviresity in Cairo.

CHAPTER 2 - URBAN ANALYSIS 2.1 El Qady, A., Abdel Aaty, A., Mostafa , H., Zayd, S., Abbas, A., Fawzy, H., & Mansy, A. (n.d.), Development Project of Maspeero, The Architectural and Services Studies Cairo : Ministry of Urban Renewal and Informal Settlements 2.2 khalil, O. (2014, April), The People of The City Space, Laboring and Power In Quest of Unraveling the HOW in Ramlet Bulaq, A Thesis Submitted to The Department of Sociology, Anthropology, Psychology, and Egyptology in The Amirican unviresity in Cairo.

CHAPTER 3 - PROJECT SELECTION

3.1 Central Agency for Public Mobilization and Statistics, (2013, August), Retrieved November 13, 2016 from http://www.t-series.capmas.gov.eg/pdf/inter_economics/Na_economic_statistics_2013_2012.pdf 3.2 Kazem, A. In her Background Paper on TVET to the Egypt Human Development Report, (2010, February), Retrieved November 10, 2016 from www.enid.org.eg/uploads/pdf/PB4_TVET.pdf 3.3 Burns, C. (2012). Education quotes. Retrieved November 10, 2016 from http://www.thequotepedia.com/ quotes/education/page/33.

3.4 Kazem, A. In her Background Paper on TVET to the Egypt Human Development Report, (2010, February), Retrieved November 10, 2016 from www.enid.org.eg/uploads/pdf/PB4_TVET.pdf 3.5 S, Bobby. (n.d.). vocational school quotes. Retrieved November 10, 2016 from http://quotesgram.com/jobtraining-quotes.

3.6 The benefits of vocational education and training, paper on European Centre for the Development of Vocational Training, (2011). Retrieved November 10, 2016 from http://www.duluth.umn.edu/lib/ref/citationmanagers/refworks/refworks-ebsco-import.htm 3.7 Cornford, I.R. (2005). Vocational education. In: English, L.M. (ed.) International encyclopaedia of adult Education. Palgrave Macmillan.

CHAPTER 4 - SITE SELECTION 4.1 khalil, O. (2014, April), The People of The City Space, Laboring and Power In Quest of Unraveling the HOW in Ramlet Bulaq, A Thesis Submitted to The Department of Sociology, Anthropology, Psychology, and Egyptology in The Amirican unviresity in Cairo.

CHAPTER 5 - DESIGN ISSUES 5.1 The way we live, (2007, November 15), felxibilty in Architecture, Retrieved from https://thewaywelive. wordpress.com/15/11/2007/flexibility-in-architecture 5.2 Build me up: how architecture can affect emotions, (2014, March, 6), Retrieved November, 2016 ,16 from http://theconversation.com/build-me-up-how-architecture-can-affect-emotions229505.3 , Retrieved November 1, 2016 from http://www.slideshare.net/JasmineJohn/comfort-in-buildings

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CHAPTER 6 - DESIGN ISSUES 5.4 Designing for Durability, (n.d.) Retrieved october 14 ,2016 from https://www.canadianarchitect.com/asf/ enclosure_durability/durablitly_design/durability_design.htm 5.5 Campus International School For Downtown Cleveland Features A Honeycomb Green Roof, (n. d.), Retrieved October 12 ,2016 from http://www.igreenspot.com/campus-international-school-for-downtown-clevelandfeatures-a-honeycomb-green-roof/

CHAPTER 6 - CASE STUIDES 6.1 Instigating progressive learning, (2011, March 07), Retrieved october 21 .2016 from http://www. worldarchitecturenews.com/project/16076/2011/henning-larsen-architects/j-tt-vocational-school-instavanger.html 6.2 Salesaini Rod-Alfarag, (n. d.) Salesiani del medio news Retrieved from letter.http://www.donboscomor.org/ ar/-223casa-rod-el-farag-ar 6.3 Istituto Don Bosco Alessandria. The donbosco insevral words, online video clip. Youtube. Published on Jun ,14 2015.

CHAPTER 7 - PROGRAM, STANDARDS AND DESGIN GUILDLINES. 7.1 Amphon, P. (1979), Guidlines for planning and facilities for technical and vocational education: Unisco Regional office for Education in Asia and oceania, Bangkok, Thailand.

7.2 Schools for Skills â&#x20AC;&#x201C; A New Learning Agenda for Egypt, (2015), OECD publications, Retrieved November 8,2016 from https://www.oecd.org/countries/egypt/Schools-for-skills-a-new-learning-agenda-for-Egypt.pdf 7.3 Neufert, E., Neufert, P., & Kister, J. (2012). Architects data,DRAWING STUDIOS Chichester, West Sussex, UK: Wiley-Blackwell.

7.4 Neufert, E., Neufert, P., & Kister, J. (2012). Architects data, MULTI-STOREY INDUSTRIAL BUILDING. Chichester, West Sussex, UK: Wiley-Blackwell.

7.5 Neufert, E., Neufert, P., & Kister, J. (2012). Architects data, WORKSHOPS-WOOD WORKING. Chichester, West Sussex, UK: Wiley-Blackwell.

7.6 De, C. J., & Crosbie, M. J. (2001). Time-saver standards for building types. INDUSTRIAL BUILDINGS, New York: McGraw-Hill.

7.7 De, C. J., & Crosbie, M. J. (2001). Time-saver standards for building types. STRUCTURE SYSTEMS, New York: McGraw-Hill.

8.1

CHAPTER 8 - SUSTAINABILITY

scammon, D. (2012, April 30), Recognizing Cultural Sustainability, LCC 480 Senior Seminar, Retrieved October 8.2 16,2016 from https://www.academia.edu/1817961/Sustainability_and_Culture_How_do_they_work_ together Introducing Cultural Heritage into the Sustainable Development Agenda (2013, April), Introducing Cultural Heritage into the Sustainable Development Agenda, UNESCO Retrieved November 19 ,2016 from http:// www.unesco.org/new/fileadmin/MULTIMEDIA/HQ/CLT/images/HeritageENG.pdf

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Table of figures Figure 1.1 KHALIL, O. (2014). The People of The City Space, Laboring and Power In Quest of Unraveling the HOW in Ramlet Bulaq, A Thesis Submitted to The Department of Sociology, Anthropology, Psychology, and Egyptology in The Amirican unviresity in Cairo. Illustrated by (Authours, 2017).

Figure 1.2 KHALIL, O. (2014). The People of The City Space, Laboring and Power In Quest of Unraveling the HOW in Ramlet Bulaq, A Thesis Submitted to The Department of Sociology, Anthropology, Psychology, and Egyptology in The Amirican unviresity in Cairo. Illustrated by (Authours, 2017).

Figure 2.1.1 Al-sabtiyah land use map , Illustrated by (Authors,2017). Authors (2017). Urban analysis. Vocational School In Sabtia. P 11.

Figure 2.1.2 Al-sabtiyah land use area percentage , Illustrated by (Authors,2017). Authors (2017). Urban analysis.

Vocational School In Sabtia. P 11.

Figure 2.2.1 Al-sabtiyah building height map , Illustrated by (Authors,2017). Authors (2017). Urban analysis.

Vocational School In Sabtia. P 12.

Figure 2.2.2 Al-sabtiyah building height percentage , Illustrated by (Authors,2017). Authors (2017). Urban analysis.

Vocational School In Sabtia. P 12.

Figure 2.3.1 Al-sabtiyah building condition map , Illustrated by (Authors,2017). Authors (2017). Urban analysis.

Vocational School In Sabtia. P 13.

Figure 2.3.2 Al-sabtiyah ``building condition percentage , Illustrated by (Authors,2017). Authors (2017). Urban analysis. Vocational School In Sabtia. P 13.

