Study Bay Coursework Assignment Writing Help<\/p>\n
3.1 Historical Purpose & Context<\/p>\n
If we surmise that temporary architecture is, essentially, something that is not permanent, then in one form or another \u2013 as stated \u2013 it has existed since antiquity, with examples traced \u201cfrom prehistoric wooden huts and shelters, through medieval stage sets, circuses and world fairs, to the mobile home and post-war pre-fabs, and wartime and disaster relief.\u201d Interestingly, as early as 58 B.C.E in ancient Rome, such architecture functioned as \u201ca form of revolution\u201d \u2013 ancient Romans circumventing governmental opposition to permanent amphitheatres by building temporary versions \u2013 with the Metropolitan Museum of Art noting that despite their impermanent nature, this architecture was \u201ca rich celebration and an expression of anti-establishment ideals.\u201d<\/p>\n
Together with other classical forms, a revival of temporary architecture was also particularly prevalent during the Renaissance; civic groups would welcome King Henry II of France to their cities with \u201cfestivals showcasing the best and most elaborate in temporary design of the time,\u201d such as the specifically commissioned Fountain de Innocents<\/em> (1550) \u2013 a collaboration between architect Pierre Lescot and sculptor Jean Goujan. As the University of Toronto\u2019s Professor of Art History, Christy Anderson, notes: \u201cfor designers and architects of the Renaissance\u00a0the ephemeral nature of the installations lent themselves to design innovations believed to be too unconventional or extravagant for lasting architecture [and] afforded the opportunity for experimentation<\/em>.\u201d Such events were used as tantalising opportunities for the realisation of a new style, made real perhaps for a single day; the transient enjoyably consumed, creating a taste for the permanent.<\/p>\n In contemporary architecture, we have become more familiar with the temporary<\/em> as expressed at exhibitions and pavilions; Le Corbusier and Pierre Jeanneret\u2019s L\u2019Espirit Nouveau Pavilion (1925), Mies van der Rohe\u2019s Barcelona Pavilion (1929), and Alison and Peter Smithson\u2019s House of the Future for the Daily Mail Ideal Home Exhibition in London (1956) \u2013 each showcasing their designers\u2019 stimulating philosophies and ideas on the future of architecture, and \u2018advertising\u2019 these compelling forms via memorable, provocative images. Moreover, these challenges to established or conventional approaches to design were yet further inflamed by Archigram, with mobile, inflatable or temporary project ( help with nursing paper writing from experts with MSN & DNP degrees)s \u2013 albeit resigned to paper and remaining unbuilt \u2013 during the 1960\u2019s and 70\u2019s.<\/p>\n 3.2 Academic Discourse & Urban Change<\/p>\n However, it was the aftermath of the great recession in 2008, which crippled economies \u2013 with the construction, architecture and engineering sectors arguably hit the hardest \u2013 and the inevitable temporary suspension of many large-scale project ( help with nursing paper writing from experts with MSN & DNP degrees)s that ensued which elevated small-scale, bottom-up spatial interventions from niche to mainstream practice, and subsequently exposed them to more intense levels of critical review. Though this opened up possibilities to \u201ctest scenarios and subvert preconceptions of what our cities should be like,\u201d giving architects and designers, often young, the opportunity to \u201cpush the boundaries of architecture and [take] the city back into their own hands,\u201d as Cate St. Hill writes in her RIBA published book \u2018This is Temporary<\/em>,\u2019 very soon, and perhaps unavoidably, established companies found they could make use of these strategies too, \u201cevaporating [away] any freshness,\u201d writes Douglas Murphy in his article for the Architectural Review: \u2018The Pop-Up Problem<\/em>.\u2019<\/p>\n As a consequence, it has now become utterly commonplace for food & drink, fashion or design retailers, for example, to make their inaugural entrance into any given city via a succession of \u2018trendy\u2019 pop-ups before the \u2018proper\u2019 shop opens. Though this could be considered fairly commonplace \u2018cool-chasing,\u2019 it stems from the constant procedure of reducing risk: a temporary shop doesn\u2019t require payment for a full lease, and it also has an aura of edgy \u2018cool.\u2019 These types of structure therefore offer us a \u201ccorporate regurgitation of anti-corporate commerce.\u201d<\/p>\n Importantly, and perhaps more pressingly, in academic and mainstream media discourse, more original spatial intervention project ( help with nursing paper writing from experts with MSN & DNP degrees)s, which featured smiling locals and were so often portrayed as joyous and likeable, have also since been subject to a considerable amount of criticism \u2013 primarily contemplating if the \u201cactual impact of these project ( help with nursing paper writing from experts with MSN & DNP degrees)s is overestimated.