Movable Furniture Research Articles

Evaluation of cooling energy saving and ventilation renovations in office buildings by combining bioclimatic design strategies with CFD-BEM coupled simulation

Bioclimatic design knowledge and measures, including passive techniques and natural ventilation cooling, are urgently for building renovation to mitigate global warming. The performance of indoor airflow, energy, economic, and environmental aspects has been researched separately. However, developing a comprehensive framework to investigate bioclimatic strategies under the impact of climate change is challenging. This study aims to integrate bioclimatic design strategies with a coupled simulation approach using Fluent and EnergyPlus to evaluate retrofitting techniques for a single-room office in a university building in a hot summer and cold winter climate. A bioclimatic analysis was conducted to recommend cost-effective passive cooling strategies, including natural ventilation and window shading systems. Two passive measures, changing window types and furniture layouts, were included in renovation packages. Results indicated that the empty model is not valid compared to the fully furnished model when calculating room air change per hour (ACH). Natural ventilation was the most cost-effective strategy to mitigate climate change, with a net present value (NPV) ranging from USD 135.09 to 402.81 over 30 years. However, a higher ACH did not ensure a longer natural ventilation period. By changing the top-hung window to a vertical sash and implementing a movable furniture layout, can achieve better ventilation efficiency. The installation of window vertical shadings had the highest annual emission savings by 2080, while it performed negative economic viability in both the present and the 2050 climates. This research demonstrated how combining bioclimatic measures with a co-simulation approach can offer a thorough evaluation of building energy retrofitting. The results could support architectural and engineering design by integrating bioclimate measures to identify the most effective strategies.

Configuration, furniture layout, and earthquake hazards in campus buildings

Indonesia is the most disaster-prone country in the world because it is geographically located in the ring of fire and tectonic plate confluence. Campus buildings have large occupancy of up to 10,000 students at a time, increasing their vulnerability to disasters. The 2006 Yogyakarta earthquake affected several campuses, such as soft stories and short columns. It is clarified that the movement and shifting of furniture during the earthquake caused 90% of casualties and injuries. This study aims to identify the physical characteristics of the campus in general as well as the potential for earthquake hazards, specifically in the aspects of building configuration and furniture layout. This research was conducted using the campus-watching method that allows the students to identify the risks in the campus building. This research found that the campus buildings in Indonesia generally had an elongated space configuration with O, I, T, L, and U shapes with a ratio of more than 1:2, causing a higher risk of earthquake hazards. The risk of the soft story was identified in the lobby. The short columns in the campus building were formed due to a consecutive halved window-wall application in the classrooms and were observed to be prone to weakening. Using movable furniture, glass partitions, and racks raises the risk during the earthquake. Tables inside the room can be utilized as a temporary safe place during the earthquake. So, it is essential to use sturdy tables and ensure sufficient tables to be used as a temporary shelter during an earthquake.

대학 도서관 내 협업 공간의 경험 디자인

A space serves as a platform of experience, and the overall satisfaction of a space is shaped by various experiential elements that users encounter during their stay. This project aims to pinpoint the spatial experiences in the process of building a student-centered creative, collaborative, and communicative space in a university library that increase the utilization and satisfaction of the space. Furthermore, the project explores how these elements contribute to the overall 'placeness' of the space and how they can be integrated into the refurbishment process. Utilizing service design thinking as a guiding framework, we formulated a vision for the spatial experience, identifying key experiential elements across the servicescape's three dimensions. Specifically, we highlighted the allowance of permissible white noise for the 'ambient condition' dimension, movable furniture and ubiquitous floor outlets for the 'spatial layout and functionality' dimension, and a cozy rest area with a daily-changing arrangement emblematic of the dynamic, open, and independent nature of university students for the 'signs, symbols, and artifacts' dimension. We then generated diverse ideas for embedding the components in the space. The generated ideas were assessed through the desktop-walkthrough technique and incorporated into the renovation. After two months of use of the space, we evaluated students’ UX satisfaction through on-site observation and interviews, and verified that experiential components successfully stimulated students' activities, and the intended placeness was established within the space.

