MARC details
| 000 -LEADER |
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| fixed length control field |
04807nam a22003377a 4500 |
| 003 - CONTROL NUMBER IDENTIFIER |
|---|
| control field |
IE-CoIT |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
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| control field |
20201118062941.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
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| fixed length control field |
180323s2017 ie ||||| |||| 00| 0|eng|| |
| 040 ## - CATALOGING SOURCE |
|---|
| Original cataloging agency |
IE-CoIT |
| 082 ## - DEWEY DECIMAL CLASSIFICATION NUMBER |
|---|
| Classification number |
THESES PRESS |
| 100 1# - MAIN ENTRY--PERSONAL NAME |
|---|
| 9 (RLIN) |
123975 |
| Personal name |
Hayes, Aoife |
| Relator term |
author |
| 245 10 - TITLE STATEMENT |
|---|
| Title |
Implementing sensory and emotional intelligence into architecture design education in Ireland / |
| Statement of responsibility, etc. |
Aoife Hayes. |
| 264 #1 - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE |
|---|
| Place of production, publication, distribution, manufacture |
Cork : |
| Name of producer, publisher, distributor, manufacturer |
Cork Institute of Technology, |
| Date of production, publication, distribution, manufacture, or copyright notice |
2017. |
| 300 ## - PHYSICAL DESCRIPTION |
|---|
| Extent |
xii, 256 pages : |
| Other physical details |
color illustrations ; |
| Dimensions |
30 cm + |
| Accompanying material |
1 CD-ROM (4 3/4 in.) |
| 336 ## - CONTENT TYPE |
|---|
| Content type term |
text |
| Content type code |
txt |
| Source |
rdacontent |
| Materials specified |
book |
| 336 ## - CONTENT TYPE |
|---|
| Content type term |
text |
| Content type code |
txt |
| Source |
rdacontent |
| Materials specified |
CD-ROM |
| 337 ## - MEDIA TYPE |
|---|
| Media type term |
unmediated |
| Media type code |
n |
| Source |
rdamedia |
| Materials specified |
book |
| 337 ## - MEDIA TYPE |
|---|
| Media type term |
computer |
| Media type code |
c |
| Source |
rdamedia |
| Materials specified |
CD-ROM |
| 338 ## - CARRIER TYPE |
|---|
| Carrier type term |
volume |
| Carrier type code |
nc |
| Source |
rdacarrier |
| Materials specified |
book |
| 338 ## - CARRIER TYPE |
|---|
| Carrier type term |
computer disc |
| Carrier type code |
cd |
| Source |
rdacarrier |
| Materials specified |
CD-ROM |
| 490 #0 - SERIES STATEMENT |
|---|
| Series statement |
M. Sc. - Architecture |
| 500 ## - GENERAL NOTE |
|---|
| General note |
The 21st century, as a whole, has seen massive developments in smart technologies, environmental strategies and architectural form. The 3D built environment is advancing on a daily basis, but has become a very two dimensional experience, frontloaded with screened imagery and visual stimuli, which has encouraged a trend of ocular-centric dominance. Unfortunately, as a result of this, the human experience is often lost. The prioritisation of the multi-sensorial human experience is not only at threat from this visual predominance, but also environmental concerns and economy seem to hold a great place on the hierarchy. Research carried out the the WHO established that the vast majority of people, spend up to 90% of their lives in indoor spaces (WHO, 1999), and yet this does not reflect the positioning of the human experience within the design process. By continuing to rely on one sensory modality, our built environment is increasingly failing to respond to the sensory and emotional needs of the user. Architectural design must remember it has a responsibility to enhance the human experience, not dismiss it. Developing an awareness among the architectural design community is essential in order to prioritise the human experience throughout the design process. Although there is no immediate solution, education can play a key role in addressing this issue. If the education system begins to supply industry with graduates, who hold an awareness and knowledge for the multi-sensorial human experience its emotional impact, this in turn, will encourage a more human-centred approach in industry which promises huge individual and societal benefits. The primary aim of the research is to develop third level education content, disseminated in the form of a module descriptor and educational resource pack, which addresses the human experience in the built environment, in terms of the sensory stimuli and emotional intelligence. The content allows, both the lecturer and student, to establish awareness of how people perceive, experience and develop relationships with any space, place or environment. This knowledge and understanding of the multi-sensory human experience should crease awareness of how to better regulate and manage the balance of sensory exposure and emotional impact on the user in their 3D designs. Education is a practical, long-term approach to achieving sensory balance within the built environment. The research carried out an observational period for one academic semester, to identify if sensory and emotional intelligence is being acknowledged within the design studio environment, and the type of teaching and learning methods typically used within an architectural educational facility, and problem based learning environment. The findings of the observational period, highlighted that no direct acknowledgement to sensory and emotional intelligence was made throughout the academic semester, furthermore, a low rate of inference was recorded within the design studio environment. These findings, together with literary support, informed the formulation of the module descriptor and educational resource pack. In order to identify the strengths and limitations of the educational resource pack, two student cohorts participated in an educational trial, within the Department of Architecture, Cork Institute of Technology. The content was tested over the course of an academic semester, as were the teaching and learning methods utilised to deliver the content. The main |
| 502 ## - DISSERTATION NOTE |
|---|
| Dissertation note |
Thesis |
| Degree type |
|
| Name of granting institution |
Cork Institite of Technology, |
| Year degree granted |
2017. |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE |
|---|
| Bibliography, etc. note |
Includes bibliographical references. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| 9 (RLIN) |
34013 |
| Topical term or geographic name entry element |
Architectural design |
| General subdivision |
Study and teaching |
| Geographic subdivision |
Ireland |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Experiential learning |
| 9 (RLIN) |
37144 |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| 9 (RLIN) |
115565 |
| Topical term or geographic name entry element |
Emotional intelligence |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Visual perception |
| 9 (RLIN) |
43782 |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| 9 (RLIN) |
123983 |
| Topical term or geographic name entry element |
Senses and sensation in architecture |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
|---|
| Source of classification or shelving scheme |
Dewey Decimal Classification |