\u201d Though proponents of the \u2018pop-up\u2019 refer to the wider impact an intervention can have \u2013 galvanising local communities to change the way their public spaces and buildings are used to the benefit of everyone \u2013 in practice \u201cthe actual effect remains limited to the most local scale, involving or reaching out to just a handful of locals.\u201d This is due, in part, to the perceived lack of \u2018scalability,\u2019 as Ella Harris highlights in her article for The Guardian: the \u201cpossibility of scaling up such project ( help with nursing paper writing from experts with MSN & DNP degrees)s, beyond their immediate surroundings, is often minimal\u201d due to the \u201cspecific local conditions.\u201d<\/p>\n Therefore, when addressing if temporary architecture can act as a catalyst for urban change in the context of this thesis, \u2018a catalyst for urban change\u2019 relates to the ability of the project ( help with nursing paper writing from experts with MSN & DNP degrees) or intervention to have an impact on an area wider than its immediate surroundings, stimulating local inhabitants to actively seek to utilise public spaces for betterment of society, or to at least raise the question.<\/p>\n 4.0\u00a0Formulating a Position<\/p>\n 4.1 Understanding Current Trends<\/p>\n Despite such criticism into the perceived overestimated effect or corporate commercialisation of temporary architecture project ( help with nursing paper writing from experts with MSN & DNP degrees)s, there are a plethora of younger architects and designers that are \u2019emerging\u2019 as a new generation of a \u201csubversive, socially-minded\u201d practices, each combatting these concerns by \u201cinspiring new definitions of architecture\u201d \u2013 not just in terms of the physical structure, but in the process of creating them. These practices all share a concern for engaging people and enriching local communities, and their project ( help with nursing paper writing from experts with MSN & DNP degrees)s are well-considered and endowing ways to create animated, deeply-rooted places in the neglected, disused and sometimes inaccessible parts of a city. Therefore, before attempting to formulate my position within the field of temporary architecture, it was necessary to speak to a few of these firms in order to develop a more succinct, albeit limited, understanding of the temporary situation in this moment in time.<\/p>\n Set up by Kevin Hayley and David Chambers in 2009, Aberrant Architecture is a London-based \u201cmultidisciplinary studio and think-tank\u201d who create temporary structures backed up by rigorous research into the history of a place and the construction of whimsical narratives, \u201cinspired by the way contemporary lives are evolving,\u201d Kevin explains. Featuring project ( help with nursing paper writing from experts with MSN & DNP degrees)s from a tiny mobile theatre towed by a campervan, to an interactive instillation built in collaboration with local community groups, their work is \u201cplayful, provocative and interactive.\u201d<\/p>\n Interestingly, both Kevin and David agreed on the two most prominent driving forces between each of their project ( help with nursing paper writing from experts with MSN & DNP degrees)s \u2013 specifically \u2018setting\u2019 and \u2018reusability.\u2019 First is the idea of historical heritage, or \u2018setting\u2019 \u2013 \u201cwe always approach a project ( help with nursing paper writing from experts with MSN & DNP degrees) with attention to the history-we look to engage people, perhaps through participation events, in a way that connects them to a story or history,\u201d Kevin stresses, as it is this side of the project ( help with nursing paper writing from experts with MSN & DNP degrees)s which the public are \u201cincreasingly embracing, and really enjoy.\u201d<\/p>\n Also, and equally as importantly, is their desire for temporary project ( help with nursing paper writing from experts with MSN & DNP degrees)s to have a lasting effect: \u201cif something is there for three days or 30 years, does it matter? Surely it\u2019s about measuring the effect it has on a community.\u201d However, though they both agreed that \u201cthe actual physical thing is temporary but the activity or use should be very permanent,\u201d they also stressed that being able to reuse the structure was important \u2013 \u201cif something stays in one place for a long time, we\u2019ve found it can lose its appeal really quickly. With mobile structures, as soon as you move it to a different context it becomes new again.