The Battle against Pests in a Victorian Home: A Case Study of the Effect of Diatomaceous Earth

ABSTRACT This article focuses on integrated pest management (IPM) in historical interiors, where authenticity is an important part of the audience's experience. The brown carpet beetle Attagenus smirnovi Zhantiev (Coleoptera: Dermestidae) and the Berlin beetle Trogoderma angustum Solier (Coleoptera: Dermestidae) have been permanently present for two decades in the National Museum of Denmark’s exhibition The Victorian Home, located in central Copenhagen. Pest control is increasingly challenged in the old flat, originally furnished in 1890. The most recent measures, i.e. treating the premises with diatomaceous earth (DE), provided encouraging results. Using blunder traps, a reduction of A. smirnovi and T. angustum was demonstrated. In rooms where the application of DE was difficult due to heavy, hardly movable furniture, the effect of DE was reduced. A promising plan for future pest control was described for the premises. In addition, a short introduction to The Victorian Home is given.

INTERIOR DECORATION OF AUGUSTE PERRET'S "BOTTLE" AND LE CORBUSIER'S "EQUIPMENT" :

This paper aims to clarify cross points of interior decoration in Auguste Perret (1874-1954) and Le Corbusier (Charles-Edouard Jeanneret, 1887-1965) as the considerations concerning the concept of "decor" in the 20th century. As a result of chronological reorganization of the training of Jeanneret at the Perret’s office and the subsequent communication between two mainly by correspendances, the difference between the two became clear in the discussion on "movable furniture" and "immovable furniture". It was also a question of strategy regarding the segmentation of structural skeleton and furniture.

Movement and engagement in flexible, technology-enhanced classrooms: investigating cognitive and emotional engagement from the faculty perspective

The main objective of the study was to understand specific ways in which a flexible, technology-enhanced space can create opportunities for student engagement. Despite a few studies that address classroom elements such as furniture, researchers argue for more-holistic attention to the materials of learning environments to better support the activities in which students engage. To address this gap, we designed this qualitative case study of the role of the physical structure of flexible classrooms on college students’ engagement. Findings from the analysis of the data can be classified into three areas: (a) flexible room layout and movable furniture enabled participants to create settings that could support students’ group interactions; (b) flexible room layout and movable tools enabled people to move around to enhance student–to–student and teacher–to–student interaction; and (c) through the movement of furniture and tools and movement of people, participants were able to easily transition between different activities. The easy movement of tools and furniture widens the range of available classroom configurations to optimize engagement opportunities. Similarly, the flexibility of the classroom allows for the relatively easy movement of people. Our data suggest that such flexibility can facilitate interaction and engagement among students and instructors to create opportunities to promote both cognitive and emotional engagement. Findings underscore the critical role of space, furniture, and tools in the creation of learning environments that support student engagement in higher-education settings.

Are Western Active Learning Spaces Worth the Investment?

Although active learning is coming to the forefront of education, the physical infrastructure of classrooms has been relatively slow to change. Certain institutions, including Western University, have recently developed active learning spaces. These learning spaces often include movable furniture and numerous writing spaces, which creates a more interactive learning environment for students. They may range in size and set‐up, but one key feature that these spaces share is a rich opportunity for student collaboration. Previous studies have shown that students perceive active learning spaces as more engaging than traditional lecture spaces; however, the effect of learning spaces on transferable skill development, specifically effective communication, has not yet been investigated. Thus, the main objective of the current study was to evaluate the efficacy of Western’s Active Learning Spaces (WALS) in supporting student development of effective communication as a transferable skill. We recruited students from a fourth‐year undergraduate medical science course (N=33) to participate. The students started the Fall term of 2019 in a fixed‐row classroom and moved to a WALS at the midpoint of the term. The same instructor taught in both classroom environments and the course was designed as a flipped classroom where students are expected to complete online learning modules before coming to class. The current study utilized an explanatory sequential mixed‐methods approach to collect data. Quantitative data was collected first in the form of Likert surveys and classroom observation, followed by qualitative data collection in the form of focus groups. Students were observed using a previously validated instrument entitled, Classroom Observation Protocol for Undergraduate Science Technology Engineering Mathematics (STEM) (COPUS). Our observational COPUS data have shown that the instructor successfully created an active learning environment in both the fixed‐row classroom and the WALS and was using similar active learning activities in both environments. Students were asked to complete a Likert survey that measured communication apprehension at the start of the course and after exposure to each classroom setting. In addition, students were asked to complete a Likert survey to rate the impact each classroom had on overall classroom climate and learning. Finally, students were asked to complete a Likert survey indicating their classroom preference and the suitability of each classroom on a variety of items. Our results suggested that many students perceive themselves as having low communication apprehension and we found no significant difference in student responses between the start of the term and after exposure to the fixed‐row classroom. This is likely because students in the fourth year of their undergraduate degree have had exposure to active learning strategies and opportunities to develop their communication skills outside of the current course. Further data collection in the WALS is needed; however, based on other preliminary findings, we predict students will prefer the WALS and will perceive an increase in communication skills after WALS exposure.