Figure 2.4 Al-sabtiyah building street netwrok map , Illustrated by (Authors,2017). Authors (2017). Urban analysis. Vocational School In Sabtia. P 14.

Figure 2.5.1 Al-sabtiyah solid and void map , Illustrated by (Authors,2017). Authors (2017). Urban analysis.

Vocational School In Sabtia. P 13.

Figure 2.5.2 Al-sabtiyah solid and void percentage , Illustrated by (Authors,2017). Authors (2017). Urban analysis.

Vocational School In Sabtia. P 13.

Figure 2.6.1 Al-sabtiyah soci-ecnomic analysis. Data source (Central Agency for Public Mobilization and Statistics, 2013) illustrated by (Authors, 2017).

Figure 2.6.2 Al-sabtiyah education analysis. Data source (Central Agency for Public Mobilization and Statistics, 2013) illustrated by (Authors, 2017).

Figure 2.6.3 Al-sabtiyah workforce analysis. Data source (Central Agency for Public Mobilization and Statistics, 2013) illustrated by (Authors, 2017).

Figure 2.6.4 Al-sabtiyah public service analysis. Data source (Central Agency for Public Mobilization and Statistics, 2013) illustrated by (Authors, 2017).

Fig 2.6.5 Al-sabtiyah Street activities illustration. Illustrated by (Authors,2017). Authors (2017). Urban analysis.

Vocational School In Sabtia. P 20.

Figure 2.7 Al-sabtiyah public service analysis. Illustrated by (Authors,2017). Authors (2017). Urban analysis.

Vocational School In Sabtia. P 21.

Figure 2.8 Al-sabtiyah skyline and elevations analysis. Illustrated by (Authors,2017). Authors (2017). Urban analysis. Vocational School In Sabtia. P 22.

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Figure 2.9 Al-sabtiyah views analysis. Illustrated by (Authors,2017). Authors (2017). Urban analysis. School In Sabtia. P 23.

Figure 2.10 Al-sabtiyah photo collage. Illustrated by (Authors,2017). Authors (2017). Urban analysis. Vocational School In Sabtia. P 23.

Figure 5.1 Audibility level of human illustrated by ( Author,2017) Marler, Peter (2004). Nature`s Music: The Science of Birdsong. Academic Press Inc. p. 207 Figure 5.2 School Near Residential Area, Illustrated by (Authours,2017) Magdy, M., Radwan, M., Ali, Y. (2008).

ELEMENTARY EDUCATION BUILDINGS IN YEMEN CITIES PROBLEMS AND TRENDS SOLUTIONS .

Figure 5.3 School Near government department, Illustrated by (Authours,2017) Magdy, M., Radwan, M., Ali, Y. (2008). ELEMENTARY EDUCATION BUILDINGS IN YEMEN CITIES PROBLEMS AND TRENDS SOLUTIONS .

Figure 5.4 Audibility Solution ( Street Traffic ) , Illustrated by (Authours,2017) Magdy, M., Radwan, M., Ali, Y. (2008).

ELEMENTARY EDUCATION BUILDINGS IN YEMEN CITIES PROBLEMS AND TRENDS SOLUTIONS .

Figure 5.5 Audibility Solution ( Barriers) , Illustrated by (Authours,2017) Magdy, M., Radwan, M., Ali, Y. (2008).

ELEMENTARY EDUCATION BUILDINGS IN YEMEN CITIES PROBLEMS AND TRENDS SOLUTIONS .

Figure 5.6 Audibility Solution ( Class Dimintions ) , Illustrated by (Authours,2017) Magdy, M., Radwan, M., Ali, Y. (2008). ELEMENTARY EDUCATION BUILDINGS IN YEMEN CITIES PROBLEMS AND TRENDS SOLUTIONS .

Figure 5.7 Prenzlauer Berg tower , Illustrated by (Authours,2017) Harriet, P. (10 .)2015 buildings with extraordinary acoustics. Retrieved From http://thespaces.com/-10/03/11/2015 buildings-with-extraordinary-acoustics/ Figure 5.8 Whispering gallery, Illustrated by (Authours,2017) Harriet, P. (10 .)2015 buildings with extraordinary acoustics. Retrieved From http://thespaces.com/-10/03/11/2015buildings-with-extraordinary-acoustics/ Figure 5.9 Danish Museum (Harriet,2015) , Illustrated by (Harriet,2015) Harriet, P. (10 .)2015 buildings with extraordinary acoustics. Retrieved From http://thespaces.com/-10/03/11/2015buildings-with-extraordinaryacoustics/ Figure 5.10 EKKO (Harriet,2015) , Illustrated by (Harriet,2015) Harriet, P. (10 .)2015 buildings with extraordinary acoustics. Retrieved From http://thespaces.com/-10/03/11/2015buildings-with-extraordinary-acoustics/ Figure 5.11 Circulation Types , Illustrated by (Authors,2017). Authors (2017). Circulation Types . Vocational School In Sabtia Figure 5.12 Stair , Illustrated by (Authors,2017). Authors. (2017). Stair . Vocational School In Sabtia Figure 5.13 Elevators , Illustrated by (Authors,2017). DIOA (2017). Panoramic Elevator. Retrieved From http://www. diaoelevatorindonesia.co.id/products/26 Figure 5.14 esclators , Illustrated by (Authors,2017). Kathleen, S. (10 .)2015 Escalator Safety Tips to Keep You and Your Family Safe. Retrieved From http://www.thefinder.com.sg/singapore-expat-life/essential-information/-10 escalator-safety-tips-keep-you-and-your-family-safe Figure 5.15 Ramps , Illustrated by (Authors,2017). Willem , V. (2017).. Retrieved From https://www.pinterest.com/ pin/302163456224551957/ Figure 5.16 Travelators , Illustrated by (Authors,2017). Willem , V. (2017).. Retrieved From https://www.pinterest. com/pin/134756213823267040/ Figure 5.17 Travelators , Illustrated by (Authors,2017). Willem , V. (2017). Retrieved From https://www.pinterest. com/pin/150166968803108561/ Figure 5.18 Corridors , Illustrated by (Authors,2017). Meyer, D. (2017). Retrieved From https://www.pinterest.com/ pin/369928556874278551/ Figure 5.19 Corridors , Illustrated by (Authors,2017). Meyer, D. (2017). Retrieved From https://www.pinterest. com/pin/490048003187859079/

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Figure 5.20 Atlantic City Holocaust Memorial, Illustrated by (Authors,2017). Irina, V. (1 .)2011st and 2nd Prize Winners of Atlantic City Boardwalk Holocaust Memorial Competition Retrieved From http://www.archdaily. com/1/103915st-and2-nd-prize-winners-of-atlantic-city-boardwalk-holocaust-memorial-competition Figure 5.21 Bridges Museum of Glass, Illustrated by (Authors,2017). ArchDaily. (2013) Crystal Bridges Museum Store / Marlon Blackwell Architect. Retrieved From http://www.archdaily.com/319341/crystal-bridges-museumstore-marlon-blackwell-architect/ Figure 5.22 Guggenheim Museum , Data source (Archdaily,2009) Illustrated by (Authors,2017). Adelyn, P. ( 2010). AD Classics: Solomon R. Guggenheim Museum / Frank Lloyd Wright. Retrieved From http://www.archdaily. com/60392/ad-classics-solomon-r-guggenheim-museum-frank-lloyd-wright/ Figure 5.23 Office Of The President Of CBD , Illustrated by (Authors,2017). Becky ,Q. (2013).Shanghai Hongqiao CBD Office Headquarters Building / LYCS Architecture. Retrieved From http://www.archdaily.com/407976/ shanghai-hongqiao-cbd-office-headquarters-building-lycs-architecture/ Figure 5.24 Flexible Furniture , Illustrated by (Authors,2017). Ion ,M. (2011). OPENARCH . Retrieved From http:// www.metalocus.es/en/news/openarch Figure 5.25 Movable , Illustrated by (Authors,2017). Geoff. (2007). flexibility in architecture. Retrieved From https:// thewaywelive.wordpress.com/15/11/2007/flexibility-in-architecture/ Figure 5.26 Transformable , Illustrated by (Authors,2017). Geoff. (2007). flexibility in architecture. Retrieved From https://thewaywelive.wordpress.com/15/11/2007/flexibility-in-architecture/ Figure 5.27 Responsive , Illustrated by (Authors,2017). Geoff. (2007). flexibility in architecture. Retrieved From https://thewaywelive.wordpress.com/15/11/2007/flexibility-in-architecture/ Figure 5.28 Convertibility , Illustrated by (Authors,2017). Geoff. (2007). flexibility in architecture. Retrieved From https://thewaywelive.wordpress.com/15/11/2007/flexibility-in-architecture/ Figure 5.29 Villa Savoye , Illustrated by (Andrew,2010). Andrew, K.(2010). AD Classics: Villa Savoye / Le Corbusier.