\u201d<\/p>\n Contrastingly, Assemble<\/em> \u2013 a multidisciplinary collective founded in 2010 and comprised of 16 members each under the age of 30 \u2013 champion a \u201cself-initiated style of building that engage communities in the making process,\u201d and rely on \u201ccollaborative teamwork,\u201d as Amica Dall joyfully explained. Fascinatingly, Amica and Jane Hall revealed that this preference of such project ( help with nursing paper writing from experts with MSN & DNP degrees)s stems from a desire to \u201cinvolve the community in a more holistic way,\u201d as habitually, they \u201conly participate in a small part of the process of creation, [usually via consultation groups] and involvement often only starts after most of the more critical decisions have been made.\u201d<\/p>\n Self-built project ( help with nursing paper writing from experts with MSN & DNP degrees)s \u2013 such as the \u2018Granby Workshop\u2019 in Liverpool, built in collaboration with local artists and craftspeople \u2013 afford the chance for everyone involved \u201cto be part of the whole life of a project ( help with nursing paper writing from experts with MSN & DNP degrees).\u201d By collectively \u201cworking out how to make it possible in the first instance, having to fabricate them ourselves, and then living and working with the outcome whilst running the project ( help with nursing paper writing from experts with MSN & DNP degrees)s,\u201d this method allows them to \u201cunderstand the consequence of our design decisions.\u201d This approach to temporary architecture allows the physical structure to \u201cunderscore some doubts in some areas and give confidence in others,\u201d affording a continuously evolving understanding of what a community needs. Ultimately, both Jane and Amica agreed that \u201cworking with people and for people brings extraordinary opportunity to learn from them, to grow sensitive to new things,\u201d and most importantly, to \u201cfind things you weren\u2019t already looking for.\u201d<\/p>\n 4.2 Addressing Systemic Societal Issues<\/p>\n Undoubtedly then, \u2018pop-up\u2019 architecture can offer something rare: \u201cdesign that is undiluted.\u201d Permanent, traditional architecture often needs to serve multiple purposes and changing surroundings \u2013 the Shard, for example, is at once an office building, transit hub, hotel and retail space. Contrastingly, temporary architecture, as exemplified by Aberrant and Assemble, can \u201cadvance a singular purpose and concentrate its impact.\u201d<\/p>\n However, in completing further research, what also became evident, and highly significant, was that the \u2018singular purposes\u2019 very rarely address some of the \u2018real-world\u2019 systemic challenges we face in society, especially in major cities, with just a handful of examples responding to challenges like social inequality, youth unemployment or public health and wellbeing, for example. Moreover, in the few instances where project ( help with nursing paper writing from experts with MSN & DNP degrees)s do address such issues, services are regularly provided by \u201cunpaid, well-meaning volunteers instead of professionals,\u201d often filling the \u201cgaps left negligent (local) governments.\u201d With pop-up interventions providing services for free, local governments might well be pleased to see that they \u201ccan get away with\u201d formerly expensive services. Further still, as Ella Harris writes for The Guardian, in celebrating these project ( help with nursing paper writing from experts with MSN & DNP degrees)s, \u201care we simply distracting from the lack of structural public provision in these areas \u2013 and worse still, normalising, even glorifying, its absence?\u201d<\/p>\n 4.3 Formulating my position<\/p>\n Therefore, as discussed, in conducting interviews with specialised practices, there were several reoccurring key themes which became immediately apparent, and naturally proved decisive in narrowing my research scope \u2013 chiefly, involving the public in an aspect of building or completing the structure, and using a specific element(s) of a site\u2019s historical heritage as a way of engaging the public in a larger story.<\/p>\n However, following further research, the noticeable lack of project ( help with nursing paper writing from experts with MSN & DNP degrees)s, events or constructs attempting to address some of the systemic societal issues we face in modern society \u2013 and the possibility that even the minority that do may simply be masking the absence of appropriate structural public provisions in those areas \u2013 was highlighted, again adding to a more refined research scope which could look at the possibility of using architecture to address one such challenge directly.