Researching pedagogy within small active learning classrooms: Examining enacted pedagogies of learner and instructor interactions

ABSTRACTTo better support pedagogies of engagement, such as peer learning, team learning, and inquiry-based learning, Active Learning Classrooms (ALCs) are equipped with a range of physical and technological affordances, including movable furniture, ample whiteboard access, and immediate work-sharing capabilities using mobile technologies and displays. Although ALCs are created with pedagogical flexibility in mind, previous research on ALCs has favoured quasi-experimental research designs that relate qualities of space and qualities of learning within large introductory STEM courses. By comparison, smaller active learning classrooms that serve 24 students or fewer have different spatial, pedagogical, and technological affordances and therefore benefit from alternate research designs. We argue that qualitative approaches, particularly methods that examine the co-occurrences of teacher and learner interactions within ALCs, are suited to exploring dimensions of enacted pedagogies in context. In this article, we present how video platform technologies and qualitative data analysis software can be used to support research methods that combine observational and experiential data while minimizing classroom disruptions. For contextualization, we provide a case study example of world language instruction employing the proposed methods within a small ALC.

Grants and Acquisitions

The Claremont Colleges Library has been selected to receive a grant from Steelcase Education supporting the installation of an active learning classroom as part of the Active Learning Center program. With the installation of a classroom valued at $65,000, the Claremont Colleges Library will positively impact teaching and learning by supporting a variety of pedagogical approaches in a flexible and inclusive setting. The grant provides funding for modern, movable furniture, design support, onsite training, installation, and pre- and post- measurement tools. The new Steelcase Education learning environment will be installed in the Keck Learning Room on the second floor of the library by Tangram, the designated vendor for Steelcase Education, beginning in summer 2017. Installation is scheduled to be completed before the fall semester begins. The new classroom has height-adjustable tables perfect for creating a clear sightline between students and instructors, enabling optimal conversation and collaboration. The new space will enable librarians to incorporate active learning strategies into the classes they teach on information literacy, primary source literacy, and digital scholarship. It will also serve as the laboratory for the Center for Teaching and Learning housed in the library, which is funded by the Andrew W. Mellon Foundation. In addition to receiving a new classroom, the Claremont Colleges Library will receive training from Steelcase on the uses of the furniture and technology in this new space, and will also have the opportunity to share insights and best practices with other educational institutions.

