This document provides an overview and syllabus for the course "The Architecture of Conflict: Understanding Multi-Levels of Conflict in the Built Environment" to be taught at the University of British Columbia. The course aims to explore how architecture and the built environment both reflect and influence various levels of conflict through interdisciplinary study of related theories, policies, and case studies. Students will analyze the social impacts of architecture and identify the political factors that influence building and reconstruction. The course will combine lectures and discussions, field trips, student research presentations, and assignments including a mapping project, two response papers, and a final term project addressing a real-world architectural component of a conflict.
Learn how to give a talk, presentation, or workshop focused on real teaching/learning rather than fluff and talk. This workshop was given at Devsigner 2015 in Portland, OR by Kristen Gallagher of Edify Education Design.
Learn how to give a talk, presentation, or workshop focused on real teaching/learning rather than fluff and talk. This workshop was given at Devsigner 2015 in Portland, OR by Kristen Gallagher of Edify Education Design.
Case Law Analysis - Intellectual PropertyIn this unit, you will .docxcowinhelen
Case Law Analysis - Intellectual Property
In this unit, you will select a case law pertaining to the topic of intellectual property.
Each case law analysis allows you to express yourself as clearly and fully as possible in dissecting a court decision. The purpose of the assignment is two-fold:
1. To give you the opportunity to read a real court decision.
2. To challenge you to think about how you would have decided the case. In your case law analyses, you must be able to navigate the court's decision and summarize it; you are not expected to act as a judge or an advocate.
Using your selected court decision, prepare an analysis that responds to the following:
1. Articulates the importance, context, purpose, and relevance of law in a business environment:
. Identify the parties who are before the court.
. Provide a brief background to the problem. Summarize the facts in no more than 2–3 paragraphs.
. Identify what is the specific disagreement between the parties.
. Explain the ruling of the court in no more than 1–2 paragraphs.
· Evaluates key judicial concepts that influence the decisions related to business:
. Was there a dissenting opinion? If so, explain why some of the judges or justices disagreed with the majority in the decision.
. Do you agree with the court's decision? Why or why not?
You may choose any court case, either state or federal, as the basis for your case law analysis; however, the case should be applicable to the assignment topic. The recommended Web sites for researching and locating a case are listed in the Resources area.
Your analysis should be no more than two pages, double-spaced. References and citations are to adhere to APA formatting and style guidelines. Prior to submitting your assignment, be sure to review the scoring guide to ensure you have met all of the grading criteria.
RESEARCH PROPOSAL
Community Driven Urban Design: Social Practice Tactics for
Addressing Issues of the Built Environment
ABSTRACT:
Several professionals in the field of architecture and urban design employ creative tactics focused on social impact, civic
dialogue, and grass roots placemaking. Drawing on socially responsible urban design theory, as well as principles of arts-
based civic engagement and social change, these efforts have gained momentum in the 21st century due to a variety of
economic, governmental, social and technological factors. This research capstone will include an extensive literature
review through two courses – PPPM 523 Urban Revitalization and an independent reading course on “bottom-up”
urban design with Professor Philip Speranza – as well as web-based document analysis of select case studies. The
purpose of this study is to locate these tactics within current urban redevelopment policy and arts-based community
development theory, and outline elements of best practice as a means of advancing the field of community driven urban
design.
KEYWORDS:
Urban revitalization, urban designers, built environm.
InstructionsA logic model is a type of planning model. For your.docxnormanibarber20063
Instructions:
A logic model is a type of planning model. For your assignment this week you will utilize the following template from the Colorado Department of Public Health and Environment and complete a logic model for your proposed intervention. Logic models are used to "present and share your understanding of the relationships among the resources you have to operate your intervention, the activities you plan, and the changes or results you hope to achieve." (W.K. Kellogg Foundation 2004). A logic model is a great way to show the connections between the different sections of the final project you completed last week (see below).
The first few pages of the template provides you with instructions. Make sure to input your information where it says “Enter Data Here”.
Proposed Intervention:
A behavioral intervention that will help fill the gap of the homeless youth within the United States must incorporate measures aimed at improving the condition of the youth within the streets. First, the condition of the street plays a very big role on the conducts of the homeless youth with regard to the activities that spreads the deadly HIV disease. The homeless youth are independently responsible for their actions, thus, engage in the HIV causing activities due to lack of knowledge on the deadly disease. Therefore, the health workers should utilize the social cognition model to ensure adequate education to the homeless youth about the deadly HIV viral infection by gathering them together5. This will help promote positive behavior among the homeless youth with regard to the deadly HIV viral infection, thus, the gap created in the infectious pandemic will be filled.
