An Educational Filter - A Rhizomatic Approach

FINAL BOOK 2.
indd 1 6/15/2010 4:14:11 AM

These pages are a dedication to readers for the future development of METADATA. The purpose is to leave a TAG or TRACING (name, date, drawing,
etc) behind for other fellows. The proliferation of data is the reasoning for this thesis.
FINAL BOOK 2.indd 2 6/15/2010 4:14:11 AM

Think about some of these words...
Data
Filter
Virtual
Physical
Ubiquity
Experiential
Manipulated
<< Commence >>

An Educational Filter
The Manhattan 12 Strati
Lacey Jane Hedegard
San Diego, CA
2009- 2010
Art + Design
A thesis relegated to the Undergraduate Faculty of the NewSchool of Architecture

& Design as per the Bachelor of Architecture Degree Requirements.
Copyright © 2010 First Edition

Lacey Jane Hedegard
All rights reserved. Under no circumstance shall this material be reproduced, stored in a retrieval system, or transmitted in any form,
electronic, mechanical, photocopied or otherwise without the permission of the author/ publisher. All work is of the author unless it is
noted otherwise. Unsourced photographs are property of the author, Lacey Jane Hedegard. DESIGN PATENTED.
4 ........
Approved by: This book is dedicated to my
mom.
stnetnoC
Acknowledgement 6
Mitra Kanaani,
D Arch, AIA, Undergraduate Chair Mom, you are my guiding light and 1 Introducing 9
steer an appropriate response An Educational Filter...
for overcoming the forked divide.
Thanks for always believing in
________________________________ me, and can not even begin to 2 Synthesis 17
express how grateful I am for all Knowledge is Passion...
your efforts associated with this
James A. Enos, thesis. It was a lot of work, but
M. Arch, MFA, AIA, Thesis Advisor truly it was a definitive journey. I 3 “Pre” Search
love you and continue to thank The Law is Reason...
you everyday, from the bottom of a Precedents 29
my heart. b Program 41
c Context 53
_______________________________
4 Design
Alan Rosenblum, War and Peace...
M. Arch, 1st Year Graduate Coordinator i Process 67
ii Schematics 83
_______________________________
5 Remarks 121
Photo Credit: Stan Hedegard, 1988 Virtue Summed Up...
.
Lacey Jane Hedegard
B. Arch
Appendix 129
______________________________
“I got soul, and I’m super bad”
- James Brown
______________________________
..... 5
This thesis offers an ideology directing a methodology resulting in an educative typologically significant piece
of architecture. This project has fostered my determination and personal growth in architecture and it would
not have been possible without the support of family and friends. I thank you all for the continuous questioning
that drove my passion and tenacity in this project.
To all I say reach for the stars! Believe in yourself and be spontaneous. All things result in growth and create
dynamic and interesting results. Ride the wave- for the journey has just begun.
Karen Kinney & Eric Robinson: Thank you for all the references and new book holdings. It has helped me
tremendously in accomplishing this thesis.
Alan Rosenblum: The creativity and passion you foster allows meaningful experimentation through inter-
relating the individual process, theory, phenomenology and architecture. Thank you for opening my eyes to
a different way of digesting information.
James Enos: Man, was this thesis intense. It was great! The intelligence I have learned will make me a
better person, wherever I choose to go. I now understand the skepticism but the investigation of critical social
theory has made me understand the importance of relational architecture. I also understand that if something
new is to be created there needs to be a reinterpretation of that critical social theory in your own linguistics.
Thank you for the inspiration and support when this project was submitted to Metropolis Magazine’s Next
Generation competition. I hope it becomes my ticket to graduate school as we intended it for. Thanks again
for the push to get this thesis where it needed to be.
Mentee (aka Robert Hall): Articulate your architecture phenomenally for those structures become the defini-
tion for why architecture is a social, environmental, and experiential interface. When you find that uniquity
showcase it as a social ambiance.
Nathan Lee Colkitt: Thank you very much for the introduction to Deleuze & Guattari in fourth year. The
experience took hold and propelled the foundation of my thesis and it has hit the ground running. I appreciate
your insight and opportunity at NLCA, thus far.
Perry Kulper: Thank you very much for your inspiration and cannot express how much your mentality and
spirit became part of this project.
Special Thanks: Allen Ghaida, Aston Lawrence, and Gavin Studer. You are my supporters for life and I look
forward to the future collaborations (service, speech, questioning, and renders).
6 ........
stnemegdelwonkcA
Praiseworthy Mentionables...
..... 7
Data. Information is abstract. The abstraction can be represented in physical form. This graphic illustrates
that the same information can look different as it participates in a filtering process. The process of these
drawings correlates with the process of this thesis. First, four cardstock pieces were layered together to
represent a physical form. Second, key words describing information were translated into lines onto the
layered card stock using pen and India Ink. The ink itself interacted physically in the process seeping through
to the multiple layers of cardstock forming four drawings representing multiple representations of the same
data information. The four layered cardstock pieces represent the site that disperses information in physical
form. Revealing key words that describe information offers collaborative interaction. And, the ink represents
information dispersed on to the site of card stock. The process occurring between the site, the collaboration
and the information acts as a filter. The filter process breaks the information down into digital data pieces
at different levels through the interaction between abstract information delivered collaboratively at a physical
site. This thesis proposes an educational filter design to offer an educational site that is physical, digital and
experientially symbolic. Ultimately, the data is taken in, like a breath, amongst each step and becomes apart
of our entire being.
8 ........
1
gnicudortnI An Educational Filter...

“For most of us, design is
invisible...
Until it fails...we become... conscious of the extraordinary force

and power of design...
...the design of the world.”

-Bruce Mau
..... 9
The author’s thesis proposes the design of prototypical learning spaces referred to as Public Information
Service Parks strategically located in each of New York City’s 12 districts. This project offers a creative solu-
tion to two main problems. Firstly, the project addresses restrictive educational environments that decrease
learning potential and secondly the project addresses the emerging problems related to the storage of digital
information. The Public Information Service Parks serve the twofold purpose to house data on the 2 lower
levels, and on the upper level, provide a collaborative learning space to mobilize experiential information and
service acquisition.
The Information Service Parks serve as an urban interface allowing users to access strategically unique in-
formation at each site. The Public Information Service Parks are designed to encourage urban action through
interaction. The architecturally designed data center and information network in the Service Parks mobilize
information acquisition as a service through an urban interface of ubiquitous information navigation within a
ten block radius in New York City. The Public Information Service Parks encourage strategic exploration of
each districts unique environmental, social, financial and political issues and facts. The site design is directed
at demonstrating the connection of these 12 urban districts through an architectural plan that connects the
structures with designated walking paths and virtual information paths.
New York City offers 12 districts for prototypical learning space development with multiple University sites,
dispersed all throughout the city, offering an architectural placement within a strong urban context. The 12
districts sites offer civic use through the distribution of education as a service at the Public Information Service
Parks. Each district’s Park will house a unique category of information and service. For example, District 1,
Tribeca, Civic Center, Battery Park and the Financial District relates to government and economics. District
1’s Public Information Service Park will store and offer a wide range of data on elected governmental officials,
and the current issues affecting the public and the city. The Service Park can present information on available
options for individuals to get involved in the solution process through the collaborative learning site activities.
The educational filter concept links design ideas into a single purpose. The educational filter, an architectural
solution, embraces the fact that data is proliferating, that learning spaces lack collaboration and that com-
munities need interfaces that activate participation, connection and action. As a locative media project, the
education filter design applied to Public Information Service Parks will ultimately facilitate social, cultural, and
political interactions thus providing a solution that mobilizes the participation and dispersion of data as a public
service directed at building communities.
10 ........
tcartsbA
Summary...
..... 11
Where would you rather BE learning?
This thesis addresses the current learning chal- project relates to the storage of digital information.
lenges resulting from non-collaborative and indoor Data storage facilities are needed to accommodate
educational environments. Traditional classroom the rapid growth of digital information. Adam Wilson,
settings restrict creativity, limit exploration and impact general manager, Information Lifecycle Management
learning negatively (Moore, 2005). Outdoor learning stated that inadequately managed data growth is fast
environments that provide stimuli to entice student becoming a problem of epic proportions, with data-
exploration enhances learning and memory (Rogan, bases increasing in size by as much as 50 percent
et al., 2005; Wilson, 1994). Exterior (outdoor) a year (Informatica, 2010). Fast Pace information
environmental interactions aid student comprehen- growth is a part of this culture. The Oracle Applica-
sion in regards to social, societal, political, and en- tions Users Group research suggests techniques
vironmental issues (Gardner, 1983; Durán-Narucki, like database archiving and database sub-setting
2008). Therefore, the majority of real learning takes can counter the progressively negative impact data
place externally, outside the housed ‘containers’ proliferation has on application performance (Trading
(Orr, 2002). Designing a learning environment that Markets.com 2010). Designing strategically located
structurally enhances collaborative learning and pro- data centers that accommodate information man-
vides an outdoor interactive setting with in a city can agement and storage with greater energy efficiency
resuscitate stagnant educational environments. while facilitating the dispersion of sub-set information
Another emerging problem addressed in this can help to accommodate this growth. Contextually
12 ........
Critical
noitisoP
Acquired from Source: (Opposite)

Demi Maniaki- http://www.avatarlondon.org/
placed datacenters facilitate disbursing information gogy?