<\/p>\n As a consequence, formulating my position came as a direct result of twinning these two key themes, and attempting to address them simultaneously. Firstly, building forms expressive of context \u2013 styles that embrace the environment they inhabit \u2013 have always stimulated my interest, so in meeting Aberrant<\/em> and Assemble<\/em> and understanding that the uniqueness of a design can be found in the particular<\/em> \u2013 embedded in the lives, the people, and in the history of a city \u2013 the first theme lay in a specific alchemy of Architecture; using the combination of distinctive physical, societal and\/or cultural contexts to produce innovative, site-responsive design. The second, in identifying a lack of contemporary project ( help with nursing paper writing from experts with MSN & DNP degrees)s addressing \u2018real-world\u2019 societal challenges, lay in endeavouring to understand if temporary architecture could be used to do just that, or to at least promote such issues into the public domain. The more defined scope for this thesis therefore became an investigation into \u2018if\/how Temporary Architecture can act as a catalyst for urban change by specifically addressing \u2018real-world\u2019 problems through a contextual approach to design.<\/em>\u2018<\/p>\n 5.0 Project narrative alchemy<\/p>\n 5.1 City + Site Specific Investigations<\/p>\n Embracing Aberrant\u2019s view that temporary architecture project ( help with nursing paper writing from experts with MSN & DNP degrees)s can lose their appeal if they remain in one place for an extended period of time, and our joint view that such project ( help with nursing paper writing from experts with MSN & DNP degrees)s can, and should, be representative of, or embrace their local historical heritage, the decision was subsequently made for the project ( help with nursing paper writing from experts with MSN & DNP degrees) to move around a selection of sites in Canterbury \u2013 with each site located in appropriate open public spaces, or pockets of disused, inactive, space to test the structures relative \u2018success\u2019 in various locations (as outlined on the \u2018site locations\u2019 map, left). Therefore, in order to conceive a design taking a combination of Canterbury\u2019s distinctive historical, physical, societal and\/or cultural contexts as its inspiration, studies were conducted into each of the prospective sites so that it could appropriate itself in each site, whilst also being representative of Canterbury\u2019s heritage as a whole to produce a holistic theme for the project ( help with nursing paper writing from experts with MSN & DNP degrees).<\/p>\n Following these investigations, one overriding theme became immediately apparent \u2013 Canterbury\u2019s vast, enduring, and continuing affinity with literature. Throughout recent centuries, Canterbury has proved home to several authors, poets and playwrights, and the city has been an inspiration to the writers of English literature. Playwright Christopher Marlowe, after whom the Marlowe Theatre is named, was born in a house in St George\u2019s Street, Canterbury in 1564, and despite being a contemporary of Shakespeare, was the most popular playwright of his day, and is often acknowledged as the \u2018Father of English drama.\u2019<\/p>\n Furthermore, Charles Dickens also regularly visited Canterbury, and the protagonist of one of Dicken\u2019s most loved novels, David Copperfield,<\/em> has strong connections with the city. Canterbury is also incredibly famous for Geoffrey Chaucer\u2019s Canterbury Tales<\/em> collection, which have stood the test of time for more than 600 years and are known throughout the world. Additionally, the instantly recognisable Rupert Bear<\/em> (which features in the Canterbury Heritage Museum), and Ian Flemming\u2019s James Bond <\/em>book \u2018You Only Live Twice,\u2019<\/em> were both conceived in Canterbury, whilst Flemming\u2019s \u2018Chitty Chitty Bang Bang\u2019<\/em> was based on Canterbury\u2019s colourful, local character, Count Zborowski. Moreover, Canterbury\u2019s Buttermarket<\/em> \u2013 situated directly opposite the Cathedral entrance in the heart of Canterbury\u2019s historical town for more than 800 years \u2013 features in the wartime classic film \u2018A Canterbury Tale.\u2019<\/em><\/p>\n In addition to current and historical contextual ties, it was also important to consider links which may have been lost \u2013 especially those concerned with the built environment \u2013 a collection of which are remembered in Paul Crampton\u2019s \u2018Canterbury\u2019s Lost Heritage\u2019.<\/em> In Canterbury, numerous buildings disappeared in the twentieth century \u2013 a century, of course, of vast changes and technological progress. However, though the famous Blitz of Canterbury is one of the main tributaries of this, it has \u201cnow been widely accepted that the City Council\u2019s ruthless post-bombing clearance policy accounted for many more properties than the Luftwaffe,\u201d as the city fathers were \u201cseduced by the ideas of Corbusier and the contemporary styles exhibited at the Festival of Britain.