Category: Architecture and Design

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  • [Solved] M11 chapters 56-57-58

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    – 2 years ago **files (7)** – ## ch-56-PPTaccessible.pptx – IMG_0704.png – IMG_0703.png – IMG_0706.png – IMG_0705.png – ch-57-PPTaccessible.pptx – ch-58-PPTaccessible.pptx **## ch-56-PPTaccessible.pptx** Architecture and Interior Design: An Integrated History to the Present First Edition Chapter…

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    **## ch-56-PPTaccessible.pptx**

    Architecture and Interior Design: An Integrated History to the Present

    First Edition

    Chapter 56

    Late Modern – 1

    Mid 1960s – 1980s

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    If this PowerPoint presentation contains mathematical equations, you may need to check that your computer has the following installed:

    1) Math Type Plugin

    2) Math Player (free versions available)

    3) NVDA Reader (free versions available)

    1

    P. Experimentation

    Modern expands from single vision of before to new plurality of approaches

    Driven by critiques & failures of Modern Movement; new technologies; consumerism; global community

    Ways to achieve forward thinking design questioned, debated, experimented

    Design more market driven—niche markets, image, branding; designer as celebrity

    New materials, structural techniques, environmental controls, design tools allow designers to create what they can imagine

    Also affecting design: increased regulation, building codes, research, development, environmental concerns

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    2

    Late Modern – 1

    New generation of architects & designers reevaluates effectiveness of Modernism & International Style

    Lack applicability to time & users in universal solutions, anonymity, sameness, design flaws & construction problems

    Adopt new design directions & approaches to address complexity, revolutionary changes, plurality, consumerism

    Exaggerate language of International Style

    Minimalism—pared down universalist aesthetic

    High Tech—embraces & celebrates technology

    Pop Modern–consumerism & youth or popular culture

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    3

    Concepts

    Shatters simplicity of Modernism & International Style with multiplicity of design methods to challenge, reassess, reinvent modern design principles

    New design language to address complexity, plurality, diversity of the time

    Importance of individuality, customization, identity & reject static, formalism

    High Tech—combines high style & technology; explores relationship of industry, technology & art

    Minimalism—rejection of rampant consumerism; simplifies & eliminates nonessentials; ties to newly emerging rationalism

    Pop Modern—youth culture; everyday objects; modern materials; mass-production; Pop & Op Art

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    4

    Characteristics and Motifs

    Expanded vocabulary–function, efficiency & practicality plus innovation, individualism, monumentality

    New materials, techniques, prefabrication, mass production

    High Tech—emphasis on building components & systems that appear on buildings & in interiors; prefabricated & industrial materials, color coding

    Minimalism—structure & construction define form; simplicity, repetition, articulation; minimal color, texture, & materials; few details

    Pop Modern—youthful, hip, exciting, novel, colorful, nontraditional; appeal to masses; new materials, shiny finishes, bold patterns

    Motifs—No common motifs; details emphasize innovation, construction, materials; popular culture

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    5

    Architecture

    Unique, individual expressions

    Experimentation with visual form to create conspicuous monuments within environments

    Most common—box of early Modern disappears with curves, angles, indentations, cutouts, exposed structure

    Some have grid that is logical or irrational or both; facades may be solid, glass or combination

    Less design unity; more experimentation with form, individuality

    High Tech—components & systems on exterior; may sweep across façade or cluster

    Minimalism—search for pure form; explore planar geometry; reduce form to essence

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    6

    56.1

    Schulin Jewelry Shop, 1965, 1972-1974; Vienna, Austria; Hans Hollein. Late Modern – 1

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    56.2

    World Trade Center, 1962-1967; New York, New York; Minoru. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    56.3

    Pennzoil Place, 1974-1976; Houston, Texas; Philip Johnson and John Burgee. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    56.4

    Pacific Design Center, Blue Building, 1975-1976; Los Angles, California; Victor Gruen Associates. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    56.5

    Pompidou Centre, 1971-1977; Paris, France; Richard Rogers and Renzo Piano. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Long Description:

    The center has exaggerated the use of color on structural and mechanical systems. It has exposed prefabricated steel supports and trusses. The asymmetry on the facade with a strong grid frame. The emphasis on solid and void, straight and curved lines, and celebration of technology. It has exposed mechanical systems. The building stands out from its environment.

    11

    56.6a

    High Museum of Art, 1980-1983; Atlanta, Georgia; Richard Meier. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Long Description:

    The building has a flat roof. The facade is made of stark white tiles. It has the repetition of square grids on windows. The building used bold geometric forms extensively. The interplay of solid and void relationships, curves, and angles is visible. It has a processional path to the entrance. The building looks like a white sculpture on a green lawn.

    12

    56.6b

    High Museum of Art atrium, 1980-1983; Atlanta, Georgia; Richard Meier. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    56.7a

    National Gallery of Art, East Building, 1968-1978; Washington D.C.; I. M. Pei. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    56.7b

    National Gallery of Art, East Building atrium, 1968-1978; Washington D.C.; I. M. Pei. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    56.8

    Casa Rotunda, 1980-1982; Stabio, Ticino, Switzerland; Mario Botta. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Interiors

    Strong design relationship with exterior

    Structure may be exposed; curving, angled, pierced walls

    Function; industrial technology & materials; modules; spatial layering; solid/void relationships; construction, structure & materials as ornament

    Grid defines & shapes space but may be regular & symmetrical or asymmetrical & irrational or both

    Experiments in space planning leads to new ways of addressing functional requirements, zoning, furniture arrangements

    Many architects design interiors for an integrated whole

    Interior designers deal with renovations of existing spaces & development of new ones

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    56.9

    Lobby, Hyatt Regency Hotel, 1967-1972; Atlanta, Georgia; John Portman and Associates. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Long Description:

    The lobby has wind chimes hanging in the corners of the balconies. The hotel corridors overlook the atrium. The glass elevators are near the center of the atrium. The large sculpture serves as an accent. The restaurant is housed under an umbrella-type canopy located in the atrium. The terrazzo-like flooring helps convey a garden character. The conversation groupings are defined by large plants.