Consequently, based on the lifestyle exhibited by the homeless youth within the streets, they are unable to access relevant information with regard to the deadly HIV infection. This negatively influences their sexual habits and the youth often play sex without using protective gargets5. Thus, the heath service provides should use the multiple domain models to effective ensure protective measures among the youth among the youth. They should also inform the homeless youth on how the protective gargets are supposed to be used. This will ensure a positive response to the behavioral conducts of the homeless youth in engaging sex without using protective measures, thus, the gap will be successfully filled.
Model
Behavioral factors
Interventions
Social cognition model
Lack of knowledge, High sexual expectations, and negative attitude toward life.
The health workers should ensure appropriate knowledge concerning HIV/AIDS, life expectations, and the appropriate information on how to handle their attitude on sexual activities to the homeless youth5.
Multiple domain model
Social edifice, situational prospective, and social environment
The health providers should ensure effective distribution of the HIV protective gears to the homeless youth in order to bridge the behavioral gap created as a resul.
The research is to develop architectural value in the educational studio environment through the superordinate program of architectural practice. The studio environment is proposed as an architectural project for the faculty in which the student architect may experience architectural value. Some architectural schools maintain an atmosphere of architectural value in continuity of a long history and other factors. This paper discusses research for realizing architectural value in context of the technological value proxy utilized in the profession and its associations around the world. The studio becomes simultaneous projects for faculty and students. The faculty project engages 2nd year semester III studio at the Sushant School of Art and Architecture, integrating with students’ projects, as means for this development. Although it is limited by faculty knowledge and student expectation, we can conclude characteristic effects whereby this approach will lead to directed evolution of the educational environment and influence professional practice.
Abstract
This research attempts to analyze the importance of a Public Park and the social responsibility as the lung and center of life and activities that provide people the tools to find their role and place within the community. The research also attempts to find out how the local identity influences the success of the such Public Park, as the diversity of customs and cultures, could present potential challenges in accommodating everyone in an environment that would make each individual feel included, part of, and even with a certain pride of belonging to a place versus disrespected and excluded.
The proposal for an Inclusive Public park would attempt to offer sustainable solutions, and is validated by research into five parks around the world that had attempted to include the needs and interests of the different ages throughout the human life, as well as to ensure accessible routes and alternatives on each case. However, the research related to the identity of place and culture is analyzed locally in observance of the uniqueness of San Antonio, TX.
Case Law Analysis - Intellectual PropertyIn this unit, you will .docxcowinhelen
Case Law Analysis - Intellectual Property
In this unit, you will select a case law pertaining to the topic of intellectual property.
Each case law analysis allows you to express yourself as clearly and fully as possible in dissecting a court decision. The purpose of the assignment is two-fold:
1. To give you the opportunity to read a real court decision.
2. To challenge you to think about how you would have decided the case. In your case law analyses, you must be able to navigate the court's decision and summarize it; you are not expected to act as a judge or an advocate.
Using your selected court decision, prepare an analysis that responds to the following:
1. Articulates the importance, context, purpose, and relevance of law in a business environment:
. Identify the parties who are before the court.
. Provide a brief background to the problem. Summarize the facts in no more than 2–3 paragraphs.
. Identify what is the specific disagreement between the parties.
. Explain the ruling of the court in no more than 1–2 paragraphs.
· Evaluates key judicial concepts that influence the decisions related to business:
. Was there a dissenting opinion? If so, explain why some of the judges or justices disagreed with the majority in the decision.
. Do you agree with the court's decision? Why or why not?
You may choose any court case, either state or federal, as the basis for your case law analysis; however, the case should be applicable to the assignment topic. The recommended Web sites for researching and locating a case are listed in the Resources area.
Your analysis should be no more than two pages, double-spaced. References and citations are to adhere to APA formatting and style guidelines. Prior to submitting your assignment, be sure to review the scoring guide to ensure you have met all of the grading criteria.