\u201d<\/p>\n Interestingly, though there was \u201cno special reason why they should disappear\u201d \u2013 one of the most lost building typologies was Schools (and School Buildings). Demolished, with the site sold for other uses \u2013 such as the Simon Langton Boy\u2019s School<\/em> which occupied the current Whitefriars site in 1959 \u2013 or \u201cin more recent years, closed and amalgamated with adjacent schools\u201d \u2013 the majority of Canterbury\u2019s principal Schools are now located on the outskirts of the city. This prompted teachers like Frances Bingham to initiate her own one-room schoolhouse, which has since been converted into a family home. Teaching children from the ages of 4-10, Frances taught 32 students over a period of 6 years in Canterbury, achieving \u201cthe same results as students who were educated in separate classrooms,\u201d with some of her students going on to become \u201clawyers, engineers, teachers and nurses.\u201d<\/p>\n Therefore, given the city\u2019s, and each respective site\u2019s, respective affinity with literature \u2013 expressed in all forms \u2013 and education, via the loss of School building and the resulting captivating story of Frances, the contextual narrative of the project ( help with nursing paper writing from experts with MSN & DNP degrees) was to draw on Canterbury\u2019s historical literature and educative ties as a way to draw activity to a space.<\/p>\n 5.2 Identification of Associated \u2018Real-World\u2019 Problem<\/p>\n Upon identifying a \u2018contextual narrative,\u2019 sequentially, the next step was to identify a \u2018real-world\u2019 problem associated with both literature and education, and, naturally, the logical bridge between these two themes is reading. Interestingly, though reading is a pleasurable pastime for many, following further research into current discourse around reading in schools, in recent years the UK has seen a serious decline in the number of parents reading with their children, as the headlines in Figure XX demonstrate, to the point where several studies have found the situation to be one of the fastest growing systematic societal challenges faced in the current climate.<\/p>\n In a survey conducted by the Oxford University Press, it was found that \u201cmore than half of primary school teachers have seen a least two children begin formal education with no experience of being told stories at home,\u201d whilst another study managed by YouGov found that \u201conly 51% of children said they love or like reading books for fun, compared to 58% in 2012, and 60% in 2010.\u201d Moreover, according to the report, only 54% of children up to the age of five are read to at home at least five days a week, with this declining to 34% of six to eight-year-olds, and drastically, just 17% of nine to 11-year-olds.<\/p>\n The studies also discovered that the main causes of this issue stem from the home-life, with parents often finding \u201ca lack of available space at home,\u201d being \u201ctoo busy\u201d with other commitments, \u201cunable to afford\u201d appropriate literature, or simply \u201cfeeling embarrassed at their own inability to read to their children.\u201d However, Pie Corbett, an educational advisor to the government, stated that: \u201cThis isn\u2019t just an economic thing \u2013 it\u2019s not just people who come from poor backgrounds, it\u2019s across the whole of society. You get a lot of children coming from very privileged backgrounds who\u2019ve spent a lot of time in front of the TV and not enough time snuggled up with a good book. The TV does the imagining for you \u2013 and it doesn\u2019t care whether you\u2019re listening or not<\/em>.\u201d This is despite research clearly demonstrating that children who are read to on a regular basis before, and after, they start school are most likely to succeed \u2013 \u201cit\u2019s a key predictor in terms of educational success,\u201d Corbett continued, as \u201cchildren who are told stories are the ones who first form abstract concepts across the curriculum- [and though] parents may have lost faith with this idea, education is the way out of poverty.\u201d<\/p>\n Furthermore, these studies have shown that \u201cregular access to books has a direct impact on pupils\u2019 results, irrespective of parents\u2019 own education, occupation and social class,\u201d as \u201ckeeping just 20 books in the home can boost children\u2019s chances of doing well at school,\u201d it was claimed. Finally, YouGov\u2019s study of over 17,000 young people also revealed a strong correlation between children\u2019s literacy and what goes on outside school \u2013 specifically that being raised in a household with a large amount of literature \u201cwould result in a child remaining in education for an average of three years longer\u201d than those with little or no access, which could be \u201cthe difference between leaving school at 18 and going to university, which can be worth up to \u00a3200,000 more in lifetime earnings.