    18

    56.11

    Joe D’Urso Design office, 1970s-1980s; New York, New York. Minimalism. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    56.12

    Lobby, Morgan’s Hotel, c. 1985; New York, New York; Andrée Putman. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    56.13

    Vignelli Associates Office, 1986; New York, New York; Vignelli Associates. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    56.14

    Shoe salesroom, Esprit Clothing Company, 1988; New York, New York; Michael Vanderbyl, Vanderbyl Design. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    56.15

    Lighting: Tizio desk lamp, 1972; Richard Sapper; and Boalum, c. 1970s; Livio Castiglioni and Gianfranco Frattini; both for Artemide. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Furnishings and Decorative Arts

    Mostly two types: contract or office furniture & popular culture

    Office furniture expands, particularly in systems furniture that supports open office planning

    Addresses way people work, technology, computer

    Rational, functional, flexible, durable; refined; machine-made look; no applied ornament; ergonomic

    Pop Modern—addresses consumer & youth

    New materials, bright colors, novelty, disposability, low cost, bold forms; many sizes, shapes, forms

    Readily available—low-cost image or fashion conscious furnishings to suit particular consumer lifestyles

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    56.16

    40/4 Stacking chair, 1964; U.S. David Rowland for General Fireproofing, Inc. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    56.17

    Ball or Globe chair, 1963-1965; Finland; Eero Saarinen. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    56.18

    Chairs, 1966; United States; Warren Platner for Knoll International. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    56.19

    Malitte, 1966; Italy and the United States; Roberto Sebastian Matta for Knoll International. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    56.20

    Panton Stacking Chair, 1960-1967; Switzerland and the United States; Verner Panton for Vitra GmbH and Herman Miller. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    56.21

    Sacco, 1968; Piero Gatti, Cesare Paolini and Franco Teodoro for Zanotta. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    56.22

    Blow and Joe chairs, 1967, 1970; Italy; De Pas, D’Urbino, and Lomazzi for Zanotta and Poltronova. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    56.23

    Ergon chair, 1976; United States; Bill Stumpf for Herman Miller. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    56.24

    Action Office systems from 1964-1968; United States; Robert Probst and details by George Nelson for Herman Miller. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Long Description:

    The storage has bumper doors and varies in size and finish. The wall panes have come in various sizes, colors, and heights. The movable desk comes in different finishes. The secretarial chair swivels and adjusts to fit the user. The individual parts can be customized.

    33

    56.25

    Chrome shelving, c. 1980s; Metro. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Copyright

    This work is protected by United States copyright laws and is provided solely for the use of instructors in teaching their courses and assessing student learning. Dissemination or sale of any part of this work (including on the World Wide Web) will destroy the integrity of the work and is not permitted. The work and materials from it should never be made available to students except by instructors using the accompanying text in their classes. All recipients of this work are expected to abide by these restrictions and to honor the intended pedagogical purposes and the needs of other instructors who rely on these materials.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    35

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    **IMG_0704.png**

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    **IMG_0703.png**

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    **IMG_0706.png**

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    **IMG_0705.png**

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    **ch-57-PPTaccessible.pptx**

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    **ch-58-PPTaccessible.pptx**

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    **## ch-56-PPTaccessible.pptx**

    Architecture and Interior Design: An Integrated History to the Present

    First Edition

    Chapter 56

    Late Modern – 1

    Mid 1960s – 1980s

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    If this PowerPoint presentation contains mathematical equations, you may need to check that your computer has the following installed:

    1) Math Type Plugin

    2) Math Player (free versions available)

    3) NVDA Reader (free versions available)

    1

    P. Experimentation

    Modern expands from single vision of before to new plurality of approaches

    Driven by critiques & failures of Modern Movement; new technologies; consumerism; global community

    Ways to achieve forward thinking design questioned, debated, experimented

    Design more market driven—niche markets, image, branding; designer as celebrity

    New materials, structural techniques, environmental controls, design tools allow designers to create what they can imagine

    Also affecting design: increased regulation, building codes, research, development, environmental concerns

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    2

    Late Modern – 1

    New generation of architects & designers reevaluates effectiveness of Modernism & International Style

    Lack applicability to time & users in universal solutions, anonymity, sameness, design flaws & construction problems

    Adopt new design directions & approaches to address complexity, revolutionary changes, plurality, consumerism

    Exaggerate language of International Style

    Minimalism—pared down universalist aesthetic

    High Tech—embraces & celebrates technology

    Pop Modern–consumerism & youth or popular culture

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    3

    Concepts

    Shatters simplicity of Modernism & International Style with multiplicity of design methods to challenge, reassess, reinvent modern design principles