Retrieved From http://www.archdaily.com/84524/ad-classics-villa-savoye-le-corbusier/ Figure 5.30 Theatre stars, Illustrated by (ArchDaily,2009). Archdaily.(2009). BengtSjostrom Starlight Theatre / Studio Gang. Retrieved From http://www.archdaily.com/28649/bengt-sjostrom-starlight-theatre-studio-gangarchitects/ Figure 5.31.1 Tower capsule , Illustrated by (Megan ,2011). Megan, S. (2011). AD Classics: Nakagin Capsule Tower / KishoKurokawa. Retrieved From http://www.archdaily.com/110745/ad-classics-nakagin-capsule-tower-kishokurokawa/ Figure 5.31.2 Ekris Showroom , Illustrated by (ArchDaily,2009). Archdaily.(2009). Ekris Showroom / ONL. Retrieved From http://www.archdaily.com/14523/ekris-showroom-onl/ Figure 5.32 Durability , Illustrated by (Authors,2017). Archdaily. (2009). The Lavin-Bernick Center for University Life / VJAA . Retrieved From http://www.archdaily.com/34111/the-lavin-bernick-center-for-university-life-vjaa/ Figure 5.33 Material Selection , Illustrated by (Andrea,2003). Andrea,P.(2003). Designing for Durability. Retrieved From https://www.canadianarchitect.com/asf/enclosure_durability/durablitly_design/durability_design.htm Figure 5.34 Material Selection , Illustrated by (Andrea,2003). Andrea,P.(2003). Designing for Durability. Retrieved From https://www.canadianarchitect.com/asf/enclosure_durability/durablitly_design/durability_design.htm Figure 5.35 Housing Components , Illustrated by (Andrea,2003). Andrea,P.(2003). Designing for Durability. Retrieved From https://www.canadianarchitect.com/asf/enclosure_durability/durablitly_design/durability_design.htm Figure 5.36 Housing Components , Illustrated by (Andrea,2003). Andrea,P.(2003). Designing for Durability. Retrieved From https://www.canadianarchitect.com/asf/enclosure_durability/durablitly_design/durability_design.htm Figure 5.37 Components Durability , Illustrated by (Andrea,2003). Andrea,P.(2003). Designing for Durability.

Retrieved From https://www.canadianarchitect.com/asf/enclosure_durability/durablitly_design/durability_ design.htm Figure 5.38 Components Durability , Illustrated by (Andrea,2003). Andrea,P.(2003). Designing for Durability.

Retrieved From https://www.canadianarchitect.com/asf/enclosure_durability/durablitly_design/durability_

Table of figures 287

Figure 5.39 Systems , Illustrated by (Andrea,2003). Andrea,P.(2003). Designing for Durability. Retrieved From https://www.canadianarchitect.com/asf/enclosure_durability/durablitly_design/durability_design.htm Figure 5.40 Systems , Illustrated by (Andrea,2003). Andrea,P.(2003). Designing for Durability. Retrieved From https://www.canadianarchitect.com/asf/enclosure_durability/durablitly_design/durability_design.htm Figure 5.41 Durability , Illustrated by (Opsis Architecture,2004). Opsis A.(2004). Lovejoy Office Building. Retrieved From http://www.opsisarch.com/blog/project/lovejoy-building/# Figure 5.42 Durability , Illustrated by (Opsis Architecture,2004). Opsis A.(2004). Lovejoy Office Building. Retrieved From http://www.opsisarch.com/blog/project/lovejoy-building/# Figure 5.43 Durability , Illustrated by (Authors,2017). Authors. (2017). A Vocational School In Sabtia.

Figure 5.44 Noisy-le-Grand , Illustrated by (Archdaily,2016). Archdaily.(2016).High School with international sections of Noisy-le-Grand/Bry-sur-Marne Retrieved From http://www.archdaily.com/796228/high-school-innoisy-le-grand-ateliers4-3-2-/ Figure 5.45 Asylum in Grenade sur l’Adour, Illustrated by (Archdaily,2014). Archdaily.(2014).Kindergarden in Grenade Sur L›Adour / Gadrat Architecture et associée. Retrieved From http://www.archdaily.com/553598/ kindergarden-in-grenade-sur-l-adour-gadrat-architecture-et-associee/ Figure 5.46 Ville Jonc , Illustrated by (Archdaily,2016). Archdaily.(2016). Villas Jonc / Christian von Düring. Retrieved From http://www.archdaily.com/794278/villas-jonc-christian-von-during/ Figure 5.47 OP Headquarters , Illustrated by (Archdaily,2016). Archdaily.(2016). OP Headquarters / JKMM Architects. Retrieved From http://www.archdaily.com/789670/op-headquarters-jkmm-architects/ Figure 5.48 thermal Comfort , Illustrated by (PAE,2015). PAE.(2015). A holistic approach to thermal comfort.

Retrieved From http://www.pae-engineers.com/news/articles/a-holistic-approach-to-thermal-comfort Figure 5.49 MUSE / Woods Bagot , Illustrated by (Archdaily,2014). Archdaily.(2014). MUSE / Woods Bagot.

Retrieved From http://www.archdaily.com/493677/muse-woods-bagot/ Figure 5.50 Gallery COCOCHI Comfort , Illustrated by (Archdaily,2014). Archdaily.(2014). COCOCHI Comfort Gallery “UTSUWA” / UID Architects Retrieved From http://www.archdaily.com/495160/cocochi-comfort-gallery-utsuwauid-architects/ Figure 5.51 Cabinas morerava , Illustrated by (Archdaily,2011). Archdaily.(2011). Morerava Cabins / AATA Associate Architects. Retrieved From http://www.archdaily.com/105789/morerava-cabins-aata-associate-architects/ Figure 5.52 The Lavin-Bernick Center for University Life , Illustrated by (Archdaily,2009). The Lavin-Bernick Center for University Life / VJAA. Retrieved From http://www.archdaily.com/34111/the-lavin-bernick-center-foruniversity-life-vjaa/ Figure 5.53 Colors Mood , Illustrated by (Authors,2017). OLIVER, R.( 2013). Interior Color. Retrieved From http:// inhabitat.com/infographic-how-interior-color-choice-can-evoke-moods-in-your-home/coloring-your-homeinterior-design-infographic/ Figure 5.54 Human physiology , Illustrated by (Saskia ,2015). Saskia, H.( 2015). Human physiology, psychology & place-making. Retrieved From http://www.arcc-network.org.uk/health-wellbeing/feeling-good-in-public-spaces/ human-physiology-psychology-place-making/ Figure 5.55 INTERIOR OF ST.PETER’S BASILICA , Illustrated by (P.LANDY ,2014). P.LANDY .( 2014). INTERIOR OF ST.PETER’S BASILICA. Retrieved From http://www.wondermondo.com/Countries/E/Small/Vatican/ StPetersBasilica.htm Figure 5.56 Notorious D-Block cell , Illustrated by (Nancy,2015). Nancy, H. ( 2015). Notorious D-Block cell. Retrieved From http://jaquo.com/haunted-alcatraz-prison/ Figure 5.57 Colors , Illustrated by (Maria ,2015). Maria, S.(2015). Colors. Retrieved From http://www.mariasvarbova. com/index.php?article=gallery&id=24 Niklaus, S. (2002). hormonorium. Retrieved From http://www.designboom.com/architecture/philippe-rahmconstructed-atmospheres2014-08-01-/