strategically to mobilize interactive learning within inner An architectural educational filter design based
city streets, as well as, decreasing data pile up and on the ideas of data, collaborative learning environ-
trafficking that will ultimately slow bandwidth speed ments and the rhizomatic process offers an archi-
and create information access challenges. tectural forum to design and build interesting and
Additionally, this thesis explores the process of aesthetic spaces that differ from current educative
learning theoretically through a rhizomatic process design potentials. The collaborative educational filter
applied to collaborative learning. A rhizome constantly design encourages the students to develop their
changes, is flexible and spontaneous (Deleuze & own linguistics through spatial communication with
Guattari, 1987). The destination of the path is the other environments. A rhizomatic education allows
process of networking. The Rhizomatic Theory students to teach themselves. A rhizomatic learning
provides a model to develop a learning space that space offers a type of engaged collaboration that
constructs a collaborative knowledge-based com- metaphorically grows a connective tissue or network
munity (Cormier, 2008). Therefore the qualities of the that has the ability to change spatially, depending on
Rhizomatic spaces become the root force supporting forced conditions. The networked adhesion devel-
the collaborative prototypical learning spaces that of- ops a sense of place (Rogan, et al., 2005) where
fer direction towards creating a networked globalized the undefined rhizome (Deleuze & Guattari, 1987)
student ecology. becomes the educative space that operates through
What architecture potentials emerge in relationship the promotion of social exchanges. Thus a type of
to an educational filter based on rhizomatical peda- urban interface emerges. The applied phenom-
..... 13
enon produces connection and passion towards They manage information through collecting and
engaged learning. The rhizome process expands dispersing data into the urban environment. The
the student’s environmental interaction through col- realization of the total concept is a long-term com-
laborative experiences that defines new educative plex process. It takes steps to begin to mobilize
practices that can conform to data server/ storage and bridge the conceptual ideas. This thesis ad-
contextual conditions. dresses that bridge. The project begins with the
Defining data as pedagogy (Orr, 2002) directed implementation of an efficient system of modular
the investigation of a new typology with data as a data centers to store date and manage informa-
scape (Public Information Service Park). A student tion, initially for students then progress to include
immersed in the physical structure is also part of a the local population to provide urban services and
nodal communicative space for networking users. interaction. Ultimately the data centers will house
The information as a public service drives the learn- and facilitate collaborative education sites with
ing space prototype. This design additionally acts physical walking paths and virtual information paths
as a filter by strategically dividing information avail- between the Service Parks offering education and
able at each Information Service Park into district services for multiple urban sectors.
categories.
Determining a site for the development of the
prototypical learning space was directed at finding
a space that offered the opportunity to showcase
the educational filter design. New York City offered
this space. New York City’s 12 districts are within a
ten mile radius and are in close proximity to multiple
learning institutions. This innate city structure of-
fers a setting to develop walking and informational
paths that network university campuses located in
the core districts. The rhizomatic learning environ-
ment located in the existing urban fabric of New
York ultimately networks universities, businesses
and people.
This thesis explores a futuristic locative media
project offering a multiple phase architectural proj-
ect culminating in the development of prototypical
learning spaces called Public Information Service
Parks. The Information Service Parks’ main objec-
tives are to provide data storage, data dispersion
and provide a unique learning space directed at
providing urban interfaces throughout district com-
The following researched concepts and issues below help to define a
munities in New York City. Socially, the Information language to fully explain and mobilize a rhizomatic education through an
Service Parks act as hubs for communication. ‘Educational Filter’ design.
14 ........
Phase 1
Phase 2
..... 15
Architecturally, data is the beginning of a new paradigm.
16 ........
2
sisehtnyS
Knowledge is Passion...
..... 17
INTRODUCTION ‘Collaborative Knowledge Based’, CKB learning envi-
ronments emphasize personal experience and offer
Many philosophical and theoretical ideas impact environmental support for imagination and creativity
cultural identity and can be applied in the areas of (Cormier, 2008).
education and architecture. A thorough review of The problem is that there is a poor integration of
literature provided a researched body of knowledge collaborative learning practices in college education
that served as a tool to direct the development of the (Moore, 2005). Collegiate buildings are structured
architectural design in this thesis. A review of multiple for learning; however, the facilities are just ‘containers’
ideas and issues in phase one of the thesis develop- that house learning (Orr, 2002). The containment,
ment helped define the language to fully explain and out of convenience, defines a space where learning
mobilize a rhizomatic education through an ‘Educa- should occur, but learning is conditional (Orr, 2002).
tional Filter’ design. The ideas researched in phase These facilities fail to provide what students actually
one included: Collaborative Learning, education envi- need to stimulate the learning process.
ronment, Rhizomatic Theory, knowledge acquisition, Creativity emerges as the environment stimulates
phenomenology, the production of a place, disease the learner’s imagination and itself becomes a device
macrophage immune process and data. In addition, that promotes learning (Sabbadini, 1989). When
a review of case studies revealed concepts relating schools enact a CKB approach, it promotes learning
to psychosis, urban interface, network, and digital by enabling teamwork (Cormier, 2008). With this
storage. These ideas add depth and meaning to the teaching style, students can bounce ideas off one
practice of architecture and foster new ideas about another developing synergy. The students become
learning spaces. the teachers. Johnson and Johnson (1986), discuss
the persuasive evidence that collaborative education
COLLABORATIVE LEARNING increases higher levels of thought and retention of
information. The shared learning experience offers
The design of an architectural educational filter an opportunity to fully engage, take responsibility and
offers a learning space based upon the evidence direct one’s learning, thus encouraging critical think-
based model of Collaborative Learning. The concept ing (Totten, Sills, Digby, & Russ, 1991).
of collaborative learning has been widely researched The advances in technology increase the emphasis
and the professional literature advocates the prin- on teamwork within the workforce. “Workers need to
cipals. The term “collaborative learning” refers to be able to think creatively, solve problems, and make
an instruction method in which students at various decisions as a team. Therefore, the development
performance levels work together toward a common and enhancement of critical-thinking skills through
goal. The students are responsible for one another’s collaborative learning is one of the primary goals of
learning as well as their own. Collaborative learn- technological education” (Gokhale, 1995).
ing environments promote the active exchange of The basis for developing this type of education
ideas that increases interest, promotes critical think- is to devise connective tissues or networks that
ing, achieve at higher levels of thought and retain change spatially. The network adhesion will develop
information longer (Johnson & Johnson, 1986). a sense of place (Rogan, et al., 2005) that becomes
the space that actually educates. This space/place
18 ........
will create an attachment that combines the com- RHIZOMATIC THEORY
munity’s ideologies to enhance a sense of belonging
(Rogan, et al., 2005). From a phenomenological What is a Rhizome? The root of space is described
standpoint, a CKB community unifies the concepts in what is known as a rhizome. A rhizome is a part
of knowledge, identity, and place under magnifica- of a plant that conducts a biolgically natural process
tion, which humanitarianly promotes the intelligence of sending roots in multiple, yet no ‘one’ direction.
of space. Collaborative environmental spaces Theoretically, a rhizome is un-definable; it’s a point
become a playground for the understanding of what that cannot stand alone and all points are networked
is learned (Rogan, et al., 2005), thus increasing the to other points, which essentially become lines
perceptions of intelligence (Bloom, et al., 2003). (Deleuze & Guattari, 1987). A rhizome is constantly
changing. It may change direction, striation, or trac-
EDUCATIONAL ENVIRONMENT ing. It is a spontaneous map always fluctuating.
Furthermore, a rhizome is a flexible adhesion of path
Wilson’s (1994) studies show that external outdoor networks and the actual process of networking is the
learning environments stimulate learning more ef- destination of the rhizome (Deleuze & Guattari, 1987).
fectively than interior stylized environments. Teachers The destination does not arrive. It is infinite. The
noticed that students are lethargic and less active, Rhizomatic Theory provides a model to develop an
socially, in interior (indoor) environment (Gardner, intensified educational space offering a collaborative
1983; Durán-Narucki, 2008). Additionally, the results knowledge-based community (Cormier, 2008) that
noted that students retain more information in external is contextually adept. Rhizomatic spaces possess
environments (Rogan, et al., 2005). Exterior (outdoor) experiential qualities that produce phenomenal struc-
environmental interactions aid student comprehen- tures. The rhizome defines environmental forces that
sion of social, societal, political, and environmental impact the nature of all kinds of worldly perceptions
issues (Gardner, 1983; Durán-Narucki, 2008) and (Massumi, 1992). Systematically, the brain’s neuronal
establishes mystic qualities through direct correlation activity resembles a rhizomatic process (the firing of
and somatic memories with the environment (Wilson, receptors, transmitters and receivers; Bloom, Beal, &
1994). Therefore, the majority of real learning takes Kupfer, 2003). The Rhizomatic Theory influences the
place externally, outside the housed ‘containers’ (Orr, research and design of the proposed informational
2002). Consequently, design should take into ac- learning spaces through the support and mobilization
count external outdoor environments. of collaborative knowledge-based community.
This thesis design promotes this concept through
the development of walking and virtual information KNOWLEDGE AQUISITION
paths between each Public Information Service Park.
The technology promotes the outdoor navigation What is knowledge? Knowledge is the actual loca-
through the strategic and exciting delivery of infor- tion of identifiable components, within nature, or the
mation through a ubiquitous devise in a natural, yet physical environment (Rogan, et al., 2005). The goal
energetic, environment. of education is to intentionally incorporate and facili-
tate a process of obtaining and manipulating knowl-
edge. The approaches directed at the acquisition of
..... 19
knowledge change with emerging theoretical ideas PLACE
(Cormier, 2008). Knowledge acquisition includes the
analysis of how one fits in the environment of the vastly What is a place? According to dictionary.com
growing world (Cormier, 2008). Knowledge acquired (2009), there are fifty different definitions of place.
directly affects the understanding of self-identity There is no one single way to define place. A ‘place’
(Cormier, 2008). Additionally, one’s identity directly (Auburn & Barnes, 2006; Rogan, O’Connor, Horwitz,
affects the execution of environmental interactions. 2005; Manzo, 2005) is a setting where the charac-
Knowledge produces scientific logistics that teristics determine the environmental perceptions. An
determine a perceptual bias including the emotional ‘experience-in-place’ (Manzo, 2005) occurs from the
content of experience related to conscious subjectivi- existence of a space. It is the actual experience of
ties. Subjectivity awareness includes affect (feeling), a place at that time and moment that creates the
orientation (spatial location), manipulation (objective meaning through conscious and unconscious as-
movement), categorization (informational knowledge), sociations (Manzo, 2005).
and encoding’ (memory) (Auburn & Barnes, 2006). Places are settings for meanings to be made.
Therefore, place knowledge can determine the per- Meaning-making (Auburn & Barnes, 2006) is the
ceptual subjectivities of consciousness. Traditionally, collective social event in which experiences are
knowledge was thought to be acquired in static loca- shared as a community. Gustafson (2001b) de-
tions from physical entities, such as localized books fines the feelings shared collaboratively amongst a
or computers. community as a root. Meaning making is significant
Internet and Telecommunication use has tripled because it draws out the community to enhance
over the course of the first decade within the 21st collective or publicly used spaces (Auburn & Barnes,
century (NTIA Report, 2010; AOL & UM, 2010). 2006). In the context of meanings being made, it
IPods, Smartphones, and now iPads allow locational is relevant to mention the collaborative knowledge
information access quickly. These products promote based approach, because it associates the collec-
mobile information access and provide for a network tive learning process with the environmental fabric.
of global communication. Knowledge acquisition is Places become meaningful if a person is involved
now ubiquitous and exists throughout the environ- and maintains relationships in the social, political and
ment, and most might consider it invisible. A large environmental realms.
portion of the population will have access to this The Public Service Information Park is intended
technology instantaneously. Hence, routers, an- to not only provide services but also to serve as a
tenna transmitters, and wireless local area networks social communicative hub. The social science field
(WLAN), most commonly referred to as Wi-Fi, transfer offers a description of three elements that mobilize
information through wireless infrastructure (Sun Mi- the “social” experience of a place: locale, location,
crosystems, 2006) and integrate technology within and sense of place (Agnew, 1987; Gustafson,
the environment. Educational facilities often lack the 2001a). First of all, the locale is the setting where
understanding of this concept and therefore do not multiple social interactions occur and develop over
implement the full capacity of knowledge acquisition time (Gustafson, 2001a). Secondly, the location is
strategies (Gardner, 1983). the geographic context; the specific location affects
the social intermixing of diverse perspectives cultur-
20 ........
ally and economically (Gustafson, 2001a). Lastly, a dents in the first phase of the project expanding to the
sense of place is the ‘structure of feeling’ (Gustafson, local population needs of urban services. The place
2001a). An individual’s feelings influence the percep- activities include data management, service access
tion and personal meaning applied to a place (Manzo, and collaborative urban learning. A sense of place
2005; Tuan, 1974). is the understanding of the people and environment
In selecting a place or site, there are three pro- (Rogan, et al., 2005). Auburn and Barnes (2006)
cedures that assist in the examination of existing identify a ‘common communicative environment’ as
conditions and the associated meaning that can help one that facilitates the interface between two or more
direct the choice of a place as an architectural site. people in a natural context. A person’s involvement
The first includes a local analysis of a site location, within a community gives a place meaning while relay-
in relationship to the user (Auburn & Barnes, 2006). ing a physical bond with the environment (Rogan, et
This is a geographical concept. Secondly, postulation al., 2005). The most prevalent bonds are portrayed
for what location would best fit the needs for a public through empowered individuals.
space (Auburn & Barnes, 2006) and lastly, topic or Order is accomplished through interfacing people
activity analysis determines the best area to host the and it is unnaturally conscious until the users’ com-
services offered at the site (Auburn & Barnes, 2006). municate (Auburn & Barnes, 2006). Some places
These procedures examine the existing conditions may exhibit behavioral situations (Auburn & Barnes,
and notate the conceptual placement of a designed 2006). These situations observe the environmental
space. observations of how people interact. For example
Assessment of the New York proved notable for when resided in a church, there can be complete
the current division of 12 districts within the city. silence. For some, the silence becomes the ‘social-
The area with in the 12 districts serves students at ized’ (Auburn & Barnes, 2006) recognition of how to
multiple University and educative settings. In addition, behave within this physicality. Service Park users gain
the area serves business and residential populations access to services that promote activity and involve-
in an urban setting. The location within the 12 district ment throughout the community. The subjectivities
areas offers direct access to the intended user of (affect, orientation, manipulation, categorization, and
the Public Service Information Park. The physicality of encoding) describe the adaptations of a cognitive re-
location is known as a ‘place identity’ (Rogan, et al., membrance, in an environmental standpoint (Auburn
2005). The direct environmental contact promotes & Barnes, 2006). The design of Public Information
identity growth. Place identity answers the ‘who Service Parks will intend for those subjectivities to
we are’ in relationship to ‘where we are’ questions become the architectural trigger for social interaction.
(Rogan, et al., 2005). Place identity evolves as an Architecture and Place become woven strands,
individuals’ perceptions relates with the environment rooted together to emphasize the experience of
(Rogan, et al., 2005). Experiences within the environ- defining personal meaning (Auburn & Barnes, 2006).
ment and nature showcase spiritual insight. A place
identity unveils the ‘unconscious’ ideology of how one DATA CENTER
reflects, emotes, and acts in regards to the present
environmental conditions (Manzo, 2005). A data center houses all electronic equipment
The membership or user of the place includes stu- that processes information through dedicated
..... 21
servers, storages, and networks of communication information is stored in large-scale, suburban, data
(EnergySTAR, 2007). A successful data center warehouses in New Jersey, 25 miles outside the
design requires thorough analysis of multiple areas city. This proposal focuses on an innovative usage of
including information technology, computer science, data storage centers located within inner-city streets
network infrastructures and information management to facilitate distribution of information and decrease
because the data stored and serviced at the center information access challenges by localizing and
is important to the systematic design of the entire sub-setting unique information at each data center
process, especially regarding energy consumption. housed in the Public Information Service Park. In
Research on service warehouse and data center addition, creative management of the information at
designs showcased a specific product available the data center can mobilize strategic services and
currently. Sun Microsystems developed a portable interactive learning within inner city streets.
shipping contained data center called “Blackbox”. 1:27:00 am on January 21, 2010:
The Sun Microsystem’s “Project Blackbox” (2006) 277,788,775,000 Bytes of information have been
analyzed the systematic efficiency and design of the created (Digital Footprint Application).
small-scale modular data center. The employment 11:11:00 pm on June 11, 2010:
of this efficient modular data center allows for future 348,262,682,708 Bytes of information have been
growth in the area of data center design. The data created (Digital Footprint Application).
center is constructed out of 20 feet shipping contain-
ers and allows for ‘virtualized computing’ and data DISEASE
storage. This offers a portable option to localize the Macrophage immune process
systematics of data warehouse storage. The “Black-
box” product demonstrates the potential benefits of The creation of a space that enhances the spread-
ing and creative integration of knowledge is a major
designing data centers. Strategically located data goal of this thesis project. Research in the area of the
centers’ storage of information systems can help to body’s response to the spread of viral disease, as a
accommodate digital information growth. Implemen- typological process assisted to metaphorically define
tation of urban data centers can reduce heating and the contributing role of collaborative education in the
cooling loads within existing building infrastructures process of knowledge production.
because of their energy-efficiency. These data Viral diseases are transmitted to cells in the body
centers could harvest power by using off-grid tech- through exposure to vectors or disease transmit-
nologies, such as solar and wind generation. Data ting organisms carrying contagious viral information
centers produce excess heat gain and designing via blood or saliva (Roitt, 2003). The virus carries in-
them efficiently would decrease CO2 emissions, and formation to the body cell causing the body cell to
reduce electricity costs by approximately 4.5 billion change and replicate itself as the virus. The viral cells
then spread the new viral information quickly in many
dollars a year (EnergySTAR, 2007). directions though out the body and to others through
A data safety issues emerging in relation to data human contact (Roitt, 2003).The body’s immune re-
storage centers is that the outsourcing of sensitive sponse releases the macrophage cell to follow the
data away from the data source increases both virus and engage in a process of incorporating the
enterprise data volumes and business risk (Infor- virus into itself (Roitt,2003). The macrophage “com-
matica, 2010). Currently, the majority of New York’s municates with” other macrophage cells to assist in
22 ........
this process. With the digestion of the virus informa-
tion, a change takes place within the macrophage
as it learns the new information about the virus. The
macrophage integrates this knowledge gained and
spreads the new information into the body’s overall
immune system enhancing the capacity for growth
and survival.
Metaphorically, the body cell is the thesis project
site. The virus is the collaborative learning environ-
ment. The collaborative learning process (virus) lo-
cated within the project site (body cell) spreads
information quickly and in many directions though
human contact. The project site and the integrated
collaborative learning process facilitate the engaged
interaction within the learning space and through hu-
man contact.
The metaphoric macrophage or the student/user
engages at the project site and digests the informa-
tion when coming in contact with and interacting in
he collaborative learning process. The student “di-
gests” the new experiential information contributing
to personal change through creative integration of
the new information learned. The student spreads
the new information by collaboratively communicating
and participating with other students at the project
site. The student/user becomes the macrophage
that spreads information as an artful, academic dis-
ease/immune process.
..... 23
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le
dg
e
(Above) This graphic was developed with NodeXL and it is an algorithmic representation of all my
Twitter contacts. It clustered and mapped my interests with those of my contacts. There is no scale,
but my account is represented in the middle, as an orange square.
24 ........
Viral
TransMitted
all my
no scale,
Connections
..... 25
Acquired by Source:
http://www.google.com/firefox?client=firefox-a&rls=org.mozilla:en-US:official
26 ........
3
hcraeS”erP“
The Law is Reason...
..... 27
28 ........
a
stnedecerP
Case Research...
..... 29
Collaboration
EDUCATION Pedagogical Styles
Montessori Adapted by Source:

Michael Wilhart: http://www.avatarlondon.org/
Reggio
INFLUENCES Pestalozzi
Steiner
PAOLO SOLERI Bauhaus Taliesin

SOCIAL NETWORKS
FRANK LLOYD WRIGHT Facebook

Myspace
Flickr
Google
Environment
Knowledge
Point Cloud Diagram:

The significance of the educative styles to how the
projects’ issue.
Live traced image of Manhattan, New York placed inside silhou-
ette of a person’s head to symbolize the amount of knowledge
we learn.
30 ........
MONTESSOURI: Italian
The primary focus of this scientific pedagogy examines the “LIBERTY OF THE PUPIL... such
liberty permits development of the individual...”. This is the observation of the child in their own natural environ-
ment and mentaility. This method involves using anthropometrics,
psychology, environment, observation of environmental behaviors”(Schoken, 1964).
REGGIO: Italian
Aims to “spread a strong idea of childhood, promote study, research,

and experimentation...Schools are places for enhancing educational
rights and promote a youthful, society of children”(Reggio Children,
2008).
STEINER - Waldorf: Austrian
“Fosters an integrated multisensorial approach to learn-

ing and expression, and emphasize ‘oral listening and
memory’(Edwards, 1998).
PESTALOZZI: Swiss
Learn by thinking and making. This is an individual process that focuses on

addressing your own answers to the questions (Smith, 2007).
EDUCATIONAL PEDAGOGIES BAUHAUS: German
The School was founded in 1919, in Weimar, Germany by Walter

Gropius. He wanted an educational model that “combined
architecture, sculpture, and painting into a single form” (W.G.;
The Bauhaus Manifesto). The pedagogy focused on ‘educating with the
senses’ by promoting ‘industry, craft and commerce’.
PAOLO SOLERI
ARCHITECTURE AS HUMAN ECOLOGY. The aim is to be “a working model geared to
transforming today’s environmental, social, and cultural circumstances, while offering
growth opportunities and learning” (Soleri by Lima, 2003). Principles: 1. architecture as an
urban route, 2. Nature = inexhaustible spring for knowledge, 3. Bridges are audacious
landscapes for connecting cities
FRANK LLOYD WRIGHT

“Educate, preserve, create”. Manipulates space and light
Adapted from Source: Google
..... 31
Proto - Formal
“...Quests for productive knowledge intermingle with imagination and illusory projection,
loosening the authoritative grip of quantitative information and analytical domination.”
Adapted from Source:

http://dprbcn.wordpress.
com/2009/10/15/perry-
kulper-revisited/
32 ........
Perry Kulper
This thesis (can take out) methodology helped determined how the site analysis should be conducted to
derive this project’s design of Public Information Services Parks (PISP). These PISP’s are located in each of
the 12 different districts in New York City is similar to Perry Kulper’s framework for the conceptual projects
that were produced for the Motel for 24 paranoias study. Kulper maps global zones through the analysis of
sensory interpretation of the information. He appropriated 24 conceptual ideas based on phenomena.
In a personal email (11.18.09), Perry describes the project: “it is an architectural proposal that enabled psy-
chological and embodied participation that came about by thinking about the global context of psychological
metamorphosis (surrealist enterprise) that resulted in the appropriation of the 24 time zones that articulate
time differentials in the world - this was the framework/ground that the ‘paranoiac’ spaces occupied. The
spaces were appropriated images and I think were modified according to the particular paranoia they were
about... - See attached plan.”
Through a similar process, this thesis will conduct site analysis in NYC and determine 12 zones for further
prototypical analysis (the factor of 12 is the enumeration of Manhattan districts, encountered within the five
boroughs) of designated walking and virtual information paths.
Source: Perry Kulper
..... 33
34 ........
Lebbeus Woods
High House: Published on LW Blog February 23, 2010
Lebbeus Woods’ city reconstruction proposal offers similarities with how this thesis will address the site
context of New York City. Woods’ project partially proposes a ‘reconstruction for the city of Sarajevo after a
siege’ in the early 1990’s. The specific site analyzes an industrialized tobacco factory in the centralized district
of the city. Woods’ concept reveals ‘houses rise up high into the airspace once occupied by falling mortar
and artillery shells fired by the city’s besiegers...’ the space above ground - air is the symbolic reclamation of
space for the city. The balanced structure utilizes ‘scavenged steel beams, welded end-to-end... Stabilized
by steel cables anchored to the site, the houses, poised like catapults, fulfill the paradoxical desire to fly and
at the same time be rooted in their place of origin. ’The spaces are meaningful as they produce conflicts,
physically and mentally by broadcasting the ‘city’s past and present, aiming at a future uniquely for Sarajevan.”
Adapted from Source: http://lebbeuswoods.wordpress.com/2010/02/23/high-houses/
..... 35
Naja & de Ostos
Project: The Hanging Cemetery of Baghdad
Typology: Funerary Architecture
Naja de Ostos concept questions what to do with bodies after war. This proposes “a gigantic presence
of a hanging funeral structure” to hover above the war torn streets of Baghdad, floating unceasingly and lush
with growth from an endless supply of dead Iraqis. The presented project explores a memory that cannot
be buried. As a place of remembrance the Hanging Cemetery is an ambiguous space. It does not offer
comfort, but rather encourages actions. The main driving force was to consistently explore, through an
inventive design proposal, the ambiguities that surround our current lives, not only as social producers of
space but also as global spectators. Living in a world of images and quick memories fed the concept of an
ever changing and up-to-date architectural model. The Hanging Cemetery apparatus in Baghdad situates us
in the acute absurdity of an ongoing innocent human loss. As an embodiment of flesh and remembrance,
the project puts into motion the imperative task of recalling and acting.”
Metaphorically, the Hanging Cemetery of Baghdad helps define the possible evolution of the educative
networks as layers of “dead” information currently located above typical occupied streets. Activating the
information networks through prototypical spaces integrates learning about the city’s environmental, social,
financial and political issues through learning/teaching practices, will promote new educative networking and
strategic information processing techniques directed, ultimately at mobilizing urban action, in a global context.
Information networks architecturally designs prototypical learning sites, located strategically to create virtual
ribbons of physical, social, sensory, information, activation, action and metaphoric paths. As the networked
ribbons integrate, the prototypical learning space houses urban intellect..
This case study offers actual and metaphoric connection with how the conveyance of an information
service based park. Similar to Naja de Ostos’ project intention, this thesis will encourage exploration and will
reveal unique facts and ambiguities associated with each district of New York City.
36 ........
Adapted from Source: Naja &
de Ostos, 2007
..... 37
Project Blackbox
Sun Microsystems “Project Blackbox” designed a mobile, energy efficient data center utilizing a portable
shipping container that houses a data center. The Blackbox is designed to provide emergency back up data
storage of important information such as health records and is to be located in dense or arid environments.
This prototype design uses a 20-foot wide by 40-foot long shipping container to house the data storage
systems. The Blackbox offers a mobile data warehouse concept that is energy efficient. The mobile data
center concept offers a portable option to localize the systematics of data warehouse storage. The design
and employment of this efficient modular data center demonstrates the architectural potentials available and
promotes future growth in the area of data center design. The Blackbox prototype mobilized this author’s
investigation of implementing smaller scaled data centers within urban districts to help accommodate the
significant challenges associated with digital information growth.