    New design language to address complexity, plurality, diversity of the time

    Importance of individuality, customization, identity & reject static, formalism

    High Tech—combines high style & technology; explores relationship of industry, technology & art

    Minimalism—rejection of rampant consumerism; simplifies & eliminates nonessentials; ties to newly emerging rationalism

    Pop Modern—youth culture; everyday objects; modern materials; mass-production; Pop & Op Art

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    4

    Characteristics and Motifs

    Expanded vocabulary–function, efficiency & practicality plus innovation, individualism, monumentality

    New materials, techniques, prefabrication, mass production

    High Tech—emphasis on building components & systems that appear on buildings & in interiors; prefabricated & industrial materials, color coding

    Minimalism—structure & construction define form; simplicity, repetition, articulation; minimal color, texture, & materials; few details

    Pop Modern—youthful, hip, exciting, novel, colorful, nontraditional; appeal to masses; new materials, shiny finishes, bold patterns

    Motifs—No common motifs; details emphasize innovation, construction, materials; popular culture

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    5

    Architecture

    Unique, individual expressions

    Experimentation with visual form to create conspicuous monuments within environments

    Most common—box of early Modern disappears with curves, angles, indentations, cutouts, exposed structure

    Some have grid that is logical or irrational or both; facades may be solid, glass or combination

    Less design unity; more experimentation with form, individuality

    High Tech—components & systems on exterior; may sweep across façade or cluster

    Minimalism—search for pure form; explore planar geometry; reduce form to essence

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    6

    56.1

    Schulin Jewelry Shop, 1965, 1972-1974; Vienna, Austria; Hans Hollein. Late Modern – 1

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    56.2

    World Trade Center, 1962-1967; New York, New York; Minoru. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    56.3

    Pennzoil Place, 1974-1976; Houston, Texas; Philip Johnson and John Burgee. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    56.4

    Pacific Design Center, Blue Building, 1975-1976; Los Angles, California; Victor Gruen Associates. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    56.5

    Pompidou Centre, 1971-1977; Paris, France; Richard Rogers and Renzo Piano. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Long Description:

    The center has exaggerated the use of color on structural and mechanical systems. It has exposed prefabricated steel supports and trusses. The asymmetry on the facade with a strong grid frame. The emphasis on solid and void, straight and curved lines, and celebration of technology. It has exposed mechanical systems. The building stands out from its environment.

    11

    56.6a

    High Museum of Art, 1980-1983; Atlanta, Georgia; Richard Meier. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Long Description:

    The building has a flat roof. The facade is made of stark white tiles. It has the repetition of square grids on windows. The building used bold geometric forms extensively. The interplay of solid and void relationships, curves, and angles is visible. It has a processional path to the entrance. The building looks like a white sculpture on a green lawn.

    12

    56.6b

    High Museum of Art atrium, 1980-1983; Atlanta, Georgia; Richard Meier. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    56.7a

    National Gallery of Art, East Building, 1968-1978; Washington D.C.; I. M. Pei. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    56.7b

    National Gallery of Art, East Building atrium, 1968-1978; Washington D.C.; I. M. Pei. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    56.8

    Casa Rotunda, 1980-1982; Stabio, Ticino, Switzerland; Mario Botta. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Interiors

    Strong design relationship with exterior

    Structure may be exposed; curving, angled, pierced walls

    Function; industrial technology & materials; modules; spatial layering; solid/void relationships; construction, structure & materials as ornament

    Grid defines & shapes space but may be regular & symmetrical or asymmetrical & irrational or both

    Experiments in space planning leads to new ways of addressing functional requirements, zoning, furniture arrangements

    Many architects design interiors for an integrated whole

    Interior designers deal with renovations of existing spaces & development of new ones

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    56.9

    Lobby, Hyatt Regency Hotel, 1967-1972; Atlanta, Georgia; John Portman and Associates. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Long Description:

    The lobby has wind chimes hanging in the corners of the balconies. The hotel corridors overlook the atrium. The glass elevators are near the center of the atrium. The large sculpture serves as an accent. The restaurant is housed under an umbrella-type canopy located in the atrium. The terrazzo-like flooring helps convey a garden character. The conversation groupings are defined by large plants.

    18

    56.11

    Joe D’Urso Design office, 1970s-1980s; New York, New York. Minimalism. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    56.12

    Lobby, Morgan’s Hotel, c. 1985; New York, New York; Andrée Putman. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    56.13

    Vignelli Associates Office, 1986; New York, New York; Vignelli Associates. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    56.14

    Shoe salesroom, Esprit Clothing Company, 1988; New York, New York; Michael Vanderbyl, Vanderbyl Design. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    56.15

    Lighting: Tizio desk lamp, 1972; Richard Sapper; and Boalum, c. 1970s; Livio Castiglioni and Gianfranco Frattini; both for Artemide. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Furnishings and Decorative Arts

    Mostly two types: contract or office furniture & popular culture

    Office furniture expands, particularly in systems furniture that supports open office planning

    Addresses way people work, technology, computer

    Rational, functional, flexible, durable; refined; machine-made look; no applied ornament; ergonomic

    Pop Modern—addresses consumer & youth

    New materials, bright colors, novelty, disposability, low cost, bold forms; many sizes, shapes, forms

    Readily available—low-cost image or fashion conscious furnishings to suit particular consumer lifestyles

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    56.16

    40/4 Stacking chair, 1964; U.S. David Rowland for General Fireproofing, Inc. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    56.17