Table of figures 288

Figure 5.59 ARCHITECTURE FOR THE SENSES , Illustrated by (Christina ,2012). Christina, A.(2012). ARCHITECTURE FOR THE SENSES. Retrieved From http://thedaylightsite.com/architecture-for-the-senses/ Figure 5.60 Novo Nordisk NN1 Atrium , Illustrated by (Larsen,2012). Larsen Architects.(2012). Novo Nordisk NN1 Atrium. Retrieved From http://thedaylightsite.com/architecture-for-the-senses/ Figure 5.61 Jewish Museum , Illustrated by (ArchDaily ,2010). ArchDaily.(2010).AD Classics: Jewish Museum, Berlin / Daniel Libeskind. Retrieved From http://www.archdaily.com/91273/ad-classics-jewish-museum-berlin-daniellibeskind/ Figure 5.62 Taboo Spaces ,Illustrated by (ArchDaily,2016). Lauren, C.(2016) Sacred Landscapes or «Taboo Spaces» in Indian Crematoriums. Retrieved From http://www.archdaily.com/793545/arora-sanchit-speculates-on-therole-of-crematoriums-in-india/ Figure 5.63 Emperor Hotel Qianmen, Illustrated by (ArchDaily ,2014). ArchDaily.(2010).Emperor Qianmen Hotel / asap. Retrieved From http://www.archdaily.com/540163/emperor-qianmen-hotel-asap/ Figure 5.64 Busan Opera House , Illustrated by (ArchDaily,2011). Alison, F.(2011). Busan Opera House Proposal / WEAVA Architects. Retrieved From http://www.archdaily.com/162213/busan-opera-house-proposal-weavaarchitects/ Figure 5.65 Buildings With Image Around The World , Illustrated by (Authors,2017). Authors.(2017). A Vocational School In Sabtia Figure 5.66 What Makes A Good Place , Illustrated by (Authors,2017). Authors.(2017). A Vocational School In Sabtia Figure 5.67 SAN BARTOLOME , Illustrated by (san bartolomé,2012). Ruben, R.(2012). SAN BARTOLOME. Retrieved From http://www.beta-architecture.com/europan-11-san-bartolome-ruben-ramos-hector-salcedo-garcia/ Figure 5.68 Globalization , Illustrated by (Authors,2017). Tanu, V.(2016). Globalization Retrieved From http://www. shareyouressays.com/94262/short-essay-on-the-globalisation-of-indian-economy Figure 5.69 Buildings With Image Around The World , Illustrated by (PPAG architects,2016). PPAG architects.

(2016). steirereck restaurant. Retrieved From http://www.designboom.com/architecture/ppag-architectssteirereck-restaurant-vienna2014-12-12-/ Figure 5.70 One World Trade Center, Illustrated by (ArchDaily,2016). ArchDaily.(2016).One World Trade Center / SOM. Retrieved From http://www.archdaily.com/795277/one-world-trade-center-som/ Figure 5.71 The Petronas Towers , Illustrated by (Andrew,2011). Andrew Kroll.(2011). AD Classics: Petronas Towers / Cesar Pelli. Retrieved From http://www.archdaily.com/105895/ad-classics-petronas-towers-cesar-pelli/ Figure 5.72 The Shard , Illustrated by (Karen ,2009) Karen Cilento.(2009).The Shard / Renzo Piano. Retrieved From http://www.archdaily.com/33494/the-shardrenzo-piano/ Figure 5.73 Empire State Building , Illustrated by (Luke,2017). Luke Fiederer.(2016).AD Classics: Empire State Building / Shreve, Lamb and Harmon. Retrieved From http://www.archdaily.com/797767/ad-classics-empirestate-building-shreve-lamb-harmon/ Figure 5.74 Security Plans , Illustrated by (Authors,2017). Authors.(2017). A Vocational School In Sabtia Figure 5.75 Minimum Security Area , Illustrated by (Authors,2016). James, H.(2016). Minimum Security Area.

Retrieved From http://landscapeonline.com/research/article.php/13629 Figure 5.76 Minimum Security Area, Illustrated by (Laura,2015). Laura, S.(2015). Minimum Security Area. Retrieved From https://www.asla.org/guide/site.aspx?id=40957 Figure 5.77 Security Plans , Illustrated by (Authors,2017). Authors.(2017). A Vocational School In Sabtia Figure 5.78 Security Plans , Illustrated by (Authors,2017). Authors.(2017). A Vocational School In Sabtia Figure 5.79 , Embassy of United States in London. Illustrated by (David,2010). David Basulto.(2010). US Embassy in London / KieranTimberlake Architects. Retrieved From http://www.archdaily.com/50922/us-embassy-in-londonkieran-timberlake/

Table of figures 289

Figure 5.80 Rivers ranger Station , Illustrated by (ArchDaily,2012). ArchDaily.(2012). Mojave Rivers Ranger Station / Marcy Wong Donn Logan. Retrieved From Architectshttp://www.archdaily.com/274996/mojave-rivers-rangerstation-marcy-wong-donn-logan-architects/ Figure 5.81 texture tower , Illustrated by (ArchDaily,2014). ArchDaily.(2014). Textured Tower / CollBarreuArquitectos. Retrieved From http://www.archdaily.com/542440/textured-tower-coll-barreu-arquitectos/ Figure 5.82 Lifeboat station , Illustrated by (ArchDaily,2016). ArchDaily.(2016).Wasserwacht Lifeboat Station / KunzeSeeholzerArchitekten. Retrieved From http://www.archdaily.com/799668/wasserwacht-lifeboat-stationkunze-seeholzer-architekten/ Figure 6.1.1 : Herningshlom voctional school exterior view (Archdaily , 2014) . Retrieved from http://www.archdaily.com/524181/c-f-moller-selected-to-design-vocational-school-in-denmark .

Figure 6.1.2 : Herning handimade text-tile industry starting in homes (Visit herning , 2011) . Retrieved from http://www.visitherning.dk/herning/textilbyen-herning .

Figure 6.1.3 : Herning text-tile industry development (Google , 2013) . Retrieved from https://www.google.com. eg/search?hl=ar&tbs=simg:CAESkwEJOs_1QRBxfCZAahwELEKjU2AQaAggDDAsQsIynCBpgCl4IAxImjAOUDJIEbJwNwwqhBbkQW7gQvDniOcY6yivjOcU2_1iLMK-8tpC4aMBaQSpjEOAtfXl5TMo3FFjJcih5iBHNt1lWKsc_1YDJS3FubFgkdKokVtubsdKMIGLiAEDAsQjq7-CBoKCggIARIEZpkYPAw&tbm=isch&sa=X&ved=0ahUKEwjc55zMrr3RAhXJWhoKHVtqCQYQsw4IIg .

Figure 6.1.4 : Herning big market for text-tile industry (Visit herning , 2011) . Retrieved from http://www.visitherning.com/ln-int/herning/history .

