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Big Data has been effectively mined to understand behavioural patterns in cities and to map large-scale trends predicated upon the repeated actions of many aggregated individuals. While acknowledging the vital role that this work has played in harnessing the Urban Internet of Things as a means to ensure efficient and sustainable urban systems, our work seeks to recover a scale of behavioural research associated with earlier, empirical studies on urban networks. UrbanIOT data expands the depth and precision of intimate behavioural analysis; small-scale analysis lends insight into important anomalies not explained by large-scale trends. The three case studies at stake here combined empirical journaling with data from mobile devices, tracking both automatically and through user reporting. Each produced diverse information and visualizations for describing the interaction of individual citizens, resources and urban systems. These are: a description of behaviours relative to food stores and shopping habits in New York City, US; a description of the correlation between mobility and food waste likelihood in Providence, RI, US; and a study of mobility patterns and personal choices in Copenhagen, DK.

Architecture Live Projects provides a persuasive, evidence-based advocacy for moving a particular kind of architectural learning, known as Live Projects, towards a holistic integration into current and future architectural curricula. Live Projects are work completed in the borderlands between architectural education and built environment practice; they include design/build work, community-based design, urban advocacy consulting and a host of other forms and models described by the book’s international group of authors. Because of their position, Live Projects as a vehicle for simultaneously providing teaching and service has the potential to recalibrate the contesting claims that both academia and profession make on architecture. This collection of essays and case studies consolidates current discussions on theory and learning ambitions, academic best practices, negotiation with licensure and accreditation, and considerations of architectural integrity. It is an invaluable resource for current and future Live Projects advocates – whether they aim to move from pedagogy into practice or practice into pedagogy.

The increasing uptake of Live Projects in architectural curricula has repercussions for the way non-studio courses are taught. Teaching in a Live Projects context draws upon a different set of skills and capacities than the simulation-based paradigms typical in architecture school. Its demand for common sense is a good antidote to the mystification of architecture as specialist knowledge. The experiences of teamwork and physical labor, and of quickly resolving complex, multivariable problems in a spatial context so that work can proceed, reinforce different ways of understanding architecture. In order to differentiate standard construction practice from ingenuity, virtuosity, or simple variation, the students, in a study, were asked to study historical documents culled from online sources, such as the US Historical Building Survey and period construction handbooks in the library. They also mapped the sources of the materials used and tracked the off-site and on-site processes that had allowed these materials to be used in the final construction. The increasing uptake of Live Projects in architectural curricula has repercussions for the way non-studio courses are taught. Teaching in a Live Projects context draws upon a different set of skills and capacities than the simulation-based paradigms typical in architecture school. Its demand for common sense is a good antidote to the mystification of architecture as specialist knowledge. The experiences of teamwork and physical labor, and of quickly resolving complex, multivariable problems in a spatial context so that work can proceed, reinforce different ways of understanding architecture. In order to differentiate standard construction practice from ingenuity, virtuosity, or simple variation, the students, in a study, were asked to study historical documents culled from online sources, such as the US Historical Building Survey and period construction handbooks in the library. They also mapped the sources of the materials used and tracked the off-site and on-site processes that had allowed these materials to be used in the final construction.

This introduction presents an overview of the key concepts discussed in the subsequent chapters of this book. The book describes structural models for academic administrators. In the book, James Benedict Brown identifies a larger spectrum of learning theories relevant to Live Projects, then directly cross-references them to his substantial research on UK architectural education. The book is made up of longer essays, grouped thematically, and a series of reference case studies towards its end. It concludes with Harriet Harris's reflective analysis of how a manifesto proves a highly effective agent in advancing an erudite entreaty for an incipient Live Project assessment strategy. The book also offers powerful evidence that neither social responsibility nor good design need be sacrificed. The book contains two reflective pieces on Live Projects. It explores appropriate learning theory references; still others depict case study projects, models for accreditation, speculations on beauty and utility, proposals for the common good. This introduction presents an overview of the key concepts discussed in the subsequent chapters of this book. The book describes structural models for academic administrators. In the book, James Benedict Brown identifies a larger spectrum of learning theories relevant to Live Projects, then directly cross-references them to his substantial research on UK architectural education. The book is made up of longer essays, grouped thematically, and a series of reference case studies towards its end. It concludes with Harriet Harris's reflective analysis of how a manifesto proves a highly effective agent in advancing an erudite entreaty for an incipient Live Project assessment strategy. The book also offers powerful evidence that neither social responsibility nor good design need be sacrificed. The book contains two reflective pieces on Live Projects. It explores appropriate learning theory references; still others depict case study projects, models for accreditation, speculations on beauty and utility, proposals for the common good.

Giorgione's art gives cause for irritation. Unlike the work of his contemporaries, the subjects of Giorgione's paintings and those of his circle repeatedly elude definitive identification. Koos discusses the painting of Giorgione.

Four case studies of Swiss projects--the Institute of Hospital Pharmacy, the Broelberg housing complex, a Catholic community center and church, and a park pavilion--are presented.

Attention to detail, careful material specs, and close collaboration with contractors add up to a distinctive character for Swiss construction.