RESEARCH PROPOSAL
Community Driven Urban Design: Social Practice Tactics for
Addressing Issues of the Built Environment
ABSTRACT:
Several professionals in the field of architecture and urban design employ creative tactics focused on social impact, civic
dialogue, and grass roots placemaking. Drawing on socially responsible urban design theory, as well as principles of arts-
based civic engagement and social change, these efforts have gained momentum in the 21st century due to a variety of
economic, governmental, social and technological factors. This research capstone will include an extensive literature
review through two courses – PPPM 523 Urban Revitalization and an independent reading course on “bottom-up”
urban design with Professor Philip Speranza – as well as web-based document analysis of select case studies. The
purpose of this study is to locate these tactics within current urban redevelopment policy and arts-based community
development theory, and outline elements of best practice as a means of advancing the field of community driven urban
design.
KEYWORDS:
Urban revitalization, urban designers, built environm.
InstructionsA logic model is a type of planning model. For your.docxnormanibarber20063
Instructions:
A logic model is a type of planning model. For your assignment this week you will utilize the following template from the Colorado Department of Public Health and Environment and complete a logic model for your proposed intervention. Logic models are used to "present and share your understanding of the relationships among the resources you have to operate your intervention, the activities you plan, and the changes or results you hope to achieve." (W.K. Kellogg Foundation 2004). A logic model is a great way to show the connections between the different sections of the final project you completed last week (see below).
The first few pages of the template provides you with instructions. Make sure to input your information where it says “Enter Data Here”.
Proposed Intervention:
A behavioral intervention that will help fill the gap of the homeless youth within the United States must incorporate measures aimed at improving the condition of the youth within the streets. First, the condition of the street plays a very big role on the conducts of the homeless youth with regard to the activities that spreads the deadly HIV disease. The homeless youth are independently responsible for their actions, thus, engage in the HIV causing activities due to lack of knowledge on the deadly disease. Therefore, the health workers should utilize the social cognition model to ensure adequate education to the homeless youth about the deadly HIV viral infection by gathering them together5. This will help promote positive behavior among the homeless youth with regard to the deadly HIV viral infection, thus, the gap created in the infectious pandemic will be filled.
Consequently, based on the lifestyle exhibited by the homeless youth within the streets, they are unable to access relevant information with regard to the deadly HIV infection. This negatively influences their sexual habits and the youth often play sex without using protective gargets5. Thus, the heath service provides should use the multiple domain models to effective ensure protective measures among the youth among the youth. They should also inform the homeless youth on how the protective gargets are supposed to be used. This will ensure a positive response to the behavioral conducts of the homeless youth in engaging sex without using protective measures, thus, the gap will be successfully filled.
Model
Behavioral factors
Interventions
Social cognition model
Lack of knowledge, High sexual expectations, and negative attitude toward life.
The health workers should ensure appropriate knowledge concerning HIV/AIDS, life expectations, and the appropriate information on how to handle their attitude on sexual activities to the homeless youth5.
Multiple domain model
Social edifice, situational prospective, and social environment
The health providers should ensure effective distribution of the HIV protective gears to the homeless youth in order to bridge the behavioral gap created as a resul.
The research is to develop architectural value in the educational studio environment through the superordinate program of architectural practice. The studio environment is proposed as an architectural project for the faculty in which the student architect may experience architectural value. Some architectural schools maintain an atmosphere of architectural value in continuity of a long history and other factors. This paper discusses research for realizing architectural value in context of the technological value proxy utilized in the profession and its associations around the world. The studio becomes simultaneous projects for faculty and students. The faculty project engages 2nd year semester III studio at the Sushant School of Art and Architecture, integrating with students’ projects, as means for this development. Although it is limited by faculty knowledge and student expectation, we can conclude characteristic effects whereby this approach will lead to directed evolution of the educational environment and influence professional practice.
Abstract
This research attempts to analyze the importance of a Public Park and the social responsibility as the lung and center of life and activities that provide people the tools to find their role and place within the community. The research also attempts to find out how the local identity influences the success of the such Public Park, as the diversity of customs and cultures, could present potential challenges in accommodating everyone in an environment that would make each individual feel included, part of, and even with a certain pride of belonging to a place versus disrespected and excluded.
The proposal for an Inclusive Public park would attempt to offer sustainable solutions, and is validated by research into five parks around the world that had attempted to include the needs and interests of the different ages throughout the human life, as well as to ensure accessible routes and alternatives on each case. However, the research related to the identity of place and culture is analyzed locally in observance of the uniqueness of San Antonio, TX.
