Code of practice for determining the design of learning spaces where audio-visual equipment will be used

1985 ◽  
Keyword(s):  
Learning Spaces ◽  
Code Of Practice

Inspiration Space

2019 ◽  
Vol 1 (1) ◽  
Author(s):  
Milene GONÇALVES ◽  
Katja THORING ◽  
Roland M. MUELLER ◽  
Petra BADKE-SCHAUB ◽  
Pieter DESMET
Keyword(s):  
Learning Environments ◽  
Physical Environment ◽  
Educational Institutions ◽  
Expert Interviews ◽  
Learning Spaces ◽  
Causal Graph ◽  
Physical Environments ◽  
Creative Learning ◽  
Design Students

Building on the assumption that the physical environment can have an influence on the creativity of designers and design students in particular, the aim of this paper is to provide theoretical propositions and evidences for this relationship. We develop various propositions about the influence of physical environments on creativity, based on eight expert interviews and supported by literature. A particular focus was given to the environments of design educational institutions. We present a summary of the main insights and visualize the developed propositions as a causal graph addressing how space influences creativity. These propositions can be regarded as a first step towards a theory of creativity-supporting learning environments and they can serve as a reference when designing or adjusting creative learning spaces.

NCS Report 2: Code of practice for the dosimetry of high-energy photon beams

1986 ◽  
Author(s):  
B.J. Mijnheer ◽  
A.H.L. Aalbers ◽  
J.J.M. Van Gasteren ◽  
A.G. Visser ◽  
F.W. Wittkämper
Keyword(s):  
High Energy ◽  
High Energy Photon ◽  
Photon Beams ◽  
Energy Photon ◽  
Code Of Practice

Occupational health and safety: a comment on Mullen

1970 ◽  
Vol 16 (2) ◽  
Author(s):  
D. W. Farlow
Keyword(s):  
Occupational Health ◽  
Health And Safety ◽  
Occupational Health And Safety ◽  
Code Of Practice ◽  
Safety Committees ◽  
Interpretation Of Results

The paper by Elizabeth A. Mullen (1990) contains a number of assumptions and assertions that cannot be allowed to pass unchallenged. In addition, the survey itself seems to be based on an inappropriate sample with the particular interpretation of results creating a potentially false impression. The debate concerning the Code of Practice for Health and Safety Representatives and Health and Safety Committees has often been plagued with confusion and misunderstanding and, regrettably, Mullen's paper continues these problems.

DESIGNING FOR AUTISM: AN ASPECTSS™ POST-OCCUPANCY EVALUATION OF LEARNING ENVIRONMENTS

2018 ◽  
Vol 12 (3) ◽  
pp. 308 ◽  
Author(s):  
Magda Mostafa
Keyword(s):  
Learning Environments ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Built Environments ◽  
Outdoor Learning ◽  
Learning Spaces ◽  
Post Occupancy Evaluation ◽  
8Th Grade ◽  
Evaluation Of Learning

The objective of this paper is to demonstrate the application of the Autism ASPECTSS™ Design Index in the Post-Occupancy Evaluation of existing learning environments for children along the autism spectrum. First published in 2014 this index outlines 7 design criteria that have been hypothesized to support environments conducive of learning for children with autism spectrum disorder (ASD). Using the index as a framework, this paper outlines a case study of a Post-Occupancy Evaluation (POE) of an existing pre-K-8th grade public charter purpose-built school for children on the autism spectrum. The tools used for the evaluation were: the ASPECTSS scoring of the school through a survey of teachers and administrators; on-site behavioral in-class observation; and focus groups of parents, teachers, staff and administrators. The results informed a design retro-fit proposal that strived to assess any ASPECTSS compliance issues and implement the index across the learning spaces, therapy spaces, support services and outdoor learning environments of the school. This paper will outline the application of the index and the resultant design from this process. The results will strive to present a scalable and replicable methodology and prototype for improving existing built environments for learners with ASD.

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