http://photos.sun.com/page/1183
38 ........
Data Warehouse
Currently, the majority of New York’s data is stored in large-scale, suburban, data warehouse infrastructures
located in New Jersey, 25 miles outside the city. In addition, local corporations including NYIIX (New York
International Internet exchange) have begun to store data locally in New York City. The NYIIX TeleHouse
America operates three vertical data centers in NY at 25 Broadway, 60 Hudson and 111 8th Avenue.

http://www.grassvalley.com/assets/
media/2450/20071207_K2_Aurora_
Rack_Right_Angle_Rendering.LowRes.
RGB.jpg
Source A
Extract,
Load, Data Warehouse
Source B Report Analyze
Transform
Typical Information
Computing Process:
Source C
Redrawn- Adapted from Source:
http://www.longwoods.com/articles/images/CS_EH_
Dec07_SandersF1.jpg
..... 39
A rhizomatic learning environment springs from exist-
ing urban fabrics and networks university campuses,
located in core districts, to construct a prototypical
interdisciplinary nodal unit, where social exchanges
produce a knowledge transmission.
40 ........
b
*margorP Project Guidelines...
*Note: subject to change depending on context and prototypical conditions.
..... 41
Learning
The NewSchool of Architecture and Design Mission Statement:
“To develop technically competent, aesthetically sensitive, socially
responsible professionals prepared for a changing, global society.”
Three concepts held within the mission statement include technical
competence, aesthetically sensitive and social responsibility. Interest-
ingly, these concepts can be applied directly to the Public Information
Service Park’s intrinsic qualities of space and design.
1 This project design is intended to offer:

1: Technic = Spatial conditions that competently promote urban
service and learning acquisition while efficiently providing the storage
and strategic management of data.
3 2 2: Aesthetic = Perceptual conditions that promote meaning in the
space.
3: Social = Environmental conditions that mobilize collaborative
interaction and responsible urban awareness and action.
The overlap of these intrinsic qualities of the space and design

promotes an architectural solution directed at offering meaningful
spaces that provide education and service in an urban context
through a collaborative rhizomatic process . The collaborative Space
is open in the Public Information Service Park. The exterior between
the Service Parks provide additional collaborative space. The col-
laborative spaces present spatial and experiential design strategies
that promote social interaction, learning and service.
Requirements categorized by:
Spatial
Environment
Educational Satellites
+ Perceptual/ Experiential
________________________________________________
Augmented (increasing knowledge in multiple
= Qualities of Space locations = dispersal of intellect throughout
cities)
42 ........
Adjacencies
A: Collaborative Space:
Is open and exterior (most likely an interstitial/ in between another
environment) because these spaces obtain spatial and experiential
criteria to promote social interaction.
B: Structured Space:
Is closed and interior to house or ‘contain’ learning within a defined
area/ room.
B
Knowledge
Cafe Center INTERIOR
ENVIRONS
Structured
M Learning
W
Technology
Collaborative Learning
Inter-faces A
EXTERIOR ENVIRONS
Digital
Storage
Design Objectives:
1. Develop nodal zones that increase student awareness of knowledge/ education.

2. Connect existing urban universities through development of a rhizomatic process.
3. Create communal spaces to connect students with the urban environment.
4. Network systems for a more efficient environment.
5. Design for a humanistic ecology.
6. Incorporate technology within the design of the structure and environment.
ple
t
..... 43
Programmatic
44 ........
Telescopic Information:
The concept of Telescopic Information serves as an assessment model to understand if the potential subjects
participating in the Public Information Service Parks interact with each other thus transferring knowledge. This
is an interactive program model to help determine the networked activities needed in the learning spaces.
The Telescopic Information assessment model serves as an employed research methodology. Successful
collaborative transmission of information will be measured through the assessment of the occurrence of a
person discussing the information that was recently experienced with another person. The collaborative learn-
ing process ultimately produces an experiential knowledge building experience.
Model
..... 45
Perceptual
Perception uses the sensorial systems of touch, taste, smell, sound and sight to interpret
information. Experiential aesthetic qualities are perceived through the senses. Human beings
perceive experience and understand spaces through the sensorial systems.
Bone PROGR

See
B PER
Hear

SEN
enviro

PUBLIC
Smell PRIVATE

Skin
ENVIRONMENTAL

A
Taste PERCEPTU
ENVIRONM

Touch
46 ........
Sensorium
Architecture conveys emotional attachments and through cognitive processes users will be able to sub-
consciously map the environment. The seven senses allow architecture to become existential through com-
municating the perceptual, environmental, and spatial qualities of space that define “phenomenal structure”
(Rosenblum).
PROGRAM TRAJECTORIES
C EXPERIENTIAL
VISUAL: HEAR: INFORMATION TOUCH: FEEL OLFACTORY: SMELL GUSTATION: TASTE

SIGHT ear / auditory sensation skin sensation nose sensation tongue sensation
1 cognitive risk:
emotions associated with complex confrontational experiences
2 orientation frame:
physical surroundings provide cues about how or where
people use spaces.
SKELETON: BONE
rigid/ structured sensation 3 order:
the environment is structured according to existing infrastructures,
organizational principles, and site forces.
B PERCEPTUAL
4 possession:
spaces provide motivation by integrating innovation, creativity, technology,
and collaboration.
5 stimulate & change:

adaption to the environment by implementing adjustments.
+
MUSCLE: TISSUE
SENSORIUM: “perceptions...articulate thoughts”
connects sensation
6 heightened awareness / poetic impact:
plays with the minds’ psychology (+ and - aspects considered)
environmental contextual perceptions based on the 5-7 senses.
7 contact/ affiliation:
PUBLIC REGIONAL DESIGN MATERIALS/ CONSTRUCTION: 8 retreat/ solitude:

PRIVATE implantation of rhizomatic structure within two to three localized
cities: Paris, New York, Prototypically fits anywhere.
This regionally would enable students to communicate with other

economies or networks producing global knowledge. The brain is
constantly perceiving new information and therefore this type of
interstitial environment depicts a cognitive awareness of what
issues, activities, etc are going on throughout the city. This becomes
+
a social network broadcast of student relations.
D
ENVIRONMENTAL
URBAN (CITY FABRIC) LAND USE/ SITE ECOLOGY:
INSTITUTIONAL (COLLEGIATE FABRIC) contextual correlation with existing infrastructure and SPATIAL
community design PROGRAM
ECOLOGICAL DESIGN:
LOGIC
-
“a form of design that minimizes environmentally destructive impacts by
integrating living processes...it is the meshing of human purposes with
A
larger patterns and flows of the natural world and the study of those
patterns and flows that inform human actions (Orr, 2002).”
PERCEPTUAL SUSTAINABLE DESIGN: BIOCLIMATIC DESIGN:

ENVIRONMENTAL
TELESCOPE OF INFORMATION
..... 47
Technology
Displays
Knowledge Production
Collaborative Learning
48 ........
what emotion does the space evoke?
FINAL BOOK 2.indd 49

How is the environment shaped/ formed?
Structured Learning
An open or closed space?
how do you interact with space?
do multiple experiences affect the interaction?

Social Learning= SPATIAL ACTIVITY!
Experientials
Educational Zones
..... 49
6/15/2010 4:15:12 AM
TRAJECTORIES
TECHNOLOGY
VISUAL: HEAR: INFORMATION TOUCH: FEEL OLFACTORY: SMELL GUSTATION

SIGHT ear / auditory sensation skin sensation nose sensation tongue sens
SKE
rigid/ struc
B PERCEPTUAL
+
MUS
SENSORIUM: “perceptions...articulate thoughts”
conn
environmental contextual perceptions based on the 5-7 senses.
PUBLIC
KNOWLEDGE PRODUCTION REGIONAL DESIGN
PRIVATE implantation of rhizomatic structure within two to three localized

cities: Paris, New York, Prototypically fits anywhere.
This regionally would enable students to communicate with other

economies or networks producing global knowledge. The brain is
constantly perceiving new information and therefore this type of
interstitial environment depicts a cognitive awareness of what
issues, activities, etc are going on throughout the city. This becomes
+
a social network broadcast of student relations.
ENVIRONMENTAL
URBAN (CITY FABRIC) LAND USE/ SITE E
INSTITUTIONAL (COLLEGIATE FABRIC) contextual correlation with e

community design
ECOLOGICAL DESIGN:
“a form of design that minimizes environmentally destructive impacts by

integrating living processes...it is the meshing of human purposes with
A
larger patterns and flows of the natural world and the study of those
patterns and flows that inform human actions (Orr, 2002).”
PERCEPTUAL SUSTAINABLE DESIGN:

ENVIRONMENTAL
COLLABORATIVE LEARNING
Experiential + Perceptual = Spatial

50 ........
C EXPERIENTIAL
GUSTATION: TASTE
tongue sensation
1 cognitive risk:
people use spaces.
SKELETON: BONE
rigid/ structured sensation 3 order:
organizational principles, and site forces.
4 possession:
spaces provide motivation by integrating innovation, creativity, technology,
and collaboration.
5 stimulate & change:

MUSCLE: TISSUE
connects sensation
6 heightened awareness / poetic impact:
STRUCTURED LEARNING
DISPLAYS 7 contact/ affiliation:
MATERIALS/ CONSTRUCTION: 8 retreat/ solitude:
D
LAND USE/ SITE ECOLOGY:
contextual correlation with existing infrastructure and SPATIAL

community design PROGRAM
- LOGIC
ESIGN: BIOCLIMATIC DESIGN:
TELESCOPE OF INFORMATION
..... 51
- www.KKMusicStore.com - 60% Off plus $100 Coupon Avalible Ships Free, Free Tuner, Free Lesson
52 ........
c
txetnoC
A New York Site Analysis...
..... 53
New York City offers 12 districts for prototypical learning space development.
New York City was chosen as the site of this project to take advantage of the
multiple University sites dispersed throughout the city. In addition, local data
storage and management issues challenge inner cities due to the real estate
supply vs demand that increase cost of physical space. The site allows the
architectural placement of the Public Information Service Parks within a strong
urban context. The Public Information Service Park sites must foster the Park’s Queen
two-fold purpose to provide data storage and offer a unique learning and service Br
space. In addition, the multiphase site design plan is directed ultimately at illu-
minating the connection between the 12 districts sites through an architectural
site plan that connects the multiple sites with unique and strategic walking and
virtual information paths.
54 ........
Queensborough Manhattan Site Location: Proposed 9/11 World Financial
Bridge Bridge City Hall Park WTC Memorial Center
..... 55
Site Requirements:
The site objectives include a location in close proximity to learning institutions in a large city to mobilize
service access and interaction in an urban context. The Public Service Information Parks will use the existing
façade structures of other buildings; the communication wiring and antenna systems will “spider” out to the
neighboring structure’s façade. The existing neighboring build’s façade is enhance by the aesthetics of the
“spidering” communication structures.
The infrastructure is based on promoting service access and collaborative learning through a rhizomatic
process. The environment must promote interaction among students through the development of social
networks.
Three physical test sites are defined. The unique educative discipline assigned to each site denotes
the ‘sphere of knowledge’ that the specific Public Service Information Park specializes in. The three sites
include the civic governmental/ financial district, the art district and an academic district. Test site locations will
determine the context, similarities and/ or dissimilarities of the site, annotating what and how the rhizomatic
service and learning acquisition is working. After completing the contextual/ site analysis there will be a
re-programming phase. This is necessary to determine the second phase architectural needs as the Public
Service Information Park expands to the public and includes the addition of walking and further development
of the virtual pathways.
Size/ Area: 10-15 block radius in New York City.