1. 1
University of British Columbia
School of Architecture and Landscape Architecture
Fall 2014
The Architecture of Conflict:
Understanding Multi-Levels of Conflict in the Built Environment
Course: ARCH 544p
Time: Wednesday 5:30pm – 8:30pm
Location: Room 205, Lasserre
Instructor: Alicia Breck
Phone: 778-871-1180
Email: alicia.breck@gmail.com
Office Hours: by appointment
OVERVIEW
Buildings reflect people. They also reflect in the interactions between people. As a result, there is
a growing awareness about the role the built environment plays in peace and conflict situations.
Understanding the multi-levels of conflict in buildings and cities may mean being able to
understand the elements of conflict better and [re]build for peace more successfully. Thus,
understanding how the built environment acts as a manifestation of people’s interactions is an
important skill to have when working in architecture and urban design. After all, a century of
man-made disaster has demonstrated that a “one-size fits all’ model of design is not an adequate
approach for multitude of people, communities, cities, and societies. How, then, do we create
better designs, better buildings, and better cities that reflect the people they are meant for?
AIMS + OBJECTIVES
The aim of this course is to explore and discuss how the architecture of buildings and cities
affect, and are affected by, multi-levels of conflict. To do so, we will take an interdisciplinary
approach to a) studying various theories that underpin the built environment as a reflection of
people, and b) the practical application of these theories as they exist in policy, politics, and
public opinion. This course explores architecture as a function of identity, culture, and politics.
Students will gain analytical tools to think critically about the impact of architecture on people, as
well as identify the politics at play during conflict and reconstruction. Therefore, their design and
built projects should address the social indicators in the built environment, including:
- multi-disciplinary approaches to conflict and the built environment
- policies and players that influence building and rebuilding
- current debates in peace, conflict, and reconstruction
STRUCTURE
This course will function as a think tank and forum for exploring issues related to conflict in the
built environment. In order to do so, the course will combine required readings with independent
research whereby each student will pursue a topic of their interest in relation to the course’s
themes. Students are expected develop their own reading list with the support of the instructor
to aid in their research trajectory.
This class will be based on lectures introduced by the instructor and continued by students as an
open discussion of a) the week’s lecture and assigned readings, and b) the students’ own
research into the area. Field trips and guest speakers will supplement classes where possible.
2. 2
GRADING AND ASSIGNMENTS
Participation: 10%
Students are expected to contribute to class discussion either on weekly readings, their topic, or
their related independent research. They are also responsible for completing the weekly readings
in preparation for class discussions.
Map: 20%
Students will map the built environment of Vancouver* using themes and concepts discussed in
class to explore the different social elements of the built environment. The Map should reflect
course readings and address key themes people, architecture, and conflict. Map will be presented
in class with a 250 – 300 word write up to accompany it.
*Other cities will be considered if you have physical access to them (i.e. Victoria, Abbotsford)
What: Map, any format, + presentation + write-up
Length: 250 – 300 words, double-spaced
Due: Presented in class Oct. 8, map + written response due by 4:30pm Oct. 10
Critical Response Papers: 30%
Students will complete 2 Critical Response Papers worth 10% each over the length of the course.
These papers will critique a weekly course reading OR compare/contrast with a) another reading
that week, or b) one of the student’s readings from their independent research. They should
demonstrate an engagement with the ideas raised in the readings, resulting in clear and concise
arguments supported by a thesis statement and citations. Students MAY redo ONE Critical
Response Paper to improve their grade. Papers due by the beginning of class the week the
reading is being discussed.
What: Written response, essay format
Length: 800-1000 words, double-spaced
Due: 1st paper due BY OCT 29
2nd
paper due BY NOV 26
Term Project: 40%
Students are expected to create a final project that addresses the design components of a real
world conflict incorporating what they have learned over the term along with their own research.
In this project they are expected to address a component of architecture and conflict – this can
be a critique of a design response, a proposed solution, or an examination of architecture in
conflict, etc. The project’s topic components need to be discussed with the instructor.
What: Essay + presentation (incl. boards)
• Proposal = - 1 paragraph describing the project
- 5 key words for project
- Site for project
- Scope of project
- 5 key sources for project
• In-class presentation (Pecha Kucha)
• Essay: 2000 words, double-spaced
Due: Proposal due OCT 29
Presentation IN CLASS NOV 19
Essay due by midnight on DEC 11 (email to me)
3. 3
COURSE READINGS
September 3: Introduction
September 10: Space, Place, and Architecture
This lecture will introduce the course by looking at key theories that define how we think of
spaces as physical and social, how they form meaning for people as sites and “places”, and how
we (re)build, consciously and unconsciously, via these perceptions, conceptions, and experiences.