    Ball or Globe chair, 1963-1965; Finland; Eero Saarinen. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    56.18

    Chairs, 1966; United States; Warren Platner for Knoll International. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    56.19

    Malitte, 1966; Italy and the United States; Roberto Sebastian Matta for Knoll International. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    56.20

    Panton Stacking Chair, 1960-1967; Switzerland and the United States; Verner Panton for Vitra GmbH and Herman Miller. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    56.21

    Sacco, 1968; Piero Gatti, Cesare Paolini and Franco Teodoro for Zanotta. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    56.22

    Blow and Joe chairs, 1967, 1970; Italy; De Pas, D’Urbino, and Lomazzi for Zanotta and Poltronova. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    56.23

    Ergon chair, 1976; United States; Bill Stumpf for Herman Miller. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    56.24

    Action Office systems from 1964-1968; United States; Robert Probst and details by George Nelson for Herman Miller. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Long Description:

    The storage has bumper doors and varies in size and finish. The wall panes have come in various sizes, colors, and heights. The movable desk comes in different finishes. The secretarial chair swivels and adjusts to fit the user. The individual parts can be customized.

    33

    56.25

    Chrome shelving, c. 1980s; Metro. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Copyright

    This work is protected by United States copyright laws and is provided solely for the use of instructors in teaching their courses and assessing student learning. Dissemination or sale of any part of this work (including on the World Wide Web) will destroy the integrity of the work and is not permitted. The work and materials from it should never be made available to students except by instructors using the accompanying text in their classes. All recipients of this work are expected to abide by these restrictions and to honor the intended pedagogical purposes and the needs of other instructors who rely on these materials.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    35

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    **IMG_0704.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-0704-png-10266305)

    **IMG_0703.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-0703-png-10266307)

    **IMG_0706.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-0706-png-10266309)

    **IMG_0705.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-0705-png-10266311)

    **ch-57-PPTaccessible.pptx**

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    **ch-58-PPTaccessible.pptx**

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    **## ch-56-PPTaccessible.pptx**

    Architecture and Interior Design: An Integrated History to the Present

    First Edition

    Chapter 56

    Late Modern – 1

    Mid 1960s – 1980s

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    If this PowerPoint presentation contains mathematical equations, you may need to check that your computer has the following installed:

    1) Math Type Plugin

    2) Math Player (free versions available)

    3) NVDA Reader (free versions available)

    1

    P. Experimentation

    Modern expands from single vision of before to new plurality of approaches

    Driven by critiques & failures of Modern Movement; new technologies; consumerism; global community

    Ways to achieve forward thinking design questioned, debated, experimented

    Design more market driven—niche markets, image, branding; designer as celebrity

    New materials, structural techniques, environmental controls, design tools allow designers to create what they can imagine

    Also affecting design: increased regulation, building codes, research, development, environmental concerns

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    2

    Late Modern – 1

    New generation of architects & designers reevaluates effectiveness of Modernism & International Style

    Lack applicability to time & users in universal solutions, anonymity, sameness, design flaws & construction problems

    Adopt new design directions & approaches to address complexity, revolutionary changes, plurality, consumerism

    Exaggerate language of International Style

    Minimalism—pared down universalist aesthetic

    High Tech—embraces & celebrates technology

    Pop Modern–consumerism & youth or popular culture

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    3

    Concepts

    Shatters simplicity of Modernism & International Style with multiplicity of design methods to challenge, reassess, reinvent modern design principles

    New design language to address complexity, plurality, diversity of the time

    Importance of individuality, customization, identity & reject static, formalism

    High Tech—combines high style & technology; explores relationship of industry, technology & art

    Minimalism—rejection of rampant consumerism; simplifies & eliminates nonessentials; ties to newly emerging rationalism

    Pop Modern—youth culture; everyday objects; modern materials; mass-production; Pop & Op Art

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    4

    Characteristics and Motifs

    Expanded vocabulary–function, efficiency & practicality plus innovation, individualism, monumentality

    New materials, techniques, prefabrication, mass production

    High Tech—emphasis on building components & systems that appear on buildings & in interiors; prefabricated & industrial materials, color coding

    Minimalism—structure & construction define form; simplicity, repetition, articulation; minimal color, texture, & materials; few details

    Pop Modern—youthful, hip, exciting, novel, colorful, nontraditional; appeal to masses; new materials, shiny finishes, bold patterns

    Motifs—No common motifs; details emphasize innovation, construction, materials; popular culture

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    5

    Architecture

    Unique, individual expressions

    Experimentation with visual form to create conspicuous monuments within environments

    Most common—box of early Modern disappears with curves, angles, indentations, cutouts, exposed structure

    Some have grid that is logical or irrational or both; facades may be solid, glass or combination

    Less design unity; more experimentation with form, individuality

    High Tech—components & systems on exterior; may sweep across façade or cluster

    Minimalism—search for pure form; explore planar geometry; reduce form to essence

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    6

    56.1

    Schulin Jewelry Shop, 1965, 1972-1974; Vienna, Austria; Hans Hollein. Late Modern – 1

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    56.2

    World Trade Center, 1962-1967; New York, New York; Minoru. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    56.3

    Pennzoil Place, 1974-1976; Houston, Texas; Philip Johnson and John Burgee. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    56.4

    Pacific Design Center, Blue Building, 1975-1976; Los Angles, California; Victor Gruen Associates. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    56.5

    Pompidou Centre, 1971-1977; Paris, France; Richard Rogers and Renzo Piano. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Long Description:

    The center has exaggerated the use of color on structural and mechanical systems. It has exposed prefabricated steel supports and trusses. The asymmetry on the facade with a strong grid frame. The emphasis on solid and void, straight and curved lines, and celebration of technology. It has exposed mechanical systems. The building stands out from its environment.