小規模高齢者介護施設における多機能サービスと施設空間の利用特性

1. Background Small-scale multifunctional long-term care for the elderly, or takurousho, started in Japan in the mid-1980s, and expanded nationwide during the 1990s. In takurousho, both institutional and non-institutional services, including visitation, overnight stays, and long-term stays, are offered. In 2006, a new institutional service offering “multifunctional long-term care in a small group home” was started to support in-home living for the elderly requiring substantial amounts of care. This service was originally centered on providing services for the elderly who commuted to a day care facility; however, based on individual needs and the wishes of those requiring long-term care, visitation and overnight stays, but not long-term stays, were offered. To date, no studies have investigated the use of multifunctional long-term care services and the architectural space in day care facilities. 2. Purpose The purpose of this study was to clarify both the actual use of multifunctional long-term care services and the architectural space in a small pioneering care facility. We focused on the following two issues: the actual use of multifunctional services and the use of the architectural space in the facility. 3. Research Methods We selected Takurousho Y, a pioneering care facility in Fukuoka, Japan, as the target of this study. We collected the records of all the elderly who used the facility over a 20-year period from 1995 to 2015, and discussed these elderly records with the care staff. We also carried out observational research at the facility in 2002, 2003, and 2015, and conducted interviews with four users' families in 2005. 4. Results We found that over 30% of users who attended the facility for less than 1 year made use of only a single service, whereas those who used it for 2 years or more made use of multiple services. This finding suggests that patients who make use of multiple services tend to be more stable long-term users. In addition, the long-term users who felt a sense of stability tended to want to stay longer and be looked after by the same staff. In fact, about 10% of the long-term stay users died in the facility, which thereby served as their “final home.” When the families of the users needed to make abrupt changes in the care services the users were receiving, the care staff conducted interviews and made the corresponding changes in the type or frequency of the service. Furthermore, no differences were found between the old facility (2002) and the new facility (2015) in the actual use of the architectural space; the layout and usage of the rooms in each facility were similar. The short- and long-term stay users interacted with day care users in one living room during the day, and then spent time in a different living room closer to the bedrooms at night. This spatial separation between the public and private zones provided a sense of stability and security to the users. Finally, Takurousho Y does not follow a daily schedule or organize group activities. Care and activities are offered based on requests from the users. Therefore, the living rooms had movable furniture for flexible use of the space, allowing users to spend their time according to their own interests. In conclusion, we note that long-term stays were one of the important multifunctional care services provided based on requests from the elderly users and their families in Takurousyo Y, and the space had been set up to adapt the care accordingly.

Semantics of Symbolic Decoration on Macedonian Traditional Movable Furniture from 19th Century

Semantics of Symbolic Decoration on Macedonian Traditional Movable Furniture from 19th Century

Comparing Interaction and Use of Space in Traditional and Innovative Classrooms

Despite myriad changes to language teaching methods over time, university-level classroom spaces have largely remained the same—until now. Recent innovations in classroom space design center on technological advances, include movable furniture and coffee-shop style rooms, and are believed to facilitate language learning in several ways. Specifically, compared to traditional classrooms, innovative spaces are designed in the hope of decreasing pre-task set up, increasing student-centered interaction, and facilitating collaborative work with multiple partners—features believed to be important for classroom learning. However, whether or not such features are present in these innovative spaces, or more so than in traditional classrooms, has yet to be tested empirically. This study set out to compare student interaction and the use of space in traditional and innovative classrooms, examining the presence of the aforementioned features. Data collected from university Spanish language and linguistic courses demonstrate that while some differences in use of space and interaction were observed when lessons in traditional and innovative classrooms were compared, notable differences were only present when the instructor was teaching all sections of a course in an innovative classroom and had adapted his/her lesson plans accordingly. Implications for language teaching, instructed language acquisition, and classroom space design are discussed.

Træhuse fra Aalborg 1050-1600 – Planløsninger og indretninger

Træhuse fra Aalborg 1050-1600 – Planløsninger og indretninger

Review: The Chicago Schoolhouse: High School Architecture and Educational Reform, 1856–2006 by Dale Allen Gyure; Das Klassenzimmer vom Ende des 19. Jahrhunderts bis heute / The Classroom: From the Late 19th Century until the Present Day by Thomas Müller and Romana Schneider; Small Wonder: The Little Red Schoolhouse in History and Memory by Jonathan Zimmerman