Figure 6.1.5 : Herningshlom voctional school interior view (Archdaily , 2014) . Retrieved from http://www.archdaily. com/524181/c-f-moller-selected-to-design-vocational-school-in-denmark .

Figure 6.1.6 : project site location , (google map, 2017) . Retrieved from https://www.google.com.eg/maps/plac e/7400+%D9%87%D9%8A%D8%B1%D9%86%D9%8A%D9%86%D8%AC%D8%8C+%D8%A7%D9%84%D8%AF%D9%86%D 9%85%D8%A7%D8%B1%D9%83%E2%80%AD/@56.130012,9.2518981,10z/data=!3m1!4b1!4m5!3m4!1s0x464bbc714b8023fd:0xf28a7b6f870ac86a!8m2!3d56.138557!4d8.967322 . Illastrated by (Authors , 2017 ). A vocational school in sabtia, cairo, Page(96).

Figure 6.1.7 : solid and void map for the site surrounding , Authors. (2017) . A vocational school in sabtia, cairo, Page(97).

Figure 6.1.8 : Urban fabric for the site surrounding , Authors. (2017) . A vocational school in sabtia, cairo, Page(97).

Figure 6.1.9 : Approach to the project through site surroundings , (Archdaily , 2014) . Retrieved from http://www. archdaily.com/524181/c-f-moller-selected-to-design-vocational-school-in-denmark . Illustrated by (Authors , 2017) . A vocational school in sabtia, cairo, Page(98).

Figure 6.1.10 : landuse for project site surroundings , (Archdaily , 2014) . Retrieved from http://www.archdaily. com/524181/c-f-moller-selected-to-design-vocational-school-in-denmark . Illustrated by (Authors , 2017) . A vocational school in sabtia, cairo, Page(98).

Figure 6.1.11 : project program main elements , Authors. (2017) . A vocational school in sabtia, cairo, Page(99).

Figure 6.1.12 : Ground floor plan , (Archdaily , 2014) . Retrieved from http://www.archdaily.com/524181/c-fmoller-selected-to-design-vocational-school-in-denmark . Illustrated by (Authors , 2017) . A vocational school in sabtia, cairo, Page(99).

Figure 6.1.13 : concept diagram , (Archdaily , 2014) . Retrieved from http://www.archdaily.com/524181/c-f-mollerselected-to-design-vocational-school-in-denmark . Illustrated by (Authors , 2017) . A vocational school in sabtia, cairo, Page(100).

Figure 6.1.14 : concept diagram , (Archdaily , 2014) . Retrieved from http://www.archdaily.com/524181/c-f-mollerselected-to-design-vocational-school-in-denmark . Illustrated by (Authors , 2017) . A vocational school in sabtia, cairo, Page(100).

Figure 6.1.15 : concept diagram , (Archdaily , 2014) . Retrieved from http://www.archdaily.com/524181/c-f-mollerselected-to-design-vocational-school-in-denmark . Illustrated by (Authors , 2017) . A vocational school in sabtia, cairo, Page(100).

Table of figures 290

Figure 6.1.16 : site layout , (Archdaily , 2014) . Retrieved from http://www.archdaily.com/524181/c-f-moller-selected-to-design-vocational-school-in-denmark . Illustrated by (Authors , 2017) . A vocational school in sabtia, cairo, Page(100).

Figure 6.1.17: concept diagram , (Archdaily , 2014) . Retrieved from http://www.archdaily.com/524181/c-f-mollerselected-to-design-vocational-school-in-denmark . Illustrated by (Authors , 2017) . A vocational school in sabtia, cairo, Page(101).

Figure 6.1.18: Main and side elevations , (Archdaily , 2014) . Retrieved from http://www.archdaily.com/524181/cf-moller-selected-to-design-vocational-school-in-denmark . Illustrated by (Authors , 2017) . A vocational school in sabtia, cairo, Page(101).

Figure 6.1.19: Environmental section , (Archdaily , 2014) . Retrieved from http://www.archdaily.com/524181/c-fmoller-selected-to-design-vocational-school-in-denmark . Illustrated by (Authors , 2017) . A vocational school in sabtia, cairo, Page(102).

Figure 6.1.20: circulation diagram , (Archdaily , 2014) . Retrieved from http://www.archdaily.com/524181/c-fmoller-selected-to-design-vocational-school-in-denmark . Illustrated by (Authors , 2017) . A vocational school in sabtia, cairo, Page(103).

Figure 6.1.21: concept diagram , (Archdaily , 2014) . Retrieved from http://www.archdaily.com/524181/c-f-mollerselected-to-design-vocational-school-in-denmark . Illustrated by (Authors , 2017) . A vocational school in sabtia, cairo, Page(103).

Figure 6.1.22: Interior view from the project , (Archdaily , 2014) . Retrieved from http://www.archdaily.com/524181/ c-f-moller-selected-to-design-vocational-school-in-denmark .

FIGURE 6.2.1:Authors. (2017) a vocational school in sabtia,Cairo .page (104) FIGURE 6.2.2:Google. (2017) Road el-farag bridge ,nile corniche, cairo. Page (105) FIGURE 6.2.3:Google. (2017) embaba bridge ,nile corniche, cairo. Page (105) FIGURE 6.2.4:Google. (2017) Saint john bosco. Page (105) FIGURE 6.2.5:Google. (2017) Industrial revolution in Europe . Page (106) FIGURE 6.2.6:Google. (2017) A vocational school in Italy . Page (106) FIGURE 6.2.7:Google. (2017) A vocational school in Alexandria, Egypt . Page (106) FIGURE 6.2.8:Google Earth. (2017) site location Sabtia, Cairo, Egypt. Page (107) FIGURE 6.2.9:Google Earth. (2017) solid and void map, Cairo, Egypt. Page (107) FIGURE 6.2.10:Google Earth. (2017) urban fabric map, Cairo, Egypt. Page (107) FIGURE 6.2.11:Google Earth. (2017) accessibility map, Cairo, Egypt. Page (108) FIGURE 6.2.12:Authors. (2017) a vocational school in sabtia,Cairo .page (109) FIGURE 6.2.13:Authors. (2017) zoning perspective .page (109) FIGURE 6.2.14:Authors. (2017) a vocational school in sabtia,Cairo .page (110) FIGURE 6.2.15:Authors. (2017) a vocational school in sabtia,Cairo .page (110) FIGURE 6.2.16:Authors. (2017) a vocational school in sabtia,Cairo .page (110) FIGURE 6.2.17:Authors. (2017) ground, first, second, third plans. Page (110) FIGURE 6.2.18:Authors. (2017) main elevation . Page (111) FIGURE 6.2.19:Authors. (2017) cross section. Page (111)

Table of figures 291

FIGURE 6.2.20:Authors. (2017) longitudinal section. Page (111) FIGURE 6.2.21:Authors. (2017) vertical circulation. Page (112) FIGURE 6.2.22:Authors. (2017) horizontal circulation. Page (112) Figure 6.3.1 : Jatta vocational school exterior view (World architecture news , 2011) . Retrieved from http://www.worldarchitecturenews.com/project/2011/16076/henning-larsen-architects/j-tt-vocational-school-in-stavanger.html.

Figure 6.3.2 : Project site location (Google maps , 2017) . Retrieved from https://www.google.com.eg/maps/ place/J%C3%A5tt%C3%A5v%C3%A5gen/@58.91366,5.7314987,17z/data=!3m1!4b1!4m5!3m4!1s0x463a35beae3b6e35:0x5969d3df01e5066d!8m2!3d58.91366!4d5.72931 . Illastrated by (Authors , 2017 ). A vocational school in sabtia, cairo, Page(114).