    11

    56.6a

    High Museum of Art, 1980-1983; Atlanta, Georgia; Richard Meier. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Long Description:

    The building has a flat roof. The facade is made of stark white tiles. It has the repetition of square grids on windows. The building used bold geometric forms extensively. The interplay of solid and void relationships, curves, and angles is visible. It has a processional path to the entrance. The building looks like a white sculpture on a green lawn.

    12

    56.6b

    High Museum of Art atrium, 1980-1983; Atlanta, Georgia; Richard Meier. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    56.7a

    National Gallery of Art, East Building, 1968-1978; Washington D.C.; I. M. Pei. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    56.7b

    National Gallery of Art, East Building atrium, 1968-1978; Washington D.C.; I. M. Pei. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    56.8

    Casa Rotunda, 1980-1982; Stabio, Ticino, Switzerland; Mario Botta. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Interiors

    Strong design relationship with exterior

    Structure may be exposed; curving, angled, pierced walls

    Function; industrial technology & materials; modules; spatial layering; solid/void relationships; construction, structure & materials as ornament

    Grid defines & shapes space but may be regular & symmetrical or asymmetrical & irrational or both

    Experiments in space planning leads to new ways of addressing functional requirements, zoning, furniture arrangements

    Many architects design interiors for an integrated whole

    Interior designers deal with renovations of existing spaces & development of new ones

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    56.9

    Lobby, Hyatt Regency Hotel, 1967-1972; Atlanta, Georgia; John Portman and Associates. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Long Description:

    The lobby has wind chimes hanging in the corners of the balconies. The hotel corridors overlook the atrium. The glass elevators are near the center of the atrium. The large sculpture serves as an accent. The restaurant is housed under an umbrella-type canopy located in the atrium. The terrazzo-like flooring helps convey a garden character. The conversation groupings are defined by large plants.

    18

    56.11

    Joe D’Urso Design office, 1970s-1980s; New York, New York. Minimalism. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    56.12

    Lobby, Morgan’s Hotel, c. 1985; New York, New York; Andrée Putman. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    56.13

    Vignelli Associates Office, 1986; New York, New York; Vignelli Associates. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    56.14

    Shoe salesroom, Esprit Clothing Company, 1988; New York, New York; Michael Vanderbyl, Vanderbyl Design. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    56.15

    Lighting: Tizio desk lamp, 1972; Richard Sapper; and Boalum, c. 1970s; Livio Castiglioni and Gianfranco Frattini; both for Artemide. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Furnishings and Decorative Arts

    Mostly two types: contract or office furniture & popular culture

    Office furniture expands, particularly in systems furniture that supports open office planning

    Addresses way people work, technology, computer

    Rational, functional, flexible, durable; refined; machine-made look; no applied ornament; ergonomic

    Pop Modern—addresses consumer & youth

    New materials, bright colors, novelty, disposability, low cost, bold forms; many sizes, shapes, forms

    Readily available—low-cost image or fashion conscious furnishings to suit particular consumer lifestyles

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    56.16

    40/4 Stacking chair, 1964; U.S. David Rowland for General Fireproofing, Inc. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    56.17

    Ball or Globe chair, 1963-1965; Finland; Eero Saarinen. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    56.18

    Chairs, 1966; United States; Warren Platner for Knoll International. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    56.19

    Malitte, 1966; Italy and the United States; Roberto Sebastian Matta for Knoll International. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    56.20

    Panton Stacking Chair, 1960-1967; Switzerland and the United States; Verner Panton for Vitra GmbH and Herman Miller. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    56.21

    Sacco, 1968; Piero Gatti, Cesare Paolini and Franco Teodoro for Zanotta. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    56.22

    Blow and Joe chairs, 1967, 1970; Italy; De Pas, D’Urbino, and Lomazzi for Zanotta and Poltronova. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    56.23

    Ergon chair, 1976; United States; Bill Stumpf for Herman Miller. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    56.24

    Action Office systems from 1964-1968; United States; Robert Probst and details by George Nelson for Herman Miller. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Long Description:

    The storage has bumper doors and varies in size and finish. The wall panes have come in various sizes, colors, and heights. The movable desk comes in different finishes. The secretarial chair swivels and adjusts to fit the user. The individual parts can be customized.

    33

    56.25

    Chrome shelving, c. 1980s; Metro. Late Modern – 1.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    Copyright

    This work is protected by United States copyright laws and is provided solely for the use of instructors in teaching their courses and assessing student learning. Dissemination or sale of any part of this work (including on the World Wide Web) will destroy the integrity of the work and is not permitted. The work and materials from it should never be made available to students except by instructors using the accompanying text in their classes. All recipients of this work are expected to abide by these restrictions and to honor the intended pedagogical purposes and the needs of other instructors who rely on these materials.