\u201d<\/p>\n 5.3 Project Narrative Construction<\/p>\n Therefore, given the systemic societal issue currently faced in the UK with the number of children reading with their parents being in sharp decline, and that several studies have repeatedly, and explicitly, identified that reading at home and access to books has a proven, positive impact on a child\u2019s future life, the project ( help with nursing paper writing from experts with MSN & DNP degrees) would aim to address this issue specifically \u2013 either by attempting to \u2018solve\u2019 the issue directly, or simply raising awareness of it \u2013 via a \u2018contextual\u2019 approach to design which would use Canterbury\u2019s historical, and continuing, affinity with literature and education as its main source of inspiration.<\/p>\n 6.0 Design response and realisation<\/p>\n 6.1 Design Response<\/p>\n Out of this defined project ( help with nursing paper writing from experts with MSN & DNP degrees) narrative \u2013 and a subsequent series of design iterations and developments (for which Kevin from Aberrant kindly provided Helpance and advice, and are shown in the Appendix), and scale and structural models \u2013 was born the \u2018Fun-Size Story Box\u2019 of Canterbury, as shown.<\/p>\n The final design was a 2.5 meter cube, constructed entirely of softwood and corrugated cardboard (as they are low-value, easy to source and condition materials), featuring both recessed and project ( help with nursing paper writing from experts with MSN & DNP degrees)ing volumes inspired by stacked books, and the nature of Canterbury High Street\u2019s various building facades. The structure was also to \u2018open up\u2019 to the public, much like a book opening along the spine, to reveal the interior performance and open reading spaces. Via a series of these fun and colourful reading corners, story creation + performance spaces, and open seating areas, the design aimed to provide parents and children with a safe and fun architectural intervention in which to read together. The project ( help with nursing paper writing from experts with MSN & DNP degrees)ed volumes were also to be transparent, so as to make the bookshelves visible from the exterior, creating a sense of intrigue, and the selection of books available would be free for children to take home, donated from local retailers and charity shops, such as the Demelza Children\u2019s Hospice<\/em>, and HMV.<\/em><\/p>\n The \u2018recessed reading corners\u2019 and \u2018story creation + performance spaces\u2019 come as a direct result of twinning classroom reading techniques with brain development in children research data, outlining where, why and how children like to read. According to the Centre on the Developing Child<\/em> at Harvard University, traditional \u2018reading corners\u2019 employed in schools do not conform to \u201cchildren\u2019s actual reading habits,\u201d with most spaces tailored instead to improving scores in assessments. Alternatively, children actually prefer \u201csmaller, more interesting and inviting reading spaces\u201d \u2013 a small space, often hidden away, where children can enjoy a book \u2013 therefore, the \u2018Story Box\u2019 features recessed areas where children can do just that with their parents.<\/p>\n Furthermore, in early years, children learn best through \u201cactive, engaged, meaningful experiences,\u201d and research suggests that \u201clearning is easier when experiences are interconnected rather than compartmentalised into narrow subject areas.\u201d This is echoed by \u201cground-breaking\u201d kindergarten architect, Takaharu Tezuka, who states in The Guardian<\/em> that \u201cdesigning for children involves recognising their right to play as well as learn,\u201d as from \u201cthese experiences, they construct their own knowledge and apply their taught knowledge by interacting with their environments.\u201d Therefore, rather than having all reading material collected in one space, the \u2018Story Box\u2019 has books arranged throughout the structure, with the provision for interconnected interior and exterior \u2018story creation + performance spaces,\u2019 where children can imagine their own story with their parents, and then act it out, engaging them in a playful experience.<\/p>\n 6.2 Council + Legislative Influence<\/p>\n In addition to research data, council guidance and legislation were hugely influential on the design. Prior to any formal discussions with representatives of the council, a \u2018Planning Analysis\u2019 was conducted to identify any legislative and\/or planning requirements which the project ( help with nursing paper writing from experts with MSN & DNP degrees) may or may not have to adhere to \u2013 forming a \u2018paper trail.