Schmid, Christian. “Henri Lefebvre’s Theory of the Production of Space,” in Space,
Difference, and Everyday Life: Reading Henri Lefebvre, eds. Kanishka Goonewardena et
al. (New York: Routledge, 2008) - dropbox
Soja, Edward W. “Thirdspace: Expanding the Scope of Geographical Imagination,” in
Architecturally Speaking: Practices of Art, Architecture and Everyday, ed. Alan Read (New
York: Routledge, 2000) – online book
September 17: People & their Built Environment
This lecture will discuss in depth the different variables that impact people and their built
environment.
Fisher, Ronald J. “Needs Theory, Social Identity and an Eclectic Model of Conflict,” in
Conflict: Human Needs Theory, ed. John Burton (New York: St. Martin’s Press, 1990)
- dropbox
Archer, John. “Architecture and the Production of Self, Culture, and Society” Journal of
the Society of Architectural Historians, Vol. 64, No. 4 (Dec., 2005), 430-433
http://www.jstor.org/stable/25068197?origin=JSTOR-pdf
September 24: Inside, Outside, and In-between
This lecture will build upon last week to look at how understand public vs. private space. We will
discuss how our [inter]actions in both settings affect one another and lead to various other type
of “inside” and “outside” spaces within politics and society as an extension of architecture.
Bickford, Susan. “Constructing Inequality: City Spaces and the Architecture of
Citizenship” Political Theory, Vol. 28, No. 3 (Jun., 2000), pp. 355-376
http://www.jstor.org/stable/192210
Dovey, Kim. “Myth and Media: Constructing Aboriginal Architecture” Journal of
Architectural Education, Vol. 54, No. 1 (Sep., 2000), pp. 2-6
http://www.jstor.org/stable/1425642
.
CURRENT EVENT: Abbotsford Homeless and Housing Issues
http://globalnews.ca/news/1156564/abbotsford-defeats-rezoning-for-new-housing-
project-for-homeless/
October 1: Attend Lecture by Herzog and De Meuron at the Vogue Theater
There will be a brief (1 hour) class discussion prior to the lecture to address the implications of
civic architecture, city identity, and [foreign vs. local] designers.
October 8: Map Presentations
October 15: Conflicting Space
This lecture will look at how ideas of space, place, identity, culture, and community tied to
architecture create conflict at various levels within society.
4. 4
Weizman, Eyal. Politics of Verticality: Jerusalem
https://www.opendemocracy.net/ecology-politicsverticality/article_808.jsp
Graham, Stephen. “Disrupted by Design: Urban Infrastructure and Political Violence” in
Disrupted Cities: When Infrastructure Fails, eds. Stephen Graham (New York: Routledge,
2010). - dropbox
Massey, Doreen. “Geographies of Responsibility” Series B, Human Geography, Vol. 86,
No. 1, (2004), pp. 5-18
http://www.jstor.org/stable/3554456
.
CURRENT EVENT: Tent Cities as Protest
http://www.theprovince.com/news/tent+cities+work+look+winners+losers+Vancouver+
history+park+protests/10076640/story.html?__federated=1
October 22: “Warchitecture”
This lecture will discuss how cities are treated in war – how the buildings are viewed: differences
between how cultural buildings, industrial infrastructure, and housing are treated differently
under laws and acts of war.
Bevan, Robert. “Cultural Cleansing” in Archis Vol. 11: Cities Unbuilt (2007) - dropbox
Woods, Lebbeus. “No-Mans Land” in in Alan Read, ed. Architecturally Speaking:
Practices of Art, Architecture and Everyday (New York: Routledge, 2000) – online book
Herscher, Andrew. “Warchitectural Theory” in Journal of Architectural Education, 61:3
(2008) 35-43
http://dx.doi.org/10.1111/j.1531-314X.2007.00167.x
CURRENT EVENT: UN trial re: Shelling of Dubrovnik
http://www.nytimes.com/2003/08/28/world/ex-yugoslav-admiral-pleads-guilty-in-
shelling-of-dubrovnik.html
October 29: The Rebuilding Process
This lecture will look at the various levels of a rebuilding process, including guidelines,
participants, roles, and objectives.