Figure 6.3.3 : Project Arial view data source (World architecture news , 2011) . . Retrieved from http://www. worldarchitecturenews.com/project/2011/16076/henning-larsen-architects/j-tt-vocational-school-in-stavanger.html. Illastrated by (Authors , 2017 ). A vocational school in sabtia, cairo, Page(115).

Figure 6.3.4 : Vikiing stadium view (World architecture news , 2011) . Retrieved from http://www.worldarchitecturenews.com/project/2011/16076/henning-larsen-architects/j-tt-vocational-school-in-stavanger.html. Illastrated by (Authors , 2017 ). A vocational school in sabtia, cairo, Page(115).

Figure 6.3.5 : School position to surrounding view (World architecture news , 2011) . Retrieved from http://www. worldarchitecturenews.com/project/2011/16076/henning-larsen-architects/j-tt-vocational-school-in-stavanger.html. Illastrated by (Authors , 2017 ). A vocational school in sabtia, cairo, Page(115).

Figure 6.3.6 : solid and void map for the site surrounding (Authors, 2017) . A vocational school in sabtia, cairo, Page(116).

Figure 6.3.7 : urban fabric for the site surrounding (Authors, 2017) . A vocational school in sabtia, cairo, Page(116).

Figure 6.3.8 : Accessibility from site surrounding (Authors, 2017). A vocational school in sabtia, cairo, Page(117).

Figure 6.3.9 : project program main elements , (Authors, 2017)., (A vocational school in sabtia, cairo, Page(118).

Figure 6.3.10 : Ground floor plan , (World architecture news , 2011) .Retrieved from http://www.worldarchitecturenews.com/project/2011/16076/henning-larsen-architects/j-tt-vocational-school-in-stavanger.html. Illastrated by (Authors , 2017 ). A vocational school in sabtia, cairo, Page(118).

Figure 6.3.11 :first floor plan , (World architecture news , 2011) .Retrieved from http://www.worldarchitecturenews.com/project/2011/16076/henning-larsen-architects/j-tt-vocational-school-in-stavanger.html. Illastrated by (Authors , 2017 ). A vocational school in sabtia, cairo, Page(119).

Figure 6.3.12 : basement floor plan , (World architecture news , 2011) .Retrieved from http://www.worldarchitecturenews.com/project/2011/16076/henning-larsen-architects/j-tt-vocational-school-in-stavanger.html. Illastrated by (Authors , 2017 ). A vocational school in sabtia, cairo, Page(119).

Figure 6.3.13 :project concept diagrams , (Authors, 2017). (A vocational school in sabtia, cairo, Page(120).

Figure 6.3.14 : Section , (World architecture news , 2011) . http://www.worldarchitecturenews.com/project/2011/16076/henning-larsen-architects/j-tt-vocational-school-in-stavanger.html. Illastrated by (Authors , 2017 ). A vocational school in sabtia, cairo, Page(121).

Figure 6.3.15 : Elevation analysis , (Archdaily , 2014) . Retrieved from http://www.henninglarsen.com/projects/0400-0599/0582-jaattaa-vocational-school.aspx. Illustrated by (Authors , 2017) . A vocational school in sabtia, cairo, Page(121).

Figure 6.3.16 : Environment section , (henninglarsen , 2015) . Retrieved from http://www.henninglarsen.com/projects/0400-0599/0582-jaattaa-vocational-school.aspx. Illustrated by (Authors , 2017) . A vocational school in sabtia, cairo, Page(122).

Table of figures 292

Figure 6.3.17: Social interaction , (henninglarsen , 2015) . Retrieved from http://www.henninglarsen.com/projects/0400-0599/0582-jaattaa-vocational-school.aspx. Illustrated by (Authors , 2017) . A vocational school in sabtia, cairo, Page(123).

Figure 6.3.18: Circulation plan , (henninglarsen , 2015) . Retrieved from http://www.henninglarsen.com/projects/0400-0599/0582-jaattaa-vocational-school.aspx. Illustrated by (Authors , 2017) . A vocational school in sabtia, cairo, Page(124).

Figure 6.3.19: environment learning , (henninglarsen , 2015) . Retrieved from http://www.henninglarsen.com/ projects/0400-0599/0582-jaattaa-vocational-school.aspx. Illustrated by (Authors , 2017) . A vocational school in sabtia, cairo, Page(124).

Figure 6.3.20: workshop Environment , (henninglarsen , 2015) . Retrieved from http://www.henninglarsen.com/ projects/0400-0599/0582-jaattaa-vocational-school.aspx. Illustrated by (Authors , 2017) . A vocational school in sabtia, cairo, Page(124).

FIGURE 6.4.1 :Archdaily (2011) http://www.archdaily.com/776273/technology-school-of-guelmim-saad-el-kabbaj-plus-driss-kettani-plus-mohamed-amine-siana/5632a814e58ec9e99c2000041-technology-school-ofguelmim-saad-el-kabbaj-plus-driss-kettani-plus-mohamed-amine-siana-photo page(125) FIGURE 6.4.2:Google earth (2017) https://www.google.com.eg/maps/place/%D9%85%D8%A4%D8%B3%D8 %B3%D8%A9+%D8%A7%D9%84%D9%85%D9%86%D8%A7%D8%B1+%D8%B5%D8%AD%D8%B1%D8%A7%D8% A1+%D8%A7%D9%84%D8%AE%D8%A7%D8%B5%D8%A9%E2%80%AD/@28.9838436,-10.0772526,1346m/ data=!3m1!1e3!4m5!3m4!1s0xdb50324e1f39481:0x15e4c619c357baf0!8m2!3d28.983333!4d-10.066667?hl= en page(126) FIGURE 6.4.3:Google earth (2017) https://www.google.com.eg/maps/search/school+near+Guelmim,+Guelmim-Es+Semara+81000,+Morocco/@28.9808127,-9.7452678,349471m/data=!3m1!1e3?hl=en page(126) FIGURE 6.4.4:Google earth (2017) https://www.google.com.eg/maps/search/school+near+Guelmim,+Guelmim-Es+Semara+81000,+Morocco/@28.988554,-10.0778588,5685m/data=!3m2!1e3!4b1?hl=enpage(127) FIGURE 6.4.5:Google earth (2017) https://www.google.com.eg/maps/search/school+near+Guelmim,+Guelmim-Es+Semara+81000,+Morocco/@28.9829997,-10.0775394,1958m/data=!3m1!1e3?hl=enpage(128) FIGURE 6.4.6:Google earth (2017) https://www.google.com.eg/maps/search/school+near+Guelmim,+Guelmim-Es+Semara+81000,+Morocco/@28.9829997,-10.0775394,1958m/data=!3m1!1e3?hl=en FIGURE 6.4.7:Archdaily (2011) http://www.archdaily.com/776273/technology-school-of-guelmim-saad-el-kabbaj-plus-driss-kettani-plus-mohamed-amine-siana/5632a6b2e58ece99c200003b-technology-school-ofguelmim-saad-el-kabbaj-plus-driss-kettani-plus-mohamed-amine-siana-site-planpage(128) FIGURE 6.4.8:Archdaily (2011) http://www.archdaily.com/776273/technology-school-of-guelmim-saad-el-kabbaj-plus-driss-kettani-plus-mohamed-amine-siana/5632a6b2e58ece99c200003b-technology-school-ofguelmim-saad-el-kabbaj-plus-driss-kettani-plus-mohamed-amine-siana-site-planpage(129) FIGURE 6.4.9:Archdaily (2011) http://www.archdaily.com/776273/technology-school-of-guelmim-saad-el-kabbaj-plus-driss-kettani-plus-mohamed-amine-siana/5632a7ebe58ece010d000043-technology-school-ofguelmim-saad-el-kabbaj-plus-driss-kettani-plus-mohamed-amine-siana-photopage(130) FIGURE 6.4.10:Archdaily (2011) http://www.archdaily.com/776273/technology-school-of-guelmim-saad-elkabbaj-plus-driss-kettani-plus-mohamed-amine-siana/5632a87ee58ece99c2000043-technology-school-ofguelmim-saad-el-kabbaj-plus-driss-kettani-plus-mohamed-amine-siana-photopage(130) FIGURE 6.4.11:Archdaily (2011) http://www.archdaily.com/776273/technology-school-of-guelmim-saad-elkabbaj-plus-driss-kettani-plus-mohamed-amine-siana/5632a839e58ece010d000045-technology-school-ofguelmim-saad-el-kabbaj-plus-driss-kettani-plus-mohamed-amine-siana-photopage(130) FIGURE 6.4.12:Archdaily (2011) http://www.archdaily.com/776273/technology-school-of-guelmim-saad-elkabbaj-plus-driss-kettani-plus-mohamed-amine-siana/5632a6a0e58ece010d00003e-technology-school-ofguelmim-saad-el-kabbaj-plus-driss-kettani-plus-mohamed-amine-siana-photopage(131)