    Copyright © 2012 Pearson Education, Inc. All Rights Reserved

    35

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  • [Solved] G2

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – 2 years ago **files (1)** – ## G2.docx **## G2.docx** **Handling the lack of mental health support for university leaners** Many college students are suffering from mental health issues nowadays. Some are suffering from anxiety, stress, depression and burned out, but the schools do not give them e…

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    Assignment Prompt & Instructions

    – 2 years ago

    **files (1)**

    – ## G2.docx

    **## G2.docx**

    **Handling the lack of mental health support for university leaners**

    Many college students are suffering from mental health issues nowadays. Some are suffering from anxiety, stress, depression and burned out, but the schools do not give them enough help. This is a growing problem and it impacts students’ well-being, academic success, and whether the students will stay in school. This paper looks at the lack of mental health support for college students, outlines the issue, explains why it is important, and stresses the need for action.

    **Description of the Problem**

    Mental health issues like depression, anxiety, and burnout among the college students in U.S. are climbing. There are many campuses struggling to provide and students wait days for times to see someone to talk to (Oswalt et al., 2020). This is a problem that pervades all students but hits first-years, students of color and all families in financial distress the hardest because they are more likely to be susceptible and less likely to get help due to stigma or ignorance.

    The COVID 19 pandemic worsened things making it more isolative and uncertain as institutions had no support systems that are required with this crisis (Oswalt et al., 2020). The effects consist of increased absences, lower grades, and thoughts of suicide.

    For universities with large student numbers and low budgets, there is a greater liability; large student bodies and low budgets mean a wide-ranging population that is not being served by universities with a paucity of funds to provide adequate support. We could have surveyed students about their mental health needs, as well as both observed which support strategies have worked for other schools.

    **Problem Statement**

    Mental health challenges among college students are increasing, while too many institutions have the necessary timely, accessible, and comprehensive support they need to respond to students’ wellbeing and academic futures are at serious risk.

    **Why This Problem Was Selected**

    This is a problem that I have seen firsthand have an adverse effect on my peers and it is one that I chose. I know several students who have struggled emotionally in college, and both getting help and getting help when you need it has been delayed or impossible (Priestley et al., 2022). There is reason to believe that mental health support can be better served by students and in the health of college communities.

    In your paper,

    · Restate the problem you are investigating.

    · Explain how any elements of your personal worldview could influence your perception of the problem in positive ways.

    · Examine your worldview for existing or potential biases explain how they may negatively impact your perspective of the problem.

    · If you believe no biases exist, explain why.

    · Discuss at least two ways in which you can prevent biases from distorting your approach to the problem or efforts to find solutions.

    · Must be 2 to 3 double-spaced pages in length (not including title and references pages).

    · Must use at least two credible sources in addition to the course text.

    must include an introduction and conclusion paragraph.

    · Your introduction paragraph needs to end with a clear thesis statement that indicates the purpose of your paper.

    · must use at least two credible sources in addition to the course text

    **## G2.docx**

    **Handling the lack of mental health support for university leaners**

    Many college students are suffering from mental health issues nowadays. Some are suffering from anxiety, stress, depression and burned out, but the schools do not give them enough help. This is a growing problem and it impacts students’ well-being, academic success, and whether the students will stay in school. This paper looks at the lack of mental health support for college students, outlines the issue, explains why it is important, and stresses the need for action.

    **Description of the Problem**

    Mental health issues like depression, anxiety, and burnout among the college students in U.S. are climbing. There are many campuses struggling to provide and students wait days for times to see someone to talk to (Oswalt et al., 2020). This is a problem that pervades all students but hits first-years, students of color and all families in financial distress the hardest because they are more likely to be susceptible and less likely to get help due to stigma or ignorance.

    The COVID 19 pandemic worsened things making it more isolative and uncertain as institutions had no support systems that are required with this crisis (Oswalt et al., 2020). The effects consist of increased absences, lower grades, and thoughts of suicide.

    For universities with large student numbers and low budgets, there is a greater liability; large student bodies and low budgets mean a wide-ranging population that is not being served by universities with a paucity of funds to provide adequate support. We could have surveyed students about their mental health needs, as well as both observed which support strategies have worked for other schools.

    **Problem Statement**

    Mental health challenges among college students are increasing, while too many institutions have the necessary timely, accessible, and comprehensive support they need to respond to students’ wellbeing and academic futures are at serious risk.

    **Why This Problem Was Selected**

    This is a problem that I have seen firsthand have an adverse effect on my peers and it is one that I chose. I know several students who have struggled emotionally in college, and both getting help and getting help when you need it has been delayed or impossible (Priestley et al., 2022). There is reason to believe that mental health support can be better served by students and in the health of college communities.

    In your paper,

    · Restate the problem you are investigating.

    · Explain how any elements of your personal worldview could influence your perception of the problem in positive ways.

    · Examine your worldview for existing or potential biases explain how they may negatively impact your perspective of the problem.

    · If you believe no biases exist, explain why.

    · Discuss at least two ways in which you can prevent biases from distorting your approach to the problem or efforts to find solutions.

    · Must be 2 to 3 double-spaced pages in length (not including title and references pages).

    · Must use at least two credible sources in addition to the course text.

    must include an introduction and conclusion paragraph.

    · Your introduction paragraph needs to end with a clear thesis statement that indicates the purpose of your paper.