\u2019 This study found that as this project ( help with nursing paper writing from experts with MSN & DNP degrees)\u2019s Temporary Structure would be classed within the Building Regulations Exemption as a \u201cClass 4 \u2013 Temporary Building,\u201d it would subsequently be exempt from several, if not all, regulations, providing it did not (amongst other possible \u2018objections\u2019) \u201cremain where erected for more than 28 days,\u201d and the floor area did \u201cnot exceed 30m\u00c2\u00b2.\u201d<\/p>\n The project ( help with nursing paper writing from experts with MSN & DNP degrees) was subsequently designed following these requirements, however, the design continuously evolved following feedback from council representatives David Kemp (CCC Property Asset Manager<\/em>), and Andy Jeffery (CCC Emergency Planning & Events Officer<\/em>) \u2013 all of which is collated in the appendix \u2018Council Correspondence.\u2019 This correspondence tackled many issues, such as; ensuring children didn\u2019t get their fingers caught in hinges, impeding pedestrians or emergency services vehicles, proximity to any highways, gaining relevant liability insurance, and proving the project ( help with nursing paper writing from experts with MSN & DNP degrees)s structural integrity. Once these issues were satisfied, and all required documentation was completed and accepted (Event Application Form, Events Policy Terms + Conditions, Event Management Plan, Events Risk Assessment and Public Liability Insurance Certificate<\/em>) \u2013 permission was granted to stage the event in the Buttermarket and Marlowe Theatre Forecourt on the weekend of the 11th<\/sup>-12th<\/sup> February 2017.<\/p>\n 7.0 Implementation and feedback<\/p>\n 7.1 Placement<\/p>\n Despite a fully designed and rationalised scheme, like many temporary architecture structures, the project ( help with nursing paper writing from experts with MSN & DNP degrees) was affected by time and financial constraints, and as a result, only one of the two sides to the \u2018Story Box\u2019 project ( help with nursing paper writing from experts with MSN & DNP degrees) was fully realised and constructed \u2013 as outlined in the appendix \u2018Construction + Realisation.\u2019 Yet, despite the unfortunate inclement weather conditions, the project ( help with nursing paper writing from experts with MSN & DNP degrees) was implemented on site (in the Buttermarket, between 11th<\/sup>-12th<\/sup> February 2017), acting as a prototype to test the validity or relative success of each part of the design, and project ( help with nursing paper writing from experts with MSN & DNP degrees).<\/p>\n Furthermore, though the event only lasted for two days (running from 10am to 5pm both days), and adverse weather ultimately hampered opening times and the possibility to set-up in more than 2 of the prospective sites, there was sufficient opportunity to engage with members of the community, and to receive valuable feedback.<\/p>\n 7.2 Representative Data \u2013 Movement<\/p>\n Firstly, due to the stated limitations, it is important to note that the data collected doesn\u2019t represent a statistically significant number, therefore cannot be wholly accurate (this data was recorded by myself, and the 2 other \u2018staff\u2019 members present throughout the day). However, one of the main ambitions of the project ( help with nursing paper writing from experts with MSN & DNP degrees) was to attempt to attract people to (or \u2018activate\u2019) pockets of often neglected or disused space, to highlight that these spaces can be re-invented and used for something more \u2013 and in this sense the project ( help with nursing paper writing from experts with MSN & DNP degrees) was successful. Due to the weather conditions on the first day, the project ( help with nursing paper writing from experts with MSN & DNP degrees) was set up under the arcade of arches on Burgate Road, and though this was not envisaged, it meant that the project ( help with nursing paper writing from experts with MSN & DNP degrees) was truly located in \u2018dead space\u2019 as, on average, only 20 people pass this location every 10 minutes (throughout the day), and of that number less than 10% (2 out of 20) stop in the immediate area for more than 30 seconds. However, whilst the event was held, though the \u2018people traffic\u2019 remained fairly constant, the amount of people stopping for more than 30 seconds trebled to 30% as people stopped to inspect, or engage with, the structure. On average, parents and children who stopped spent 17 minutes with the structure \u2013 a significant increase.