Anderson Hall program : design considerations

    Front Cover
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    Title Page
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    Acknowledgement
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    Table of Contents
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    Reference
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ACKNOWL~aEDEEDGEMENTS









Gary Koepke, University Physical Planning Consultant
Gordon Nuce, Occupational Health Safety Inspector, University of Florida
Hersch~el Shepard, Architect, Jacksonville, Florida
OliveWaugh, Secretary, English Department, University of Florida
Neil Webb, Associate Director University Physical Planning
George~ Wilk~erson, Vice President of Development and Alumni Affairs






TABLE OF CONTENTS




Title ................................................*****--**************** 1

Acknowledgements ............................................................ 2

Table of Contents ........................................................... 3




The Anderson Hall Program The Problem ..................................... 7

The Problem ........................................................***----** 8

Establishment of Feasibility ................................................ 9

figure 1 Possible Adaptive Use Buildings ................................... 11

figure 2 Potential and Existing Student Services Locations ................. 12

figure 3 Potential Student Services Locations .............................. 13

Preliminary Conclusion I .................................................... 14




The Anderson Hall Program The Abstract ..................................... 15

Regional History ............................................................ 16

figure 4 Alachua County ............................................----****-17

figure 5 Gainesville and the Location of the University of Florida ......... 18

University of FTorida History ............................................... 19

Campus History .............................................................. 20

figure 6 1905 Campus Plan .................................................. 23

figure 7 1920 Campus Plan .................................................. 24





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figure 8 1930 Campus Plan ................................................... 25

Anderson Hall History ........................................................ 26

Preliminary Conclusion II .................................................... 28

The Anderson Hall Program The Essence ...................................... 29

Admissions and Registrars Office Complex ..................................... 30

Functional Needs Admissions ................................................ 33

Functional Matrix Admissions ............................................... 38

Functional Needs Registrar ................................................. 39

Functional Matrix Registrar ................................................ 45


Design Criteria Anderson Hall ............................................... 46

Design Criteria Campus Data Present Conditions ............................. 68

figure 9 The Main Campus of the University .................................. 69

figure 10 Center of the Main Campus ......................................... 70

figure 11 10 Highest Activity areas on the Main Campus ...................... 71

figure 12 3 Contiguous Areas of Class/Work Activities ....................... 72

figure 13 Classroom areas and Density of Activity ........................... 73

figure 14 Major Student Work Zones .......................................... 74

figure 15 Major Destination Zones of Student Access Trips ................... 75

figure 16 10 Minute Walking Circles ......................................... 76

figure 17 Intra Campus Trip Origin/Destination Zones ........................ 77


figure 18 High Activity Exterior Spaces ..................................... 78





figure 19

figure 20

figure 21

figure 22

figure 23

figure 24

figure 25

figure 26

figure 27

figure 28

figure 29

References


Open Space System .......................................... ......

1947 Campus Land Use ....................................... .... .

1956 Campus Plan Revision .................................. .... .

1958 Long Range Campus Plan ..................................... .

1968 Campus Land Use Plan .........................................

Directions of Campus Expansion ....................................

Existing Parking Areas, Vicinity of the Main Campus ..... .........

Proposed Auto Access of Parking System ............................

Existing Pedestrian/Bike Traffic ..................................

Transportation Systems Proposal of 1975 ...........................

Proposed Loop Road and 3 Main Campuses ............................

...................................................................





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THE PROBLEM



The Problem

The research, documentation, analysis and justification of the adaptive re-use
and rehabilitation of the Anderson Hall structure on the University of Florida campus,
Gainesville, Florida.
This project has been systematically approached in a three phase process.
The first phase consisted of a detailed documentation of Anderson Hall, done during the
Spring Quarter of 1977. The three volumes of information produced by that study will
be used throughout the remainder of this project. The second phase, Fall Quarter of
1977, is the analysis of data, justification of the rehabilitation (fesaibility)
programming of a new function for the old structure, and preliminary design considerations.
The third phase, Winter Quarter of 1978, will be the production of a design solution
as a final proposal.
Recognizing the importance of Anderson Hall to the University of Florida campus,
in terms of its historic, aesthetic, vocational, mechanical and functional assets, is
but the first step of the process which will allow a rational decision to be made toward
the structure. It is hoped that this program, in addition to the three volume maintenance
study and the design solution to follow, will be a useful tool in the decision making
process.