Table of figures 293

FIGURE 6.4.13:Archdaily (2011) http://www.archdaily.com/776273/technology-school-of-guelmim-saad-elkabbaj-plus-driss-kettani-plus-mohamed-amine-siana/5632a814e58ece99c2000041-technology-school-ofguelmim-saad-el-kabbaj-plus-driss-kettani-plus-mohamed-amine-siana-photopage(131) FIGURE 6.4.14:Archdaily (2011) http://www.archdaily.com/776273/technology-school-of-guelmim-saad-elkabbaj-plus-driss-kettani-plus-mohamed-amine-siana/5632a900e58ece010d000047-technology-school-ofguelmim-saad-el-kabbaj-plus-driss-kettani-plus-mohamed-amine-siana-photopage(131) FIGURE 6.4.15:Archdaily (2011) http://www.archdaily.com/776273/technology-school-of-guelmim-saad-elkabbaj-plus-driss-kettani-plus-mohamed-amine-siana/5632a7bce58ece010d000041-technology-school-ofguelmim-saad-el-kabbaj-plus-driss-kettani-plus-mohamed-amine-siana-photopage(132) FIGURE 6.4.16:Archdaily (2011) http://www.archdaily.com/776273/technology-school-of-guelmim-saad-elkabbaj-plus-driss-kettani-plus-mohamed-amine-siana/5632a9aae58ece010d00004c-technology-school-ofguelmim-saad-el-kabbaj-plus-driss-kettani-plus-mohamed-amine-siana-photopage(132) FIGURE 6.4.17:Archdaily (2011) http://www.archdaily.com/776273/technology-school-of-guelmim-saad-elkabbaj-plus-driss-kettani-plus-mohamed-amine-siana/5632a6b2e58ece99c200003b-technology-school-ofguelmim-saad-el-kabbaj-plus-driss-kettani-plus-mohamed-amine-siana-site-planpage(133) FIGURE 6.4.18:Archdaily (2011) http://www.archdaily.com/776273/technology-school-of-guelmim-saad-elkabbaj-plus-driss-kettani-plus-mohamed-amine-siana/5632a6b2e58ece99c200003b-technology-school-ofguelmim-saad-el-kabbaj-plus-driss-kettani-plus-mohamed-amine-siana-site-planpage(133) Figure 6.5.1 : Gennevilliers training center exterior view (Archdaily , 2013) . Retrieved from http://www.archdaily.com/384968/gennevilliers-training-center-atelier-d-architecture-brenac-gonzalez.

Figure 6.5.2 : Gennevilliers training center exterior view (Archdaily , 2013) . Retrieved from http://www.archdaily.com/384968/gennevilliers-training-center-atelier-d-architecture-brenac-gonzalez.

Figure 6.5.3 : Gennevilliers training center exterior view (Archdaily , 2013) . Retrieved from http://www.archdaily.com/384968/gennevilliers-training-center-atelier-d-architecture-brenac-gonzalez.

Figure 6.5.4 : Architecture studio (Archdaily , 2013) . Retrieved from http://www.archdaily.com/384968/gennevilliers-training-center-atelier-d-architecture-brenac-gonzalez.

Figure 6.5.5 : Gennevilliers training center exterior view (Archdaily , 2013) . Retrieved from http://www.archdaily.com/384968/gennevilliers-training-center-atelier-d-architecture-brenac-gonzalez.

Figure 6.5.6 : project structure (Archdaily , 2013) . Retrieved from http://www.archdaily.com/384968/gennevilliers-training-center-atelier-d-architecture-brenac-gonzalez.

Figure 6.5.7 : project site location (Google map , 2017 ). Retrieved from https://www.google.com.eg/maps/place/ ParisFrance/@48.8588377,2.2775174,12z/data=!3m1!4b1!4m5!3m4!1s0x47e66e1f06e2b70f:0x40b82c3688c9460!8m2!3d48.856614!4d2.3522219?hl=en Illastrated by (Authors , 2017 ). A vocational school in sabtia, cairo, Page(137).

Figure 6.5.8 : solid and void of site surrounding (Authors, 2017) , A vocational school in sabtia, cairo, Page(137).

Figure 6.5.9 : landuse and accessibility for site surrounding (Authors, 2017) , A vocational school in sabtia, cairo, Page(138).

Figure 6.5.10 : project program main elements .for site surrounding (Authors, 2017) , A vocational school in sabtia, cairo, Page(139).

Figure 6.5.11 : Project floor plans , (archdaily , 2013) .Retrieved from http://www.archdaily.com/384968/gennevilliers-training-center-atelier-d-architecture-brenac-gonzalez. Illastrated by (Authors , 2017 ). A vocational school in sabtia, cairo, Page(139).

Figure 6.5.12 :Project main elevation , (archdaily , 2013) .Retrieved from http://www.archdaily.com/384968/gennevilliers-training-center-atelier-d-architecture-brenac-gonzalez. Illastrated by (Authors , 2017 ). A vocational school in sabtia, cairo, Page(140).

Table of figures 294

Figure 6.5.13 : interior view , (archdaily , 2013) . Retrieved from http://www.archdaily.com/384968/gennevilliers-training-center-atelier-d-architecture-brenac-gonzalez. Illastrated by (Authors , 2017 ). A vocational school in sabtia, cairo, Page(140).

Figure 6.5.15 : Gennevilliers training center exterior view (Archdaily , 2013) . Retrieved from http://www.archdaily. com/384968/gennevilliers-training-center-atelier-d-architecture-brenac-gonzalez.

Figure 6.5.16 : circulation plan , (archdaily , 2013) . Retrieved from http://www.archdaily.com/384968/gennevilliers-training-center-atelier-d-architecture-brenac-gonzalez. Illastrated by (Authors , 2017 ). A vocational school in sabtia, cairo, Page(141).