Project Size: > 10,000 S.F.
Spatial Relationships:
Private: Public:
-rest rooms (M/W) -informational displays

-mechanical rooms -courtyard/ outdoor areas
-study rooms -communal/ gathering spaces
-digi cubes (10’ x 10’ room rentals) -nodes
-storage -data/meta space (portal cafe, ATM-like services)
-storage
IInterior/ Exterior Relationships: Typical: inside/ out
Fire Safety/ Accessibility: according to ADA guidelines
56 ........
This diagram had two purposes in relationship to the site context. The project progressed from an intended
la
imaginary site that becomes extinct at the borders to a project with a relative location within a ten block
radius amongst three collegiate institutions including St. John’s University, Borough of Manhattan Community
College, and Pace University.
ve
ati
cre
ry
g ina
ima
al
it ion
nd
co
ge
ed
owl
s kn
ce
ndu
co
ied s
bod ork
tw
em e
dis y ll yn
tas cia
fan so
..... 57
NYC HISTORY: Knowledge quickly spreads throughout cities. New York City holds strong experiential and
perceptual qualities from dramatic historic events. This design benefits from this quality because it creates
conditions that produce phenomenal effects contributing to communicating networks that are dispersed
throughout the skyscraped landscape of the city.
58 ........
Freedom 1/06/10
9/11/01
..... 59
Networks
New York City offers many networked systems to traverse
the landscape: Taxicab, Automobile, Airplane, Bike, Pedestrian
Walkway, Subway, Bus, or Ferry. Creating local virtual networks
for strategic urban services and education acquisition adds
another dimension to the transportive landscape of New York.

http://www.nyc.gov/html/dot/html/
trans_maps/mnboro.shtml
60 ........
..... 61
This model, nicknamed “The Fade” visually demonstrates the virtual informa-
tion data distribution in New York City. The laser cutting processed the infor-
mation sporadically. The laser was intentionally stopped early to represent the
visual pixelized data of layer 3 fading into the data’s virtual and ubiquitous state.
Layer 1: Transportation Stratus- Connective Tissues

Layer 2: Ramification of the Built Environment
Layer 3: Surrounded in Data
62 ........
MetaDiagram
Situated in Manhattan, New York City
The purpose of a ‘Meta-Diagram (MD)’ (Rosenblum) is to show complex

relationships, three dimensionally. A ‘Meta-Diagram’ communicates the
relationships between materiality, emotion and phenomena (the feelings
related to sensation, memory and desire that arise in a location). This
MD constructs the circumstances I experienced while conducting this
project’s site analysis in New York City. The process of a MD itself requires
keen observation and ‘intense questioning’ (Rosenblum) to understand
the overlaying of global connections in space.
For this particular construct, I observed, processed, notated and
digested the experience of the transportation networks of the city’s lay-
ered history. The deep present moment awareness mobilized through
the Meta-Diagram process facilitated my strong experience of the city’s
layered informational rhythms. Much of the information and data offered
within the transportation networks is physical and observable. However,
I also experienced the strong non-observable data information rhythms
with in the city. This experience was intriguing and meaningful. This Meta-
Diagram offers a visual model of the rhythmic spaces in NYC that stimu-
lated my personal fascination with information and ephemeral meanings.
..... 63
64 ........
4
ngiseD
War and Peace...
..... 65
66 ........
i
ssecorP
Hypothetical Development...
..... 67
Feb. 25- 28 2010- Digital/ Physical Modeling 6/15/2010 4:15:42 AM
Feb. 10- 22. 2010- Schematic Design Package
Feb.. 8-9, 2010- Environmental Systems
Portal Login
Feb. 5- 7. 2010- Defined and diagramed 12 Educative Disciplines
Feb. 2.2010- Site Analysis Revisit: 12 districts of NY
Jan. 27-31.2010- Submitted Thesis to Next Generation Competition@ Metropolis Magazine
Jan. 20-27.2010- Data Management, Technology Facts, User/ Conceptual Scenarios
Jan. 19.2010- Data Warehouse/ Storage Systems (DATAPODS)
Jan. 16, 2010- Private, Public, Physical / Digital Uses
Jan. 14-16.2010- Data Research
Jan. 13-14.2010- Public Storage of Data, Locative Media Project
Jan. 11.2010- Smartpen
........
Jan. 5-8.2010- New York Trip
68
6/15/2010 4:15:44 AM
Process
..... 69
Mapping
May 12- 23, 2010- Final Sectional Model

Apr. 20- May 20, 2010- Production: Book Ch’s 2/ 3, Finalizing Site Model
Apr. 5-14, 2010- Ch. 1 Book, Digital Modeling, Preliminary Filnal Board Layout
Apr. 4-10, 2010- Production: Book Ch. 1-3, Final Site Model
Mar. 19- Apr. 5, 2010- Spring Break: Digital Modeling
Mar. 18. 2010- Winter Quarter Presentation
Mar. 12. 2010- Schematic Design Package for Book Due

Mar.1-11.2010- Schematic Design, Digital Model, Presentation, Book
Feb. 25- 28 2010- Digital/ Physical Modeling
Adapted from Source: http://extinctearth.org/inform/images/Landfill_compactor.jpg
70 ........
Think about this for a few minutes:
What will happen in fifty plus years when information exceeds human beings?
This questioning correlates to that conception of a landfill.
What will happen when all landfills are full?
Exactly...Now think about that except in relation to information.
Where will information or bits of data terminate when all server databases have maxed out
their capacity?
What or where can additional capacities be allocated to increase digital storage?
Informational Storages, why do we need this and for what purpose?
Digital information grows at a “rate 8 times the amount of all data housed in US libraries”.
(Infomatica)
Information is a fast-paced society that human beings will not be able to keep up with. In
order to acclimate with information and technology. Systems need to be designed with the
ideology of “taking information in at real time, corollate it, then analyze it, and organize it
by taking action at more than 60,000 times a second. That process is 300 times faster than
a hummingbird can flap its wings (Informatica).”
..... 71
This is an exploration of a futuristic locative media project directed
at developing prototypical learning spaces (titled Public Information
Service Parks, PISP) filtered down to the first architectural phase
of designing a structure that holds a twofold purpose including the
housing of data and development of a prototypical learning space.
The thesis development process that culminated in the design of
the first architectural phase was extremely complex. Initially, the pro-
cess was highly theoretical directed at translating a theory derived
from a biological entity into an architectural application for learn-
ing spaces. Theoretically the rhizome offered a model describing
connections; the author applied the model to information acquisi-
tion and learning. The author‘s desire to architecturally translate this
theory drove the complex process.
Firstly, assessment of the possible application of the rhizome
theory to existing learning models revealed that collaborative learn-
ing models could be supported by the rhizome theory. Secondly,
the author researched the conditions of spaces that promote col-
laborative learning and applied spatial adjacencies to arrive at an
educative urban public display.
The site in New York City satisfied the requirements for collabora-
tive learning experimentation supporting ideas such as educational
thermometers, pedagogies and satellites. From the experimental
research, the author defined the following terminologies, telescopic
information and perceptual and experiential sensorium, to assist
with the classification of the qualities needed in a learning environ-
ment to foster the collaborative exchange of information.
A trip to New York City revealed the 12 Districts that could support
the ultimate futuristic locative media project directed at developing
prototypical learning spaces titled Public Information Service Parks
that serve to enhance learning by using technology to mobilize a
user’s actual physical participation of navigating through the urban
context and physically arriving at the different Public Information Ser- E =
Economi c
vice Parks in the 12 districts. A=

H=
Health
The original site intention was directed at mobilizing two physical C =

locations to determine the context, similarities and/ or dissimilari- Civic Overlap between all
ties of the site. For the third site location, I would explore the paper Discipline s
AR =
architecture side of myself to define the perception of a rhizomatic Ac =
Academi c
Ar t
learning space. This perception would help dichotomize the spatial,

perceptual, experiential, and environmental qualities of space. Also,
imagination allows for an abstract exploration of space and would
Line of the Discipline:
display the emerging interstitial complexities that construct a rhizom- [A] = [ AC +AR + C + E + H]
72 ........
atic architecture. However, I determined the complexity of an internal site would decrease the ability to physi-
cally articulate the project’s concept to an audience. Three physical locations in New York City were defined.
After the actual site visit in New York City, each of the 12 site’s context were reestablished based on the
classifications that distributed unique educative disciplines to each districts based on their placement in the
city’s urban context. To establish significance and relevance, the author conducted research on the contex-
tually applied material used to arrive at sustenance data to reveal the specifics about the significance of the
project.
The complexity to architecturally articulate a vision related to the connection to a biologically driven theory
mandated that a new typology be created to manifest in physical form architecturally. This task created a
great struggle because the author was fully immersed in the highly theoretical aspects of multiple conceptual
models. However, it was this process of working to make that connection that ultimately, resulted in this the-
sis’ proposal for a multiphase architectural project culminating in the development of Public Information Ser-
vice Parks located in New York City. The project initially produces modular data centers to manage and store
data combined with the prototypical learning spaces to provide locative and accessible learning environments
that promote navigation through an urban context and foster experiential learning. However, through col-
laboration with my professors, it became obvious that the Service Parks needed to add the provision to offer
specific urban services, rather than only offering information and education as a service. Designing the Park’s
delivery of services such as purchasing subway or event tickets, ordering documents or accessing grades
and posted shared class notes would increase the urban valuable of the Public Information Service Park.
Active Zones Environmental Art Academic

