Building movements: directed improvisation performances : conversing with buildings; assisted falling

For these performances, the new Design Hub building will play the role of architectural surrounds used as spatial research devices, architectural agent and collaborator – by giving the building our attention we aim to bring it and its affordances explicitly into the collective body. In exploring the set of interlinked spaces in the Hub (with an emphasis, we propose, on the stairs) as “elaborately structured pretexts for action” , we anticipate that the beginnings of an approach may emerge and allow us to understand that when a person “flexes her muscles, a person [also] flexes her surroundings”. Arakawa and Gins offer ways to assist us in approaching architecture as a tentative constructing toward a holding in place – in which all modes of sensing and scales of action are exercised – through their notions of ‘architectural surround’ and ‘architectural body’ garnered from chapters ‘Notes for an Architectural Body’ and ‘Architectural Surround’ (Gins and Arakawa, 2002).

Nutrient and core and non-core food intake of Australian schoolchildren differs on school days compared to non-school days.

Overall the diets of Australian schoolchildren are suboptimal, but differences in nutrient and food intake on school versus non-school days have not been assessed. The aim of this study was to examine differences in nutrient and core and non-core food intake on school days versus non-school days in Australian schoolchildren aged 6-16 years. Cross-sectional analysis of the 2007 Australian Children's Nutrition and Physical Activity Survey. Dietary intake was assessed via one 24-h dietary recall. A school day was defined as Monday-Friday, a non-school day included Saturday, Sunday and public/school holidays. Independent t-tests and χ(2) tests were used to assess differences in continuous and categorical variables, respectively. Multiple linear and logistic regression was used to adjust for confounders. Forty-eight per cent of recalls were completed on a non-school day. On non-school days primary schoolchildren aged 6-11 years (n = 1334) and secondary schoolchildren aged 12-16 years (n = 1362) had significantly higher absolute intakes of sugars, total fat and saturated fat (all P < 0.05). In addition the energy density of foods consumed was greater (P < 0.001), but there was no difference in the energy density of fluids. The sodium density of the diet did not differ across day types. On non-school days, total core food intake was ~30% higher and children were more likely to consume sugar-sweetened beverages, fried potatoes and take-away pizzas and burgers (all P < 0.05). Important differences in the intake of sugar, total fat, and saturated fat and noncore foods exist on non-school days compared to school days in Australian schoolchildren. To improve the diets of schoolchildren there is scope for strategies that target non-school day eating practices.

Barriers to green buildings at two Brazilian engineering schools

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

Environmental impact assessment of the School of Engineering and Architecture (Lazzaretto) - A pathway towards LEED certification

The current work has for object the improvement and the maintenance of the School of Engineering and Architecture in Via Terracini 28 (Bologna), with the prospective to maximize the operative efficiency reducing to the minimum the environmental impact and the costs. In order to realize this work the LEED certification has been used. LEED (Leadership in Energy and Environmental Design) is a certification system of the buildings. It was born in United States by the U.S. Green Building Council (USGBC)

The Integration of Formal and Non-formal Education: The Dutch “brede school”