ESTABLISHMENT OF FEASIBILITY



Establishment of Feasibility

In a memorandum from Art Sandeen, Vice President for Student Affairs, to
Steve Wilkerson, Vice President of Development and Alumni Affairs, dated January
2, 1974, the feasibility of establishing a Student Services Facility, or Student
Service Facilities, was discussed.
There are basically three areas which establish feasibility for a
facility, or group of facilities, for Student Services. First is the concept
that the student services at this time lack a sense of cohesive identity to the
students because of their scattered locations. Second is the fact that all of
the Student Services involved are operating in less than adequate space. And third
is the poor quality of the space in which they are presently operating, assuming that
it could be expanded.
The following map shows the locations of the existing services (Tigert
Hall, Temporary building E, Temporary building AE, the Arts and Sciences Building,
the Reitz Union, Little Hall, and 1510 West University Avenue). Being as scattered
as these facilities are, it is not hard to understand why they have no collective
identity. This identity is important to the way the student perceives the services.
As it is, the average student may be aware of a few of the services, but they do
not present a strong image to him, and if a helping service does not present a
strong image it looses some of its effectiveness.
On the other hand, a strong identity is like a "vote of confidence"
to the student. It shows that the University as a whole has made a strong commitment
to the student. Not only do the services gain a more effective image, but the
students who do not need any particular services are aware that the University
is concerned. Therefore, it is not only good for those students who need help, and
we all do at one time or another, but the University as a whole gaines credibility
for its claims to being concerned for the students living university life.
One has to remember, however, that a collective identity does not
necessarily mean that all of the services are alike. Each service has its own








identity as well and this should be brought out even more if all of the services
are located in one facility so that the student can remain aware of the total
cross-section of services available to him. It is the collective location that
will give the student services their identity as a group.
The average office, related to Student Services, is currently working in
approximately 43% of the space that it needs, and this fact alone points out the
less than adequate spatial conditions in which these units are operating. Add to
that the comparisons between gross and net square foot figures and the facts
become even stronger.
All of the existing offices are in buildings that either were not
originally meant for their type of activity, were designed for a much smaller
student community, or both. The atmosphere of Tigert Hall is hardly what could be
considered conductive to a meaningful relationship between students and administration.
In the recent past the administration has been accumulating a stigma. Students feel
that the administration is working against them. Therefore, being located in Tigert
Hall is a severe handicap to any student service. To a clinic in which discretion
and privacy are the keys to success, having pedestrian traffic outside the windows
during therapy is deadly, yet this is the case with the Psychology and Vocational
Counseling Center in Little Hall.
The list is practically endless. Every student service on this campus
is located in space with these kinds of problems. This complicates the already
existing problem of lack of space. It means that even if the existing space could
be expanded to meet the needs of the crowded facilities it would not solve the
problem. The quality and location must be made to work with the office rather than
against it.
It is for these reasons, lack of collective identity, lack of space,
and the poor quality of the existing space, that the recommendation for a new,
central facility for student services has been made.





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PRELIMINARY CONCLUSION 1


The University of Florida is currently faced with the problem of improving both
the image and functioning of its division of Student Services. At the present time, these
services are located all across the campus with no thread of continuity to unite them.
The Anderson Hall structure has been considered as a possible alternative for locating specific
student services. Referring to the Maintenance Report on Anderson Hall, it can be seen
that the building is indeed in fine physical condition, although it has recently fallen
into disrepair. Student Services would be a viable new function to insert into the building,
as office functions were originally housed in the structure.
Anderson Hall, Peabody Hall, Flint Hall, and Floyd Hall, four buildings of the
original campus plan, define the four corners of the major open space on campus, the
Plaza of the Americas. In conjunction with one another, reused as Student Services facilities,
these structures have the potential to solve the major functional problems of the Student
Services program, specifically, 1) the lack of a cohesive identity 2) less than adequate
space, by 57% 3) poor quality of the existing space. Further study of Anderson Hall as a
main element of the University of Florida campus and the specific functions it could
potentially contain follow.