mic
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Modified from Source: NY Maps Book
..... 73
An Urban Interface: District Portal Activities
74 ........
Information is a social communicator as well as a power generator for this data center.
..... 75
Metropolis Magazine
N
76 ........
Next Generation Competition
This thesis was entered into Metropolis Magazine’s Next Generation Competition. The winter competition
facilitated a narrowing of theoretical direction and mobilized a vision of physical form. This competition asked
‘what is one design fix that can be made now in a designed environment?’ From this question, the author
narrowed the options and assessed what current products are available that could support the new typology
in an architectural form.
The competition proposal addressed an “Educational Datascape” employing a new system of modular
datacenters to accommodate management and storage of information within urban districts. This would
increase bandwidth, download speeds and 40 percent more energy efficiency than a typical data warehouse
primarily located in the suburbs. The Educational Datascape proposal fixes the focus on the innovative usage
of data storage units located within inner city streets.
Conceptual Interior Rendering- Urban Interface of a Data Warehouse
..... 77
P
A Possible Prototype - District # 08
78 ........
Proto. 01
Knowledge Powerhouse:
Learning aptitudes could eventually generate power to either physically or mentally drive others to desire
more information. The city could then feed off the intellect of spatial collaboration that defines a learning space.
These nodal communicative locations network to other learning spaces that can be dispersed throughout the
city, state, or global universe. Therefore a specific location could have layers of ribbonized information (i.e. LED
screens and technological advancements invigorate social collaboration within education).
..... 79
Proto. 02
The placement is within the 18’ sidewalk street width
and the intention of this placement is forcing conditions
by making the user of the street experience the space by
walking through and amongst it. The use of “perspectival
spaces” (Holl, Pallasmaa, Perez-Gomez; 2006) empha-
sizes views surrounding and within urban environments for
phenomenal experiences.
80 ........
Proto. 03
The location of this prototype is designed as
a thoroughfare between city blocks as a means
for easing pedestrian transit. Also this provides
a public information service park for users of this
district.
Exterior Cable Structure
..... 81
Proto. 04
This model demonstrates the development of the concept of using an
exterior ramp to offers a visual bridge for abstract space. This, embryonically
built, conceptual model communicates spatial ideas. An embryo model is
a qualitative construct of space that showcases interior spaces that display
texture, materiality, color and light (Rosenblum, A.).
DataScapes
82 ........
ii
scitamehcS
Stratus/ District “01” - Lower Manhattan
City Hall Park Prototype...
..... 83
Service Park
The design of the Public Information Service Park serves a two-fold purpose to provide data storage
through a data center and provide a unique public learning space. The Public Information Service Parks
manage information through collecting and dispersing data into the urban context. The data center houses
all electronic equipment that processes information through dedicated servers, storages, and networks of
communication (EnergySTAR, 2007).
Successful design of the data center requires thorough analysis of multiple areas including information
technology, computer science, network infrastructures and information management. The data center’s
systematic design addresses energy consumption and conservation. The urban data centers reduce heat-
ing and cooling loads on existing infrastructures through the employed energy systems. These data centers
harvest power by using off-grid technologies, such as solar and wind generation. Data centers produce
excess heat gain and designing them efficiently would decrease carbon dioxide emissions, and reduce
electricity costs by approximately 4.5 billion dollars a year (EnergySTAR, 2007).
In addition, strategically designed data centers will accommodate information management and storage
with greater energy efficiency while facilitating the dispersion of information, which will ultimately, decrease
data pile up and trafficking that slows bandwidth speeds developing information access challenges. Future
building costs could be reduced through the sharing of the data center space and function with businesses
in the district, therefore eliminating the need for each business to house there own data center infrastructure.
Information service parks act as communicational hubs that disperse information through aerially suspended
structures that provide portal access via wireless telecommunication networks.
The Public Information Service Parks manage information through the collection and dispersion of data into
the urban context. Socially, the Service Parks act as hubs for communication and ultimately facilitate social,
cultural, and political connection through an ‘educational filter’. The data stored and serviced at these centers
becomes increasingly important to the systematic and strategic design of the overall prototypical learning
spaces. Each of the 12 Service Parks offer unique and different information and services according to the
district’s unique category. Each center disperses information within a ten block radius.
A portal website would require users to create a username and password in order to access district
information. Logging in would provide the city with a point for secured entry, as well as data mine and profile
what kind of information is being looked at. Since, information and media are only available within that district
of the city, it becomes integrated and ubiquitous. Districts could further market the portal access by requiring
a certain software program or simply, charging a fee for a login code.
84 ........
District Scenarios
Each district’s Service Park will house a unique category of information and service. For example, District
01’s services relate to government and economics. In addition to offering information on important current
legislation issues, the Service Park will offer access to collaborative action groups within the area. The Park
will host a “Connect with your Public Official” night to have direct virtual access to an identified official to hear
the issues and ask real time questions. Other services offered may include direct access to order legal
documents and records such as birth or marriage certificates. An “Investment Strategies Series” could offer
a virtual forum to have access to identified experts offering current investing ideas supporting collaborative
connection with others through real time interaction. The District 01 Service Park will offer relevant financial
education and skill building classes, such as, a child and adolescent financial planning skill development
class, credit counseling and bankruptcy courses. A public information education series focusing on current
urban issues such as tenant rights and other important urban issues can help individuals and communities
resolve urban challenges. The “entrepreneur board” can support up-to-date postings of local business op-
portunities. Thus the Public Information Service Park can facilitate communities learning about and ultimately
mobilizing investing in local businesses.
District 05 includes Times Square, Madison Square, Union Square and Midtown . This District 05 Public
Information Service Park offers access and service related to the media and fine arts. The Art district educa-
tional series may include “Connect with the Artist Night” offering direct virtual access to learn about important
upcoming events and issues and allow for real time interaction. The District 5 Service Park could offer
access to purchase event tickets to local theaters and exhibits. In addition, competitions and theater casting
opportunities could be accessed.
The Educational district will offer multiple services to students. Student can access grades or posted
student shared class notes. The professors can post syllabus and specified assignments can be emailed
directly to the professor or print center.
Information Service Park Entry
..... 85
Access
Services for Vehicular and Pedestrian Traffic.
This is a thorough-way lot and emergency access is available. Mechanical and Electrical Services will be
incorporated on-site. Limited Wi-Fi networking services will be available to surrounding buildings to facilitate
the design’s goal of social generation through information networking and data storage. There is no vehicular
access other than for the diplomatic officials and city government workers. This ambulatory access is inten-
tional to motivate people walking and physically experience their environments. The original locational intention
of this educational filter design was to place Informational Service Parks at the entrance or exit of subway
transit destinations. This site option was restricted due to excavation limits caused by the below street level
transit lines and subway stations. The site location and the educational filter design will remain as originally
intended but will be above ground near the subway exit and entrances.
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Master Plan
86 ........
Master Plan Bits and Bytes.
The plan shows an abstract representation of the amount of bits or bytes
(pieces of information) are accessible. Each line signifies a new piece of data
that is amongst the context. It continually changes.
..... 87
Service The design provides a Wi-Fi booster for communication
with surrounding buildings at each Public Information Service
Park. The range at each individual Park is intentionally limited.
The intention of this restriction is to additionally promote
the physical navigation through the urban environment by
encouraging the users to walk to multiple Public Information
Service Parks located strategically in the different districts.
The technology will guide the user to the different physical
Park sites and offer special information access when traveling
between the Public Information Service Parks to motivate the
transition experience.
The cable network and broadcasting antennas develop a
spider-webbed effect from the suspended cables and struc-
tural tie bars that extend from the building facade over the
street and crawls up other facades of surrounding buildings.
88 ........
..... 89
Abstraction of Active Zones.
This diagram shows the spatial activity for the programmatics of
data, energy efficient/ ‘green’ systems, network infrastructure,
digital media galleries,technology, digital /technical storage, and
public amenity.
90 ........
Activity
Gr een T echnology
Designing Energy
Network Data
Efficient System s
Each programmatic element has a specific spatial
Infrastructur e definition and activity zone. This diagram shows the
IT Infrastructur e
Communication/ location of each programmatic zone.
Antenna- hotspot
locative design Tech.
Public Storage
Digital Amenities
Medi a
Galle ry
Interior Sketch
..... 91
Systems
A data center is one of the most heaviest consumers of
electricity, HVAC, and lighting.
Building Analysis:
-Raised floor in Data Storage/ Server / Media
-Containment for increased hot/cool air distribution
-Cool/ Hot Aisle- Containment Design
Green Technology Implementation:

-Chillerless - “FREE COOLING” (use of fresh air from outside
the data center to support cooling system distribution.)
Smart Wrap Facade Detail:
Use Technology as a Graphic Image - Aerial roof fans for natural ventilation
http://cantilever.files.wordpress. - M.A. R. S. Wind Power Generator (Floats as a balloon
com/2008/07/ex_smartwrap.jpg
through the use of Helium. The wind makes the balloon spin
and rotate, thus creating power for the site.
Skin Technology:
1. Smart Wrap: This film stores power by the use of the
embedded solar PV cells and battery packs.
2. NanoVent: Skin generates power by revolutions caused

by the wind.
92 ........
Magenn Air Rotor System (M.A. R. S.):
Power generates lighting at night through the park sidewalks.
(Upper and Right) Adapted by Source: http://www.magenn.com/
Adapted by Source: http://nanoventskin.blogspot.com/
..... 93
Floorplans
Eqpt.
Rm.
Level 1: Servers
Scale: 1/32” = 1’-0”
Open to Above
Servers
Level 2: Data Storage Storage Racks

Scale: 1/32” = 1’-0”
Open to Below
94 ........
Inform
Seati ation
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Seating
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ark
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Ca
Log
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pac
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Ramp Up
Level 3: Digital Media Portal / Cafe

Scale: 1/32” = 1’-0”
Level 1:Digital Servers will increase bandwidth download speeds and will benefit the community to bring
locals out and socialize with their surrounding communities. There is an information director that will allow
users to get their information. This floor will have secured access to where the servers are held.
Level 2: Ramped Mezzanine- offers digital storage for users. Contained halls will house storage racks and
the necessary equipment for information transfer. Again this will have keypad entries for security purposes.
These two levels are the primary functions for an educational filter to network global student ecologies. It also
acts as a node of communication for the digital portal gallery/ cafe users.
Level 3: The digital gallery/ portal cafes primary use would be for visitors and local consumers to login and
access the districts information. The experience starts with the entry and the ramped gallery space eventually
eludes the mystery of the portal login cafe. Also the portal cafe has outdoor access to another exterior ramp
on the east side of the building. This information service park highlights the systems needed for a data
warehouse, but the most important attribute is that it acts as a green roof, cooling the heating capacities.
..... 95
Elevations
North Elevation
96 ........
South Elevation
..... 97
West Elevation
98 ........
Sections
The structure traverses through Park Row and Broadway.

Train 6 runs directly underneath the District 01 Public Information Service Park by
City Hall which houses government/economic information
..... 99
100 ........
Data Storage and Ramp Section.
Scale: 1/32”= 1’0”
Systematic Section.
Not to Scale
..... 101
Data Center: Steel Post & Beam
Gallery Ramp: Steel Frame Weaved Post & Beam
Structural Bearing Wall
Structural Cable and Rod Tie Downs
102 ........
Structure
The structural cable and tie rods hold the cantilever, as well
as add an aesthetic flare for street-goer’s. The data center uti-
lizes regular post and beam construction. The interior ramp to
the portal cafe maneuvers beams to give the user a focalized
direction.
Interior Ramp Vignette

104 ........
Renderings
Stratus 01
The first prototype will be located in District 01 (Tribeca, Civic

Center, Battery Park and the Financial District) in Lower Manhat-
tan. Within the gov’t, city hall district this place becomes where
you can learn about the city, pay for public services (i.e. parking
tickets, library fees, as well as have a meeting ground for the
public to commence their feelings/ problems about events or
speak up about certain issues. Also this is building acts as a large
scaled informative kiosk or ATM. The input, output exchange of
information would allow users to access local information or seek
out places to venture, through-out the city of NY.
The origination of the project revolved around kiosk design
and interaction because that was the only relevant connection
to how informational architecture can become integrated within
an environment. Also, data becomes an invigorating, communal
actor portraying Public Information Service Parks (PISP) as urban
interfaces. PISP’s focus on environmental factors that make in-
formation interactive, promote network opportunities, is inventive,
and becomes a nodal prototype.
..... 105
Exterior
Powdered Data
106 ........
The design incorporates a power generation system that utilizes
external antenna cabling for Wi-Fi communication to surrounding build-
ings. The cabling scales up existing facades. Information service parks
act as communicational hubs which disperse information aerially
(suspended structures that provide portal access via wireless tele-
communication networks).
..... 107
MetroCard Scenario of Digi Cube
108 ........
Digi Cubes
Offer a 10’x10’ room rental for multi-purpose use (i.e. classrooms or office space). Inside the cube there
are projection walls, a computer station and seating. Some of the cubes affix an office work station. The digi
cubes offer services such as buying Metrocards to access the subway and release congestion from the
ticket stations below. The digi cubes act as wayfinders throughout the site. One side of the cube displays a
graphic logo which acts as a navigator telling users which way City Hall, campus universities,etc.
..... 109
Interior
The portal login café is programmatically broken
down into two uses. The seating arrangements can
fluctuate depending on the need for privacy. The café
consists of platforms that can be raised or lowered ac-
cording to a pulley system. This creates multiple levels
of communication and allows users to experience the
login from a different perspective. This idea is similar to
“Dinner in the Sky”.
110 ........
http://www.aspsys.com/userfiles/image/apc-hotaisle1.jpg
The data center.
Input- Output Functioning.
The data storage center contains data on the two lower levels of
the Public Service Information Park. The data storage systems act
as stacked containers. The data center utilizes regular post and
beam construction. The raised floor provides air distribution and
utilizes the stacked air effect as a heating/cooling mechanism.
This air distribution system allows for hot air to rise, centralize in
the middle and then rise again to become released on the upper
levels’ offering a ventilated façade or “free cooled”, energy efficient
system. The centers’ broadband and service distribution is avail-
able on the upper level for portal café users and may be offered
strategically to buildings within the districts’ fifteen block radius.
..... 111
Sectional
Devise Ubiquity
112 ........
Model Exterior
The underground network
..... 113
The inter
This photo documents the angular character of the architecture along with one of the many
dusks experienced through the modern strip windows at NewSchool.
114 ........
Interior
The interior night lights. The interactive digital wall, as seen from
the lower level of the interior.
The hot and cold ‘containerized’ separations. Interior of Data Center.
..... 115
116 ........
Site Model
..... 117
118 ........
M.A.R.S. Wind Generators
Digi Cubes
Antenna
Smart Wrap PV Skin
..... 119
120 ........
5
skrameR
Virtue summed up...
..... 121
The La C ey Mentality EXPERIENTIAL
Photo Credit:
Gavin Studer
At the start of this thesis process, I intended to devise a 1 cognitive risk:

network of disembodied learning spaces derived from my
process. Given my initial intention, I did not know what the
spaces would look like. This intention did not work because it
created challenges in the translation to an actual space design.
From this challenge, I applied the idea of disembodiment to
information with the intention of developing an architecture for people use spaces.
data space.
The goal focused on demonstrating how a network of spaces
could distinctly convey certain information and ultimately drive
the architecture through the programmatic design. One main 3 order:
project objective involves the creation of a space that enhances organizational principles, and site forces.
the collaborative spreading of information and, at the same
time, mobilizes the creative integration of the information into
oneself creating a new knowledge building experience from
social connection. Information is abstract, however it can be
represented in physical form. With this in mind, I conceptualized
4 possession:
spaces provide motivation by integrating innovation, creativity,
technology, and collaboration.
a Rhizomatic Collaborative methodology through a process of
notation and drawing.
I requested students at the NewSchool write or draw some
type of information. There were no restrictions. The informa- 5 stimulate & change:
tion received at the school from each individual’s page was
deconstructed from its original form and reconstructed into a
new combined form to demonstrate a Rhizomatic Collabora-
tive process resulting in a new personal experience with the 6 heightened awareness / poetic impact:
information. The process occurring between the site, the col-
laboration and the information acts as a filter.
The filter process uniquely breaks the information down into
digital data pieces at different levels for each individual through 7 contact/ affiliation:
the interaction between abstract information delivered collabor-
atively at a physical site. Each person digests the informational
experience differently. Mobilized through collaboration, the data
8 retreat/ solitude:
122 ........
experience is taken in, like a breath, amongst Thesis was a period of transition. I went through
each step and becomes a ribbonized part of a few stages of ventured independence. Seclusion
our entire being. was necessary because the intensity of thought
The intention of this thesis is to question processing demanded solitude to help focus the
learning environments and provide a solution defining of the thesis project. Shutting off my phone,
for two main issues: restrictive environments becoming “MIA” from everyday typical communica-
and emerging problems related to the storage tion and activity was all part of my process required to
of digital information. The foundational ideas foster the bridging of the abstract conceptual ideas
revolved around a kiosk design to provide a into architecture. This past year has been intense.
current and relevant connection to informational There are no regrets for addressing such a difficult
service architecture that is integrated into an and theoretical topic. This thesis became an expres-
environment. Public Information Service Parks, sion for how complexity can become conceptually
as an urban interface, invigorate the community significant and ideological architecture.
through the delivery of interactive services and Post-graduation, I plan to continue development
education creating inventive network opportuni- of second and third phase design development and
ties as a nodal prototype. implementation strategy to complete the architectural
This project led me to transpose my knowl- expression of this highly conceptual project. I plan to
astructures, edge, creativity, persistence, and motivation pursue my Master of Science in Critical, Curatorial,
onto architectural practice and allows me to and Conceptual Practices in Architecture or Environ-
showcase my passion towards architectural mental Design.
tenacity that ultimately is my workshop of life.
Our footsteps symbolically trace our path and
my steps forward will involve critically theorizing
societal existence in relationship to architectural
potentials.
The past five years have been crucial to my ar-
chitectural development. I transferred to NewS-
chool in 2005 very naïve about the true nature
of architecture. I am an academically minded
individual. My third year architectural theory
course, taught by Alan Rosenblum, sparked my
depth of understanding and passion towards
uncovering the societal potential of architecture
through observation of self and others. Ques-
tioning is important to mobilize creative solution
generation. As my architectural development
progressed, I concentrated on development of
my process fourth year, and applied my process
in my fifth year.
..... 123
Rhizomatic
124 ........
c Collaboration
The concept of collaboration filtered through out my entire process as well as directing a large part of the
architectural design. The initial models and drawings incorporated the rhizomatic collaborative process with
my peers. The railings and front windows in the Public Information Service Parks physically demonstrate this
collaboration. A graphical wall design applied to the railings in the building consists of the visual representa-
tion of the art piece that resulted from the rhizomatic collaborative methodology discussed in Chapter 5’s
Lacey Mentality section. The random drawings offered an actual exercise in the application of the rhizomatic
process. The unstructured randomness of the data offers a collaborative “graffiti” type art that showcases the
actual process.
The exterior façade along Broadway Street, in New York City, presents interactive data walls. The walls act
as digital whiteboards and display information for the public view. The public can participate in this collabora-
tive art experience and the data of 5 people will be reorganized into a new artful data expression. The data
wall showcases the drawing with names and dates. The data walls change and rotate the different drawings
through out certain time frames. This encourages public engagement with the architecture. The data wall
demonstrates the “educational filter” process that occurs with the strategic integration of the site, collaboration
and data; the process is then directly and visually demonstrates on the building facade.
..... 125
126 ........
..... 127
128 ........
xidneppA
Support/ Documentation...
..... 129
The word stratus is derived from the horizontal formation of a ‘stratus” cloud found in our atmosphere. This
word relates to my thesis because my design proposal seeks to stratify information creating a cloud like
physical and sensory and educational, social experience for any person or users that comes within 15 blocks
of the site.
An Educational Filter
<< The Manhattan 12 Strati >>
<< Lacey Jane Hedegard >>
<< 2010 Undergraduate Dissertation - James Enos >>
This thesis proposes the design of prototypical learning spaces referred to as Public Information Service Parks strategically located in each of New York City’s
12 districts. This project offers a creative solution to two main problems. Firstly, the project addresses restrictive educational environments that decrease
learning potential and secondly the project addresses the emerging problems related to the storage of digital information. The Public Information Service
Parks serve the twofold purpose to house data on the lower level, and on the upper level, provide a collaborative learning space to mobilize experiential
information acquisition.
The Information Service Parks serve as an urban interface allowing users to access strategically unique information at each site. The Public Information
Service Parks are designed to encourage urban action through interaction. The architecturally designed data center and information network in the Service
Parks mobilize information acquisition as a service through an urban interface of ubiquitous information navigation within a ten block radius in New York
City. The Public Information Service Parks encourage strategic exploration of each districts unique environmental, social, financial and political issues and
facts. The site design is directed at demonstrating the connection of these 12 urban districts through an architectural plan that connects the structures
with designated walking paths and virtual information paths.
New York City offers 12 districts for prototypical learning space development with multiple University sites, dispersed all throughout the city, offering an
architectural placement within a strong urban context. The 12 districts sites offer civic use through the distribution of education as a service at the Public
Information Service Parks. Each district’s Park will house a unique category of information and service. For example, District 1, Tribeca, Civic Center, Battery
Park and the Financial District relates to government and economics. District 1’s Public Information Service Park will store and offer a wide range of data
on elected governmental officials, and the current issues affecting the public and the city. The Service Park can present information on available options
for individuals to get involved to help socially mobilize solutions through the collaborative learning site activities.
The educational filter concept links design ideas into a single purpose. The educational filter, an architectural solution, embraces the fact that data is
proliferating, that learning spaces lack collaboration and that communities need interfaces that activate participation, connection and action. As a locative
media project, the education filter design applied to Public Information Service Parks will ultimately facilitate social, cultural, and political interactions thus
providing a solution that mobilizes the participation and dispersion of data as a public service directed at building communities.
5’x5’x 4’ Site Model
130 ........
The Gala
June 18, 2010...
Final Presentation Boards for Gallery Exhibition.
Models displayed under 36”x120” strip
..... 131
Codes
Building Height:
Allowable building height- 3-4 stories = 65 feet max (Type II & III Construction).Allowable floor area for
Occupancy S- 7,500- 48,000 depending on type of construction.
(Type I- 48,000, Type IIa- 12,000 for 5 stories , Type IIb- 7,500 for 3 stories, Type IIIa- 7,500 for 4 stories,
Type IIIb- 7,500 for 3 stories)
Means of Egress:
Ramps- accessible egress requirement equals 1 unit vertical to 12 units horizontally, or an 8% slope. Other
pedestrian ramps shall not be steeper than 1 unit vertical to 8 units horizontal. (1:12 / 1:8) Clear ramp width
for mean of egress ramp is no less than 36”.
Exits-Required 2 exits by code for an occupant load of 1-500. Spaces with means of egress and access
in one exit shall not exceed the maximum occupant load of 30- 74 people.
Accessibility:
1108.3 Self-service storage facility- total spaces in facility 1-200, minimum number of required accessible
spaces is 5%, but not less than 1.
Uses/ Occupancies
Project has mixed-use occupancies.
A: Assembly- gathering together of people for specific purposes such as civic, social, religious functions,
recreation, food or drink, etc. occupied by 75 people or more for educational or instructional purposes.
B: Business- building or structure that provides for service-type transactions for conducting public or civic
services, including incidental storage of records and accounts and limited incidentals of stocks or goods
for office use or such purposes. EDUCATIONAL OCCUPANCIES ABOVE 12TH GRADE, ELECTRONIC
DATA PROCESSING, TELEPHONE EXCHANGES, library services not specified in E (EDUCATIONAL OC-
CUPANCY).
Special Use/ Occupancies

S: Storage- the use of a building or structure for storage, such as warehouses, storage rooms, freight
depots and distribution centers, when not classified as hazardous.
U: Utility- not classified by any specific occupancy group (typ. Data/ information center)
Access
132 ........
Costs
A: Substructure:
% of total cost Cost per S.F. Total Cost
2.8% $9.90 $99,000

A1010 Foundations $3.05 $30,500
A1030 Slab on Grade $2.30
$23,000
A2020 Found. Walls $4.45 $44,500
B: Shell:
26.2% $93.05 $930,500
B1020 Roof Construction $3.50 $35,000
B2010 Exterior Walls $80.15 $801,500
B2020 Exterior Windows $3.45 $34,500
B2030 Exterior Doors $1.25 $12,500
B3010 Roof Coverings $4.45
$44,500
B3020 Roof Openings $0.25 $2,500
C: Interiors:
10.1% $35.80 $358,000
C1010 Partitions $8.55 $85,500
C1020 Interior Doors $2.25 $22,500
C1030 Fittings $0.55 $5,500
C3010 Wall Finishes $7.35 $73,500
C3020 Floor Finishes $7.30 $73,000
C3020 Ceiling Finishes $9.80
$98,000
D: Plumbing:
60.3% $214.05 $2,140,500
D2010 Plumbing Fixtures $4.45 $44,500
D2020 Domestic Water Distribution $0.70 $7,000
D2040 Rain Water Drainage $1.25 $12,500
D3010 Energy Supply $7.40 $74,000
D3020 Heat Generating Systems $9.00 $90,000
D3030 Cooling Generating Systems $9.85 $98,500
D3090 Other HVAC Systems/ Equip $81.85 $818,500
D4010 Sprinklers $4.95 $49,500
..... 133
D4020 Standpipes $0.70 $7,000
D5010 Electrical Service/ Distribution $5.70 $57,000
D5020 Lighting / Branch Wiring $23.25 $232,500
D5030 Communications / Security $48.10 $481,000
D5090 Other Electrical Systems $16.85 $168,500
E: Electrical & Furnishings:

0.0% $0.00 $0
F: Special Construction:
0.6% $2.25 $22,500
F1020 Integrated Construction $2.25 $22,500
SUBTOTAL 100.0% $355.05 $3,550,500
Contractor Fees
(GC, Overhead, Profit) 25.0% $88.75 $887,500
Architectural Fees 7.0% $31.05 $310,500
User Fees 5.0% $23.75 $237,500
Total Costs $498.60 $4,986,000
Location Contingency
New York 1.33%
These figures are based from a 2007 U.S. Department of Treasury Report, that imposes
data warehousing files for banks and help to prevent fraud. This graph breaks down the
fees for the actual data system. These costs would allow for “a system to handle data
management while providing access to users through an interface that integrates the
data.”
134 ........
Terminology
Access: the proximal 10-15 block radius within the Data Storage: an observatory for digital information to
specified district/ stratus. house digital records, files, etc.
Aerial: an antenna suspended and protruding into air Digi Cube: 10’ x 10’ possible multi-purpose rooms
space. (classrooms, offices, etc.) and they are available to
rent, and creating revenues for the city.
Antenna: transmitting façade appendages that send
information digitally through wireless frequency (radio/ Dispersion: the spreading of information; diaspora of
airwaves) information.
Cable: electronic wiring signaling when to send mes- District: areas; city neighborhood; community.
sages; structural fasteners; steel strands woven and
braided together for structural support. Educational Filter: an architectural solution that
embraces the fact that data is proliferating and that
learning spaces lack collaboration and communities
Cellular Filter: See Macrophage need interfaces that activate participation, connec-
tion and action.
Collaborative Knowledge: an approach to learning
that enables teamwork. Existential: free, open space, living within the mo-
ment.
Consciousness: defines a person as conscious if
there is ‘an awareness in the state of being and if Experiential: emotional connections or desire.
there is an accurate and chronologic awareness with
the self and environment’ (Bloom, et al., 2003). Filter: strategically dividing information available at
each Information Service Park into district categories.
Data: facts, figures, information; Also See Information
Fragment: a singular element or piece.
Data Center:the dispersion of information strategically
to mobilize interactive learning, as well as, decreas- Futuristic: ahead of its time; a vision sought in the
ing data pile up and trafficking that will ultimately slow future because the technology is not yet available.
bandwidth speed and create information access
challenges. Identity: an investigation of one’s self interests.
Data Warehouse: a bank of information, depository
Information: environmental, social, financial and politi-
cal issues and facts.
..... 135
Network: global connection and communication.
Information Service Park: serve as urban interfaces
allowing users to access strategically unique informa- Perceptual Sensorium: emotional content of experi-
tion at each site. This is to encourage urban action ence related to conscious subjectivities.
through interaction and allows information to become Phenomenology: personal cognitive awareness of
mobile through an acquisition service on a ubiquitous the physical environment (Auburn & Barnes, 2006). It
navigational device. The information is available within is also the multifaceted dimensions of an unparalleled
a ten to fifteen block radius. event (Manzo, 2005).
Interaction: face to face communication, a connec- Place Attachment: emotional desire or feeling to a
tion. certain place.
Knowledge: is the actual location of identifiable Place identity: the physicality of location and is the
natural components, within the physical environment poignant actualization of an individuals’ perception
(Rogan, et al., 2005). with the natural environment (Rogan, et al., 2005).
Locative: relative location. Portal: a website that would require users to create a
username and password in order to access district
Locative Media: information is available only within information.
certain locations.
Public Information Service Park: (PISP) See Informa-
Login: required user name and passcode to access tion Service Park
the districts’ information.
Prototype: an early rendition; model or example.
Macrophage: an immune response that releases
other cells to disembody viral infections. With the Place: defines a get-a-way, it is a place to reflect on
digestion of the viral information, the macrophage one’s thoughts, and is the rejuvenator of life.
learns and integrates this knowledge with the spread
of new information into the body’s overall immune Rhizome: Biologically a rhizome is a natural process
system enhancing the capacity for growth and and is defined as a type of grass or root that has
survival. no ‘one’ direction. The theoretical definition states a
rhizome as the un-definable, a point cannot stand
Memory: enables people to identify with a place in alone, and a point is networked to many other
the past, while merging with the present (Manzo, points, which essentially become their own lines.
2005). The rhizome is constantly changing. It may change
direction, striation, or tracing. It is a spontaneous
NanoVent: an exterior building skin that generates map always fluctuating (Deleuze & Guattari, 1987).
power through wind revolution.
136 ........
Rhizomatic Collaboration: random participation from future; the here and now moment.
the public to produce a desired effect.
Timeless: defines systematic processes of lost or-
Ribbonized:layers of information relative to physical, ders within a spatial continuum.
social, sensory, activation, action and metaphoric
paths. Ubiquitous: omnipresent; an everyday norm; com-
Sense of Place:the identified order of location where mon; integrated.
the cognition and emotions relate (Rogan, et al, Ubiquitous Computing Device: an everyday techno-
2005). Auburn and Barnes (2006) concur but in logical item such a Blackberry, Droid, iPhone, iPad,
regards to one’s self. iPod, etc.
Smart Device: portable or mobile computerized Unconscious: a way to abate time. The unconscious
device that has the capability to access and use is the frozen memories of where time ceases to exist.
wireless networks; i.e. Blackberry, Droid, iPhone,
iPad, iPod, etc.) Urban Interface:an educative space that operates
through the promotion of social exchanges.
SmartWrap: a thin film that stores power by the use
of the embedded solar PV cells and battery packs. Wireless Local Area Networks: (WLAN) a no wire
needed connection between computers and either
Straus: the horizontal formation of a ‘stratus” cloud other computers or devices (i.e. smartphones). Also
found in our atmosphere. To stratify information See Wi-Fi
means creating a cloud of physical, sensory, edu-
cational, and social experiences for any person or Wi-Fi: the transfer of information through wireless
users that comes within 15 blocks of the site. infrastructure to integrate technology within
the environment.
Technology: the transmission of digital information,
when information is received it displays the core of
existence for that space. Technology impacts com-
munication (Cormier, 2008).
Telecommunication: 1. the systematics of transmit-

ting messages. 2. “the science and technology of
sending and receiving information such as sound,
visual images, or computer data over long distances
through the use of electrical, radio, or light signals,
using electronic devices to encode and decode the
information as signals” (TheFreedictionary.com).
Time: the expression with the past, present, and
..... 137
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142 ........
Index
A H Q
Abstract 11
Access 86
Acknowledgements 6, 7 I R
Activity 99 Information 71 Remarks 119
Adjacencies 42 Landfill 70 Renderings 101
Appendix 127 Information Service Park 72, 73, 84 Exterior 102
Introduction 9 Interior 104, 105
Rhizomatic Collaboration 122, 123
B Rhizome 19
J Ribbonize.
C See Naja & de Ostos
Codes 128 K S
Collaborative Learning 18, 29. Knowledge Schematics 83, 95
See Rhizomatic Collaboration Acquisition 19 Sections 93, 95
Space 43 Service 116
Competition. L Site Analysis 53, 54, 55
See Metropolis Magazine Lacey Mentality 120, 121 Site Requirements 56
Conclusion 119 Lebbeus Woods 35 Spatial 50
Context 53, 57, 60 Locative Media 72 Stratus 101
Costs 129, 130 Structure 107
Critical Position 12, 13, 14 Structured Space 43
M Sun Microsystems 38
Macrophage 21, 22
D Synthesis 17
Master Plan 87
Data Systems 96
MetaDiagram 62, 63
Modular Data Centers 38, 75 Metropolis Magazine 75, 76
Warehouse 39 Models T
Dedication 5 Sectional 108, 109, 110, 111 Telescopic Information 45
Design 65 Site 113, 115 Terms 131, 132, 133
Digi Cubes 106 The Hanging Cemetery of Baghdad 36
Disease.
See Macrophage N
District 72, 101 Naja & de Ostos 36 U
Network 60 Urban Interface 76
Scenarios 85 New York 54, 58, 60
E V
Education O Virus 21, 22, 25
Environment 19
Pedagogies 31 P W
Satellites 43, 72 Perceptual Sensorium 46, 47
Thermometer 40 Perry Kulper 33
Zones 49, 72 PISP. See Information Service Park X
Elevations 90, 91, 92 Place 20
Experientials 41, 49 Precedents 29
“Pre”Search 27
Y
F Process 8, 67, 69
Floorplans 88 Program 41 Z
Model 45 Zones 73, 99
Project Blackbox 38
G Prototypes 79, 80, 81, 82
..... 143
144 ........
Thank you for participating in the collaborative nature of this thesis.
..... 145
Meta - DATA

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FINAL BOOK 2.

indd 1 6/15/2010 4:14:11 AM

FINAL BOOK 2.indd 2 6/15/2010 4:14:11 AM

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FINAL BOOK 2.indd 3 6/15/2010 4:14:11 AM

Lacey Jane Hedegard

A thesis relegated to the Undergraduate Faculty of the NewSchool of Architecture

Copyright © 2010 First Edition

gnicudortnI An Educational Filter...

...the design of the world.”

Acquired from Source: (Opposite)

placed datacenters facilitate disbursing information gogy?

Montessori Adapted by Source:

PAOLO SOLERI Bauhaus Taliesin

FRANK LLOYD WRIGHT Facebook

Point Cloud Diagram:

Aims to “spread a strong idea of childhood, promote study, research,

STEINER - Waldorf: Austrian

“Fosters an integrated multisensorial approach to learn-

Learn by thinking and making. This is an individual process that focuses on

EDUCATIONAL PEDAGOGIES BAUHAUS: German

The School was founded in 1919, in Weimar, Germany by Walter

FRANK LLOYD WRIGHT

Adapted from Source: Google

Adapted from Source:

Source: Perry Kulper

High House: Published on LW Blog February 23, 2010

Adapted from Source: http://lebbeuswoods.wordpress.com/2010/02/23/high-houses/

Adapted from Source:

Adapted from Source:

*margorP Project Guidelines...

*Note: subject to change depending on context and prototypical conditions.

1 This project design is intended to offer:

The overlap of these intrinsic qualities of the space and design

1. Develop nodal zones that increase student awareness of knowledge/ education.

VISUAL: HEAR: INFORMATION TOUCH: FEEL OLFACTORY: SMELL GUSTATION: TASTE

5 stimulate & change:

PUBLIC REGIONAL DESIGN MATERIALS/ CONSTRUCTION: 8 retreat/ solitude:

This regionally would enable students to communicate with other

URBAN (CITY FABRIC) LAND USE/ SITE ECOLOGY:

PERCEPTUAL SUSTAINABLE DESIGN: BIOCLIMATIC DESIGN:

FINAL BOOK 2.indd 49

An open or closed space?

how do you interact with space?

do multiple experiences affect the interaction?

VISUAL: HEAR: INFORMATION TOUCH: FEEL OLFACTORY: SMELL GUSTATION

environmental contextual perceptions based on the 5-7 senses.

PRIVATE implantation of rhizomatic structure within two to three localized

This regionally would enable students to communicate with other

URBAN (CITY FABRIC) LAND USE/ SITE E

INSTITUTIONAL (COLLEGIATE FABRIC) contextual correlation with e

“a form of design that minimizes environmentally destructive impacts by

PERCEPTUAL SUSTAINABLE DESIGN:

Experiential + Perceptual = Spatial

5 stimulate & change:

DISPLAYS 7 contact/ affiliation:

MATERIALS/ CONSTRUCTION: 8 retreat/ solitude:

contextual correlation with existing infrastructure and SPATIAL

ESIGN: BIOCLIMATIC DESIGN:

Size/ Area: 10-15 block radius in New York City.

-rest rooms (M/W) -informational displays

IInterior/ Exterior Relationships: Typical: inside/ out