Dale Allen Gyure The Chicago Schoolhouse: High School Architecture and Educational Reform, 1856–2006 Chicago: Center for American Places at Columbia College, Chicago, distributed by University of Chicago Press, 2011, 294 pp., 81 b/w illus. $40, ISBN 9781935195191 Thomas Muller and Romana Schneider Das Klassenzimmer vom Ende des 19. Jahrhunderts bis heute / The Classroom: From the Late 19th Century until the Present Day Tubingen, Germany: Ernst Wasmuth Verlag, 2011, 304 pp., 400 color and 400 b/w illus. $65, ISBN 9783803033482 Jonathan Zimmerman Small Wonder: The Little Red Schoolhouse in History and Memory Icons of America series, New Haven: Yale University Press, 2009, 233 pp., 13 b/w illus. $26 (cloth), ISBN 9780300123265 All of a sudden, architectural historians are thinking about schools. I hope this is evidence of a new trend to document educational landscapes, because for too long, far too long, places made for children to learn (and live and play) have received short shrift from our scholarly community. The encouraging evidence of interest includes a new history of children’s spaces in Denmark, several of open-air schools in Europe, and one study of British schools.1 In the United States, architectural historians have started to consider spaces for children, including in this journal.2 But the absence of book-length works on school design in the U.S. is puzzling, because schooling is the central experience of modern children and schools the central site where modern childhood is lived. For many reasons, the social construction of childhood changed in the nineteenth century, prompting parents to treasure children for their emotional contribution to family life and child savers to insist kids deserved to learn and play, rather than work. The transition was not easy or smooth, but as education came to be the job of every child, communities built public schools and hired architects to design many of them. Imagine the extent of this public works project, as important as any other in shaping a modern nation. Architects, some well known, others less so, designed buildings that, coupled with compulsory education, fulfilled the state’s interest in teaching children to read, write, and calculate. In the nineteenth century, this significant claim on the public purse demanded construction of hundreds of thousands of buildings in the U.S., from one-room schools in the country to grammar and high schools in cities and suburbs, and the manufacture of huge quantities of equipment, including desks. Immediately, these and other artifacts showed the cultural landscape of public education to be …

Creating Collaborative Workstations for Reference and Public Use in Academic Libraries

ABSTRACT The current focus on libraries as place involves the collaborative needs of library users for features such as movable furniture, group work areas, and amenities such as coffee shops. Additional attention needs to focus on how the technology infrastructure can support collaborative work in academic libraries. The one-user-one-machine setup common in many academic libraries does not do this. A collaborative workstation that is inexpensive and readily assembled is described along with equipment needs and costs. The impact of such a collaborative workstation for both reference work and public use is discussed.

4110 移動家具を使った平面デザインの研究(建築計画)

4110 移動家具を使った平面デザインの研究(建築計画)

Equipment, Apparatus, and Supplies

IN CONSIDERATION of the school classroom one should not lose sight of the fact that windows, floors, partitions, and plumbing may in certain respects be considered as much room equipment as pupils' desks and other usual equipment items. These subjects are treated elsewhere, but a few references are included here. Beatty (160) contended that learning is greatly facilitated in a well-planned room with well-designed furniture. He stated that movable furniture properly designed may be a great asset to the newer type of learning. The necessity of eliminating noise from the classroom was emphasized by both Friend (186) and W. C. Martin (231). The importance of correct and adequate lighting as an essential phase of the classroom equipment was stressed by a number of writers who discussed the problems from an educational, rather than a technical, point of view (166, 209, 243, 248, 266, 267). Holmes (209) believed that good scholarship is dependent upon good lighting and advocated the use of the photoelectric cell for the automatic control of classroom lighting. Pierce (248) shared a similar view and indicated the necessity for proper utilization of light sources to maintain lighting standards under varying conditions of daylight. The article stated the advantages of installing an electrical eye in each classroom which would control the light at the desks farthest from the windows. Sturrock (267) recommended trial lighting installation of better lighting units as an initial step toward overcoming the present recognized deficiency in lighting. He pointed out the usefulness of special blackboard lighting equipment units. Windows as an adjunct to proper lighting were discussed by Engelhardt and Uhl (177) and Harrison and Fouilhoux (198). The first article presented a technical treatise on window construction and the latter listed seven types of windows. Honnold (211) stressed the importance of selecting durable and attractive materials for floors in school classrooms. He listed the different types of flooring best suited to different parts of the school building. Tooker (276) presented a description of what he considered the best types of floors for school buildings. Harrison and Fouilhoux (199) reported that permanent partitions make it difficult to secure maximum utilization of room spaces, and also that