Sphere Project: Handbook on Humanitarian Charter and Minimum Standards in
Humanitarian Response (See Shelter and Settlements)
http://www.spherehandbook.org
Charlesworth, Esther. Architects Without Frontiers: War, Reconstruction and Design
Responsibility (Oxford: Elsevier, 2006) Ch. 6: Mostar – Reconstruction as Reconciliation
- dropbox
Aquilno, Marie et all. “The Architecture of Disaster Recovery: A Call to Arms for Designers
from the World’s Most Vulnerable Regions” The Solutions Journal Volume 2, Issue 5
(2011) http://www.thesolutionsjournal.com/node/979
***Interview with Marie Aquilino
https://www.youtube.com/watch?v=A3-DnoZLGNA
November 5: In-Class Writing Workshop (using student final paper ideas)
5. 5
November 12: Memorialization + Fetishization
This lecture will look at what gets rebuilt and why, focusing on the politics of identity, memory,
nationality, and glorification.
Doss, Erika. “Remembering 9/11: Memorials and Cultural Memory” OAH Magazine of
History, Vol. 25, No. 3, September 11: Ten Years After (July 2011), pp. 27-30
http://maghis.oxfordjournals.org.ezproxy.library.ubc.ca/content/25/3/27
Woods, Lebbeus. Radical Reconstruction (New York: Princeton Architectural Press, 1997)
-dropbox
November 19: Term Project Presentations
November 26: Transitions
This lecture will look at cities after conflict and reconstruction to discuss the transition from war
to peace.
Calame, Jon and Esther Charlesworth. Divided Cities: Belfast, Beirut, Jerusalem, Mostar,
and Nicosia (Philadelphia: University of Pennsylvania Press, 2011) Ch. 2: Cities and
Physical Segregation
http://muse.jhu.edu.ezproxy.library.ubc.ca/books/9780812206852/9780812206852-8.pdf
Freschi, Federico. “Postapartheid Publics and the Politics of Ornament: Nationalism,
Identity, and the Rhetoric of Community in the Decorative Program of the New
Constitutional Court, Johannesburg” Africa Today, Vol. 54, No. 2 (Winter, 2007) pp. 27- 49
http://www.jstor.org/stable/27666891
e
December 11: Paper due
![1
University of British Columbia
School of Architecture and Landscape Architecture
Fall 2014
The Architecture of Conflict:
Understanding Multi-Levels of Conflict in the Built Environment
Course: ARCH 544p
Time: Wednesday 5:30pm – 8:30pm
Location: Room 205, Lasserre
Instructor: Alicia Breck
Phone: 778-871-1180
Email: alicia.breck@gmail.com
Office Hours: by appointment
OVERVIEW
Buildings reflect people. They also reflect in the interactions between people. As a result, there is
a growing awareness about the role the built environment plays in peace and conflict situations.
Understanding the multi-levels of conflict in buildings and cities may mean being able to
understand the elements of conflict better and [re]build for peace more successfully. Thus,
understanding how the built environment acts as a manifestation of people’s interactions is an
important skill to have when working in architecture and urban design. After all, a century of
man-made disaster has demonstrated that a “one-size fits all’ model of design is not an adequate
approach for multitude of people, communities, cities, and societies. How, then, do we create
better designs, better buildings, and better cities that reflect the people they are meant for?
AIMS + OBJECTIVES
The aim of this course is to explore and discuss how the architecture of buildings and cities
affect, and are affected by, multi-levels of conflict. To do so, we will take an interdisciplinary
approach to a) studying various theories that underpin the built environment as a reflection of
people, and b) the practical application of these theories as they exist in policy, politics, and
public opinion. This course explores architecture as a function of identity, culture, and politics.
Students will gain analytical tools to think critically about the impact of architecture on people, as
well as identify the politics at play during conflict and reconstruction. Therefore, their design and
built projects should address the social indicators in the built environment, including:
- multi-disciplinary approaches to conflict and the built environment
- policies and players that influence building and rebuilding
- current debates in peace, conflict, and reconstruction
STRUCTURE
This course will function as a think tank and forum for exploring issues related to conflict in the
built environment. In order to do so, the course will combine required readings with independent
research whereby each student will pursue a topic of their interest in relation to the course’s
themes. Students are expected develop their own reading list with the support of the instructor
to aid in their research trajectory.
This class will be based on lectures introduced by the instructor and continued by students as an
open discussion of a) the week’s lecture and assigned readings, and b) the students’ own
research into the area. Field trips and guest speakers will supplement classes where possible.](https://image.slidesharecdn.com/0fbe0cc6-1283-4345-827b-62c6becb224c-150106213950-conversion-gate01/85/ARCH-544p-Syllabus-Fall-2014-V2-1-320.jpg)