    · must use at least two credible sources in addition to the course text

  • [Solved] s55

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – 2 years ago **files (1)** – ## S55.docx **## S55.docx** In this final paper, you will consider the sustainability challenges that your home community currently faces and propose components of a plan tailored to meet those challenges. Think about your home community; this might be the community whe…

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    Assignment Prompt & Instructions

    – 2 years ago

    **files (1)**

    – ## S55.docx

    **## S55.docx**

    In this final paper, you will consider the sustainability challenges that your home community currently faces and propose components of a plan tailored to meet those challenges. Think about your home community; this might be the community where you are living now, or a previous place that you identify with closely and still consider to be home(North Carolina). Drawing on your own memories and some online research, explore the challenges the community faces to becoming truly sustainable someday. In this paper, you will consider the sustainability challenges that your home community currently faces and propose components of a plan tailored to meet those challenges.

    You will map out specific, concrete changes (in policy, technology, or everyday life) that your community would need to take to achieve sustainability. Provide clear, detailed examples of strategies, drawn from all you have learned relating to this course’s five weekly themes. Your examples should be based on our current scientific knowledge and level of technology (in other words, no inventing a new energy source from lightning or a new, low-energy means of generating fresh water from the oceans). Your suggestions should be tailored to the particulars of your chosen community. If you live in the Pacific Northwest, proposing solar power throughout your town would not be highly effective. Finally, you will imagine what that sustainable future neighborhood, town, or region would look like. How would it be fundamentally different from today?

    To prepare for this assignment, review all chapters of Bensel and Carbone’s (2020)
    _Sustaining Our Planet_ text.

    In your assignment, craft a seven-paragraph essay that includes the following:

    Paragraph 1

    · Describe your home community, using the Arzaville description in past class discussions (Weeks 2 through 4) as an example of the kinds of information you might include.

    · Discuss at least three of the biggest challenges that your home community faces on the path to achieving sustainability.

    Paragraph 2

    · Explain at least three concrete actions that your community might take that would enhance its ability to sustain local biodiversity and ecosystems.

    Paragraph 3

    · Discuss at least three specific steps your community might take to improve its capacity for sustaining local soils and sustainable agriculture.

    Paragraph 4

    · Describe at least three measures that might be taken by your home community to help sustain its freshwater resources.

    Paragraph 5

    · Propose at least three concrete steps your community might take to better sustain local air quality and reduce negative impact on the global climate.

    Paragraph 6

    · Discuss at least three specific actions your community might take to manage, reduce, or eliminate its waste more sustainably.

    Paragraph 7

    · Identify three specific actions that you might take, at the community level, to help support sustainability for your home place.

    · Considering the strategies that you have shared in your essay, assess whether your community could achieve sustainability at some point in the future. Why or why not?

    The Envisioning Sustainable Communities final paper,

    · must be at least 7 paragraphs in length (3 to 5 pages, not including title and reference pages)

    must include at least 1 scholarly source, 1 credible source, and the class text.

    Imagine that you are a resident of Arzaville, a community whose characteristics are described in this activity. You have come together with your neighbors for a special meeting to devise a management plan for helping the community become more resilient and sustainable in terms of its food production by 2050. A resilient community can recover quickly from events like drought or storms. By increasing its own food production, Arzaville can also reduce its food miles—the distance that imported food must travel. By making its food production more sustainable, Arzaville can help ensure that its residents’ food needs are supplied for generations to come, without placing undue harm on the local environment in the process.

    Fortunately, you have all attended the meeting with the knowledge that you have gained from the content in this course. Now it is time to put your thinking cap on and get to work! Your ideas should consist of one or more of the following elements (some suggestions may apply to both categories):

    · food resiliency measures (e.g., building vertical farms in the city center to ensure that urban residents can have access to fresh, organically grown produce)

    · sustainable food production methods (e.g., phasing out use of synthetic pesticides in favor of companion planting and other organic methods) Imagine that you are a resident of Arzaville, a community whose characteristics are described in this activity. You have come together with your neighbors for a special meeting to devise a plan for managing its water resources more sustainably by 2050. Water resource issues the community faces include ensuring a safe and sustainable drinking water supply for all, handling its wastewater in a manner that has minimal environmental impact, and managing its stormwater runoff to minimize the risks of erosion and flooding. Fortunately, you have all attended the meeting with the knowledge that you have gained from the content in this course. Now it is time to put your thinking cap on and get to work! Your ideas should each consist of one of the following elements, depending on what you think Arzaville’s greatest need is:

    · sustainable drinking water access measures (e.g., developing a program for rural residents to begin collecting and treating their rainwater for drinking use)

    · sustainable wastewater management measures (e.g., collecting greywater from area residences for use irrigating a local golf course)

    · storm water management measures (e.g., requiring that permeable pavement be used for all future development projects in the community)

    · Population:                       217,108

    · Population Growth:          +3.1%

    · Elevation                          1843 ft. above sea level

    · Avg. Low Temp (Jan.):    24oF

    · Avg. High Temp (July):   84oF

    · Annual Rainfall:              17 in.

    · Annual Snowfall:             44 in.

    · Sunny Days Per Year:      171

    · Drinking Water Source:   groundwater

    · Urban Area:                     70 sq. mi.

    · Main Power Source
    **:** hydropower

    · Average Commute:          21.3 minutes

    · % Taking Mass Transit:   3.9%

    · Top Occupations:            health care (17.9%)

    · retail trade (12%)

    · accommodation and food services (9.9%)

    ·

    ·
    **Overview:**

    · Arzaville serves as a cultural, financial, and retail center for an extensive, sparsely settled inland region. It has a dry climate that is fairly mild during the summer months but can get quite cool during the winter.  Mountains are not far away, inviting outdoor recreation (hiking, fishing, etc.) to residents and visitors alike.