<\/p>\n On the second day, when set up in the more exposed Buttermarket Square (in considerably better weather), on average, the amount of people passing through the site was much higher, at around 120 every 10 minutes, whilst people stopped for around 13 minutes. Again, though \u2018traffic\u2019 remained constant, persons who stopped at the structure spent an average of 37 minutes there \u2013 almost a 300% increase in time spent in the site.<\/p>\n 7.3 Community Engagement + Feedback<\/p>\n Aside from statistical data, the design featured \u201ctell us what you think\u201d message boards and Post-it notes, whilst several interviews were video recorded (stills of which can be found in the appendices) \u2013 affording parents and children opportunities to express their opinions, either written or verbally. As shown in Figure XX, the written feedback was overwhelmingly positive, with parents agreeing that \u2013 in attempting to raise awareness of declining reading levels \u2013 the structure was a \u201cgood idea-[and] interesting for architecture.\u201d One user wrote that she though the project ( help with nursing paper writing from experts with MSN & DNP degrees) was \u201ca really creative idea, imaginative and engaging- [with] fairy tales brought to life before your eyes,\u201d before, interestingly, adding that \u201cit captures your dreams with your child which may be lost on a busy shopping day,\u201d and stating that \u201cnothing is more important than a parent seeing their child\u2019s imagination grow.\u201d Similarly, a mother, Jane, who took the time to read with her 6-year-old daughter, Emma, stated that the structure was a \u201creally great use of space\u201d showing that \u201cyou can create engaging and creative spaces for public engagement without costing loads!\u201d<\/p>\n This sentiment was also echoed in the video interviews, with one mother stating that \u201cit\u2019s nice to have somewhere to sit and read because they [her children] get fed up around the shops, giving a little bit of time for them\u201d before adding that \u201cit\u2019s such a simple idea, but no-one else has ever thought of it before.\u201d In another interview, Adam, a father of two girls added: \u201cIt\u2019s very homely and cosy. We took the girls to visit the Cathedral, but they got a bit bored, and kept talking about coming back to the Story Box the whole way round. As you can see, they\u2019re having a whale of a time drawing all over the walls. I think the durability of it, and the fact you can just scribble all over it is great because they can\u2019t do that at home!\u201d <\/em>Fascinatingly, though blank \u201ccreate your own story\u201d pages were placed on the interior walls as a place for children to draw and write, most children drew directly onto the cardboard walls, an unintended feature that another parent appreciated: \u201cGreat portable pop-up space ideal to give kids somewhere to be free and creative to draw on the walls (like they can\u2019t do at home!)\u201d<\/p>\n Moreover, during the event, I had the opportunity to observe if the project ( help with nursing paper writing from experts with MSN & DNP degrees) was actually attracting parents who weren\u2019t necessarily reading wi<\/p>\n<\/div><\/div>\n","protected":false},"excerpt":{"rendered":" Study Bay Coursework Assignment Writing Help 3.1 Historical Purpose & Context If we surmise that temporary architecture is, essentially, something that is not permanent, then\u2026<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[8827,10099,10540,10536,10892,10538,10539,10537,10891],"tags":[10549,10616,10615,7687,10627,8857,10552,10295,10548,10622,8907],"class_list":["post-130989","post","type-post","status-publish","format-standard","hentry","category-australia-essays","category-buy-essay","category-cheap-essay-writers","category-get-assignments-done","category-page-paper","category-phd-essay-writers","category-research-paper-writing-service-for-any-topic","category-study-bay-essay","category-write-my-assignment-ireland","tag-ai-plagiarism-free-essay-writing-tool","tag-australian-best-tutors","tag-best-trans-tutors","tag-buy-essay-uk","tag-cheap-dissertation-writer","tag-help-with-writing-an-essay","tag-help-write-my-paper-ai-free","tag-homework-for-you","tag-online-essay-writers","tag-phd-essays","tag-write-my-essay-for-me"],"_links":{"self":[{"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/posts\/130989","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/comments?post=130989"}],"version-history":[{"count":0,"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/posts\/130989\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/media?parent=130989"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/categories?post=130989"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/tags?post=130989"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}