FIGURE 6.6.1 :Archdaily (2015) http://www.archdaily.com/794021/gebze-industrial-vocational-high-school-norm-architects/57be58f1e58ece8a86000070-gebze-industrial-vocational-high-school-norm-architects-photopage(142) FIGURE 6.6.2:Archdaily (2015) http://www.archdaily.com/794021/gebze-industrial-vocational-high-school-norm-architects/57be58f1e58ece8a86000070-gebze-industrial-vocational-high-school-norm-architects-photopage(143) FIGURE 6.6.3:Google earth (2017) https://www.google.com.eg/maps/place/Gebze,+Kocaeli,+Turkey/@40.7933992,29.443823,1178m/data=!3m1!1e3!4m5!3m4!1s0x14cad8ae0d8aa779:0xc50b56d262cb70 62!8m2!3d40.8025157!4d29.4397941?hl=enpage(143) FIGURE 6.6.4:https://menudesignshop.files.wordpress.com/2013/03/norm-architects-portrait-gessato-gblog.jpg?w=840&h=614page(143) FIGURE 6.6.5:Archdaily (2015)http://www.archdaily.com/794021/gebze-industrial-vocational-high-school-norm-architects/57be5730e58ece953e000107-gebze-industrial-vocational-high-school-norm-architects-photopage(144) FIGURE 6.6.6:Archdaily (2015) http://www.archdaily.com/794021/gebze-industrial-vocational-high-school-norm-architects/57be5847e58ece953e000115-gebze-industrial-vocational-high-school-norm-architects-photopage(144) FIGURE 6.6.7:Archdaily (2015) http://www.archdaily.com/794021/gebze-industrial-vocational-high-school-norm-architects/57be57afe58ece8a86000063-gebze-industrial-vocational-high-school-norm-architects-diagrampage(144) FIGURE 6.6.8:Archdaily (2015) http://www.archdaily.com/794021/gebze-industrial-vocational-high-school-norm-architects/57be573be58ece8a86000060-gebze-industrial-vocational-high-school-norm-architects-photopage(144) FIGURE 6.6.9:https://www.google.com.eg/maps/place/Gebze,+Kocaeli,+Turkey/@40.8228021,29.363108,19048m/data=!3m1!1e3!4m5!3m4!1s0x14cad8ae0d8aa779:0xc50b56d262cb7 062!8m2!3d40.8025157!4d29.4397941?hl=enpage(145) FIGURE 6.6.10:Google earth (2017) https://www.google.com.eg/maps/place/%C3%87olako%C4%9Flu+Mesleki+veTeknik+Anadolu+Lisesi/@40.7957735,29.4307397,755m/data=!3m1!1e3!4m8!1m2!2m1!1svocational+school+near+Gebze,+Kocaeli,+Turkey!3m4!1s0x14cb208837a089a1:0x395883708ec4a44b!8m2!3d40.7958079 !4d29.4317401?hl=en page(145) FIGURE 6.6.11:Google earth (2017) https://www.google.com.eg/maps/place/%C3%87olako%C4%9Flu+Mesleki+veTeknik+Anadolu+Lisesi/@40.7957735,29.4307397,755m/data=!3m1!1e3!4m8!1m2!2m1!1svocational+school+near+Gebze,+Kocaeli,+Turkey!3m4!1s0x14cb208837a089a1:0x395883708ec4a44b!8m2!3d40.7958079 !4d29.4317401?hl=en page(146) FIGURE 6.6.12:Archdaily (2015) http://www.archdaily.com/794021/gebze-industrial-vocational-high-school-norm-architects/57be578de58ece953e00010d-gebze-industrial-vocational-high-school-norm-architects-ground-floor-planpage(147) FIGURE 6.6.13:Archdaily (2015) http://www.archdaily.com/794021/gebze-industrial-vocational-high-school-norm-architects/57be5781e58ece953e00010c-gebze-industrial-vocational-high-school-norm-architects-1st-floor-planpage(147)

Table of figures 295

FIGURE 6.6.14:Archdaily (2015) http://www.archdaily.com/794021/gebze-industrial-vocational-high-school-norm-architects/57be5759e58ece953e000109-gebze-industrial-vocational-high-school-norm-architects-basement-floor-plan page(148) FIGURE 6.6.15:Archdaily (2015) http://www.archdaily.com/794021/gebze-industrial-vocational-high-school-norm-architects/57be574fe58ece8a86000061-gebze-industrial-vocational-high-school-norm-architects-2nd-floor-planpage(148) FIGURE 6.6.16:Archdaily (2015) http://www.archdaily.com/794021/gebze-industrial-vocational-high-school-norm-architects/57be5775e58ece953e00010b-gebze-industrial-vocational-high-school-norm-architects-photopage(148) FIGURE 6.6.17:Archdaily (2015) http://www.archdaily.com/794021/gebze-industrial-vocational-high-school-norm-architects/57be57c4e58ece8a86000064-gebze-industrial-vocational-high-school-norm-architects-diagrampage(149) FIGURE 6.6.18:Archdaily (2015) http://www.archdaily.com/794021/gebze-industrial-vocational-high-school-norm-architects/57be57a4e58ece953e00010e-gebze-industrial-vocational-high-school-norm-architects-photopage(149) FIGURE 6.6.19:Archdaily (2015) http://www.archdaily.com/794021/gebze-industrial-vocational-high-school-norm-architects/57be57f2e58ece8a86000066-gebze-industrial-vocational-high-school-norm-architects-diagrampage(150) FIGURE 6.6.20:Archdaily (2015) http://www.archdaily.com/794021/gebze-industrial-vocational-high-school-norm-architects/57be5781e58ece953e00010c-gebze-industrial-vocational-high-school-norm-architects-1st-floor-plan Figure 8.2.1, relation between materials, equipments and workspaces, Data source (neufert,1970), isllustrated by (Authors, 2017).

Figure 8.2.2, production sequence, Data source (neufert,1970), isllustrated by (Authors, 2017).

Figure 8.2.3, workshop plan with work sequence, Data source (neufert,1970), isllustrated by (Authors, 2017).

Figure 8.2.4, example company shows structural system and work flow, Data source (neufert,1970), isllustrated by (Authors, 2017).

Figure 8.2.5,space relationship diagram for a large metalworking company, Data source (neufert,1970), isllustrated by (Authors, 2017).

Figure 8.2.6,sequense of metalworking, Data source (neufert,1970), isllustrated by (Authors, 2017).

Figure 8.2.7,position of machine and stores in metalwork company (neufert,1970), isllustrated by (Authors, 2017).

Figure 8.2.8,example of metalwork workshop, Data source (neufert,1970), isllustrated by (Authors, 2017).

Figure 8.2.9,different steel structral systems, Data source (neufert,1970), isllustrated by (Authors, 2017).

Figure 8.2.10,layout of industrial building, Data source (neufert,1970), isllustrated by (Authors, 2017).

Table 6.2.11,relationship between dining room area and walkways width, Data source (neufert,1970), isllustrated by (Authors, 2017).

Figure 8.2.12,relationship between dining room area and service rooms, Data source (neufert,1970), isllustrated by (Authors, 2017) Figure 8.2.13,parallel table arrangment in small restuarant, Data source (neufert,1970), isllustrated by (Authors, 2017) Table 8.2.14,relationship between Kitchen routes and walkways width, Data source (neufert,1970), isllustrated by (Authors, 2017)

Table of figures 296

Figure 8.2.15, plan of restaurant kitchen, Data source (neufert,1970), isllustrated by (Authors, 2017) Figure 8.2.16,types and dimensions of trolleys used for handling in a workshop environment, Data source (neufert,1970), isllustrated by (Authors, 2017).

Figure 8.2.17, arrangment of store, Data source (neufert,1970), isllustrated by (Authors, 2017).

Figure 8.2.18, upright storage of rods and storing metal sheets, Data source (neufert,1970), isllustrated by (Authors, 2017).

Figure 8.2.19, shelves dimensions, Data source (neufert,1970), isllustrated by (Authors, 2017).

Figure 8.2.20, reading area dimensions, Data source (neufert,1970), isllustrated by (Authors, 2017).

Figure 8.2.21, arrangment of desks and shelves in reading area, Data source (neufert,1970), isllustrated by (Authors, 2017).

Table 8.2.22, relationship between library routes and walkways width, Data source (neufert,1970), isllustrated by (Authors, 2017).

Table of figures 297