    ·

    **## S55.docx**

    In this final paper, you will consider the sustainability challenges that your home community currently faces and propose components of a plan tailored to meet those challenges. Think about your home community; this might be the community where you are living now, or a previous place that you identify with closely and still consider to be home(North Carolina). Drawing on your own memories and some online research, explore the challenges the community faces to becoming truly sustainable someday. In this paper, you will consider the sustainability challenges that your home community currently faces and propose components of a plan tailored to meet those challenges.

    You will map out specific, concrete changes (in policy, technology, or everyday life) that your community would need to take to achieve sustainability. Provide clear, detailed examples of strategies, drawn from all you have learned relating to this course’s five weekly themes. Your examples should be based on our current scientific knowledge and level of technology (in other words, no inventing a new energy source from lightning or a new, low-energy means of generating fresh water from the oceans). Your suggestions should be tailored to the particulars of your chosen community. If you live in the Pacific Northwest, proposing solar power throughout your town would not be highly effective. Finally, you will imagine what that sustainable future neighborhood, town, or region would look like. How would it be fundamentally different from today?

    To prepare for this assignment, review all chapters of Bensel and Carbone’s (2020)
    _Sustaining Our Planet_ text.

    In your assignment, craft a seven-paragraph essay that includes the following:

    Paragraph 1

    · Describe your home community, using the Arzaville description in past class discussions (Weeks 2 through 4) as an example of the kinds of information you might include.

    · Discuss at least three of the biggest challenges that your home community faces on the path to achieving sustainability.

    Paragraph 2

    · Explain at least three concrete actions that your community might take that would enhance its ability to sustain local biodiversity and ecosystems.

    Paragraph 3

    · Discuss at least three specific steps your community might take to improve its capacity for sustaining local soils and sustainable agriculture.

    Paragraph 4

    · Describe at least three measures that might be taken by your home community to help sustain its freshwater resources.

    Paragraph 5

    · Propose at least three concrete steps your community might take to better sustain local air quality and reduce negative impact on the global climate.

    Paragraph 6

    · Discuss at least three specific actions your community might take to manage, reduce, or eliminate its waste more sustainably.

    Paragraph 7

    · Identify three specific actions that you might take, at the community level, to help support sustainability for your home place.

    · Considering the strategies that you have shared in your essay, assess whether your community could achieve sustainability at some point in the future. Why or why not?

    The Envisioning Sustainable Communities final paper,

    · must be at least 7 paragraphs in length (3 to 5 pages, not including title and reference pages)

    must include at least 1 scholarly source, 1 credible source, and the class text.

    Imagine that you are a resident of Arzaville, a community whose characteristics are described in this activity. You have come together with your neighbors for a special meeting to devise a management plan for helping the community become more resilient and sustainable in terms of its food production by 2050. A resilient community can recover quickly from events like drought or storms. By increasing its own food production, Arzaville can also reduce its food miles—the distance that imported food must travel. By making its food production more sustainable, Arzaville can help ensure that its residents’ food needs are supplied for generations to come, without placing undue harm on the local environment in the process.

    Fortunately, you have all attended the meeting with the knowledge that you have gained from the content in this course. Now it is time to put your thinking cap on and get to work! Your ideas should consist of one or more of the following elements (some suggestions may apply to both categories):

    · food resiliency measures (e.g., building vertical farms in the city center to ensure that urban residents can have access to fresh, organically grown produce)

    · sustainable food production methods (e.g., phasing out use of synthetic pesticides in favor of companion planting and other organic methods) Imagine that you are a resident of Arzaville, a community whose characteristics are described in this activity. You have come together with your neighbors for a special meeting to devise a plan for managing its water resources more sustainably by 2050. Water resource issues the community faces include ensuring a safe and sustainable drinking water supply for all, handling its wastewater in a manner that has minimal environmental impact, and managing its stormwater runoff to minimize the risks of erosion and flooding. Fortunately, you have all attended the meeting with the knowledge that you have gained from the content in this course. Now it is time to put your thinking cap on and get to work! Your ideas should each consist of one of the following elements, depending on what you think Arzaville’s greatest need is:

    · sustainable drinking water access measures (e.g., developing a program for rural residents to begin collecting and treating their rainwater for drinking use)

    · sustainable wastewater management measures (e.g., collecting greywater from area residences for use irrigating a local golf course)

    · storm water management measures (e.g., requiring that permeable pavement be used for all future development projects in the community)

    · Population:                       217,108

    · Population Growth:          +3.1%

    · Elevation                          1843 ft. above sea level

    · Avg. Low Temp (Jan.):    24oF

    · Avg. High Temp (July):   84oF

    · Annual Rainfall:              17 in.

    · Annual Snowfall:             44 in.

    · Sunny Days Per Year:      171

    · Drinking Water Source:   groundwater

    · Urban Area:                     70 sq. mi.

    · Main Power Source
    **:** hydropower

    · Average Commute:          21.3 minutes

    · % Taking Mass Transit:   3.9%

    · Top Occupations:            health care (17.9%)

    · retail trade (12%)

    · accommodation and food services (9.9%)

    ·

    ·
    **Overview:**

    · Arzaville serves as a cultural, financial, and retail center for an extensive, sparsely settled inland region. It has a dry climate that is fairly mild during the summer months but can get quite cool during the winter.  Mountains are not far away, inviting outdoor recreation (hiking, fishing, etc.) to residents and visitors alike.

    ·

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