The Dutch “brede school” (BS) development originates in the 1990s and has spread unevenly since: quicker in the primary than secondary educational sector. In 2007, there were about 1000 primary and 350 secondary BS schools and it is the intention of the government as well as the individual municipalities to extend that number and make the BS the dominant school form of the near future. In the primary sector, a BS cooperates with crèche and preschool facilities, besides possible other neighborhood partners. The main targets are, first, to enhance educational opportunities, particularly for children with little (western-) cultural capital, and secondly to increase women’s labor market participation by providing extra familial care for babies and small children. All primary schools are now obliged to provide such care. In the secondary sector, a BS is less neighborhood-orientated than a primary BS because those schools are bigger and more often located in different buildings. As in the primary sector, there are broad and more narrow BS, the first profile cooperating with many non-formal and other partners and facilities and the second with few. On the whole, there is a wide variety of BS schools, with different profiles and objectives, dependent on the needs and wishes of the initiators and the neighborhood. A BS is always the result of initiatives of the respective school and its partners: parents, other neighborhood associations, municipality etc. BS schools are not enforced by the government although the general trend will be that existing school organizations transform into BS. The integration of formal and non-formal education and learning is more advanced in primary than secondary schools. In secondary education, vocational as well as general, there is a clear dominance of formal education; the non-formal curriculum serves mainly two lines and objectives: first, provide attractive leisure activities and second provide compensatory courses and support for under-achievers who are often students with migrant background. In both sectors, primary and secondary, it is the formal school organization with its professionals which determines the character of a BS; there is no full integration of formal and non-formal education resulting in one non-disruptive learning trajectory, nor is there the intention to go in that direction. Non-formal pedagogues are partly professionals, like youth- and social workers, partly volunteers, like parents, partly non-educational partners, like school-police, psycho-medical help or commercial leisure providers. Besides that, the BS is regarded by government educational and social policy as a potential partner and anchor for community development. It is too early to make reliable statements about the effects of the BS movement in the Netherlands concerning the educational opportunities for disadvantaged children and their families, especially those with migrant background, and combat further segregation. Evaluation studies made so far are moderately positive but also point to problems of overly bureaucratized structures and layers, lack of sufficient financial resources and, again, are uncertain about long-term effects.

The wandering Jew: or the path of Israel through history : a lecture delivered before the Beth-El Congregation, Sunday, June 23d, 1878,

by K. Kohler. Publ. by the Beth-El Congregation

Homeopathic (School) College

Originally West Professor's house on North University. Became Homeopathic Hospital. Wing added in rear of building in 1879. School of Dentistry 1875-1877. Psychological Lab 1903-1914. Building razed in 1914. On verso: Homeopathic Dept. from 1875-1877. In another hand: School & Dental School (Dr. M. Ward's corrections 3-25-35)

Dental School

Originally West Professor's house on North University. Became Homeopathic Hospital. Wing added in rear of building in 1879. School of Dentistry 1875-1877. Psychological Lab 1903-1914. Building razed in 1914. On verso: Professor's House II. North Univ. [University]. East Resid. [Residence]. Dental School

School of Pharmacy. U of M [Chemistry Laboratory]

From north with group of students on lawn. Built in 1856. First chemical laboratory at a state university. Building served medical students and others as both laboratory and classroom. Situated just west and south of the original medical building. Additions made to the one-story building in 1861, 1866, 1868, 1874. In 1880 a two-story addition was added with subsequent additions in 1889 and 1901. Became Economics Building in 1908. Pharmacology occupied north wing 1908-1981. Destroyed by fire Christmas Eve 1981.

Second location for Dental School 1877

One of the four original buildings on campus, located on South University east of the Presidents' house, where Clements Libary now stands. Used as Professor's house from 1840 to 1877 and as the Dental College from 1877 to 1891. East wing added in 1878. In 1891, the Dental School moved, the building was enlarged to the north, a third story was added, the entrance changed to the west, and "Engineering" placed over the door. Used by Engineeering from 1891 to 1922. After 1904 it was called "Old Engineering Building." Demolished in 1922. On verso: Photographed in 1887 by A.L. Colton, '89

University High School

University High School was first occupied in 1924.

Dental School - S. side of Campus

One of the four original buildings on campus, located on South University east of the Presidents' house, where Clements Libary now stands. Used as Professor's house from 1840 to 1877 and as the Dental College from 1877 to 1891. East wing added in 1878. In 1891, the Dental School moved, the building was enlarged to the north, a third story was added, the entrance changed to the west, and "Engineering" placed over the door. Used by Engineeering from 1891 to 1922. After 1904 it was called "Old Engineering Building." Demolished in 1922.

Law School

York and Sawyer, architects. The Wiliam W. Cook Legal Research Building was completed in 1931, the third of the four buildings William W. Cook gave to form the Law Quadrangle, 1924-1933. In 1955, the original six level stackroom was increased to ten levels. The underground addition designed by Gunnar Birkerts Associates was completed in 1981.