Jack Nasar – författare

First published in 1999, this book presents a fresh and diverse set of perspectives representing key directions of research and practice in the field of environmental design research. Leading researchers in various areas of person-environment research, such as privacy, children’s environment, post-occupancy evaluation, environmental cognition, environmental aesthetics, crime prevention, housing and environmental protection and environmental design present what they consider their best work. The book argues for the value of a multi-disciplinary and interdisciplinary approach to problem-solving and outlines many important directions for methods, research and practice.

First published in 1999, this book presents a fresh and diverse set of perspectives representing key directions of research and practice in the field of environmental design research. Leading researchers in various areas of person-environment research, such as privacy, children’s environment, post-occupancy evaluation, environmental cognition, environmental aesthetics, crime prevention, housing and environmental protection and environmental design present what they consider their best work. The book argues for the value of a multi-disciplinary and interdisciplinary approach to problem-solving and outlines many important directions for methods, research and practice.

First published in 2007, this book examines the designs of seventeen architecture and design schools and answers questions such as: How has architectural education evolved and what is its future? Are architectural schools discernible types of designs and what are their effects on those who experience them? What lessons can be learned from evaluations of recently completed school buildings and what guidance do they provide for the design of future ones? Included in the multiple approaches to evaluation are examinations of the history of architectural education and building form; typologies of school for architecture; and the systematic user evaluations of the aesthetics, function, and technology which reveal the strengths to encourage and weaknesses to avoid in future designs. While offering specific guidelines for schools of design, it also includes findings that extend beyond the walls of design schools and can be applied to everything from the interiors of educational and campus buildings to planning offices and gathering places to build communities. This book will make readers more aware of problems in architectural interiors and suggest ways to make interiors work better for the building occupants.

First published in 2007, this book examines the designs of seventeen architecture and design schools and answers questions such as: How has architectural education evolved and what is its future? Are architectural schools discernible types of designs and what are their effects on those who experience them? What lessons can be learned from evaluations of recently completed school buildings and what guidance do they provide for the design of future ones? Included in the multiple approaches to evaluation are examinations of the history of architectural education and building form; typologies of school for architecture; and the systematic user evaluations of the aesthetics, function, and technology which reveal the strengths to encourage and weaknesses to avoid in future designs. While offering specific guidelines for schools of design, it also includes findings that extend beyond the walls of design schools and can be applied to everything from the interiors of educational and campus buildings to planning offices and gathering places to build communities. This book will make readers more aware of problems in architectural interiors and suggest ways to make interiors work better for the building occupants.