TH-E BANDaERSON H-ALLdb PROGRAMt ~





REGIONAL HISTORY



Regional History

The area which is now known as Gainesville was part of the Potano Province
when the Spanish explorer DeSoto marched through the area in 1539. The area was
given the name "Alachua" by the Creek Indians who took possession of the territory
upon the English acquisition of Florida in 1763.
The land upon which the city of Gainesville is situated is part of a
grant of 289,645 acres from the King of Spain to Don Fernando de la Mata Arredondo
and son, merchants of Havana, Cuba. The Arredondo Grant, dated December 22, 1817,
takes as a center point a Seminole Indian Village called "Alachua". The Arredondo
Grant was made void when Florida became a territory of the United States by
treaty with Spain on February 22, 1819.
A sufficient number of settlers from Georgia, Alabama, and the Carolinas
had arrived in Florida by the annexation of Florida to the United States in 1821 to
give the area territorial status. Florida's counties were divided and sub-divided
as the population increased. Finally, in 1824, the county of Alachua was created out
of what was once a part of St. Johns County.
Micanopy, an Indian Village, was the first settlement in the area.
Newnansville, on the East shore of Newnan's Lake, was the first white settlement.
The town of Hogtown Creek developed later around the area which is now downtown
Gainesville. A railroad connecting Cedar Key and Fernandina Beach was built through
Hogtown Creek in the second quarter of the nineteenth century.
On September 6, 1854, the County Commissioners of Alachua County provided
for planting and founding of a county seat to be named Gainesville in what was
formerly known as Hogtown Creek. No reason is known for the selection of the name,
but it is said that the town was named in honor of General Gaines, a Revolutionary
War hero who was the captor of Aaron Burr.
Gainesville is now what is known as a college town and the University of
Florida is probably the greatest single factor contributing to the growth and economy
of the city.




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UNIVERSITY OF FLORIDA HISTORY


History of the University of Florida

In 1860, the Morill Land Act granted each state 80,000 acres of public
land for each senator and representative it had in Congress at the time. States
that lacked public lands were to receive land script titles to Federal land that
could then be sold to private persons. Proceeds were to be used for educational
purposes which included the support and maintenance of at least one college.
The govorner of Florida decided to establish an agricultural college due
to the state's large agricultural economy and rural population. The college was
to be centrally located in the state and not less than 100 acres secured for the
college's use.
Florida's first state supported institution was established in 1853
and by 1905 there were eight state supported institutions. When public funds for
the support of all these institutions were becoming inadequate, Dr. Henry
Buckman was appointed in 1905 to make a study and recommend a solution. He proposed
that six of the eight institutions be amalgamated into two schools. One school
became the "Florida Female College" which was located in Tallahassee and the other
became the "University of Florida, of the state of Florida" for men and was
located in Gainesville.
In 1909.the State Legislature changed the names of the colleges from
the "Florida Female College" to'Florida State College for Women" and from the "University
Of the State of Florida" to the "University of Florida".





CAMPUS HISTORY



Campus History

The original campus plan for the University of Florida dates back to
1906 when P.K. Young, chairman of the State Board of Control conceived what
he thought should be the campus plan. The focal point of this plan was the area
where two curvelinear roads intersecting the campus passed closest to each other.
In this area was to be erected the main administration building.
The plan was a consistent whole enhanced by a certain style of architecture
and by certain limits to heights and proportions of buildings. With Younge's influence,
the style chosen for the campus was Tudor Gothic, a style which was more flexible
in allowing a variety in treatments for the many different buildings but still
retaining a general atmosphere of harmony as well as providing for monumental landmarks
around the campus which were to reinforce the sense of place. The Gothic allowed
for freedom in admitting the varying sizes of rooms housed in the same building,
such as classrooms and laboratories, and for the great amount of light penetration
these spaces needed. During this time a strong tendency was being built-up favoring
the Tudor Gothic for collegiate, school, and other institutional establishments.
By using this particular styTe of architecture, the University of Florida could
also relate itself to the more prominent colleges and institutions of higher learning
across the country, thus giving this campus a truly academic atmosphere.
As the campus plan evolved the proposed administrative building did not
materialize and the area was decided to be left as green space. The 1920 plan retained
many of the features of the Earlier plan, with the main north-south axis of the campus
running through the Targe opEn court facing University Avenue. This court was very
large, nearly 500 feet X 1000 feet in size. It still retained the curved roadways.
The central open space of the campus was to become known as the Plaza
of the Americas and was developed by the 01mstead Brothers as per their planting plan
of 1927 for the Main Quadrangle. The portion of the curved driveway that ran through
the Plaza at the north end was eliminated. Provisions for the part of the opposite
driveway which just bordered the Plaza at its southern edge were made so as to
straighten it.


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The Plaza was further defined by the buildings on its periphery. At
the northeast corner stood the Language Hall. (Anderson Hall) South of it was
the Library, with the Teachers College at the southeast corner. (Peabody Hall)
Just opposite the Teachers College at the Plaza's southwest corner was the
Agriculture College. (Floyd Hall) The northwest corner was the site of the Science
College. (Flint Hall.

By 1930 the plan developed by Rudolph Weaver, the University's new
architect, eliminated the curved roadways intersecting the campus and coordinated
the streets bordering the campus by means of minor campus thoroughfares. At the
same time, it eliminated the dangerous "five points" shown on the 1920 plan at
the intersection of University Avenue and ninth street. (now thirteenth street)
However, in the last three decades there has been a shift away from
the Plaza area, and the far perimeters of campus have been developed to accommodate
the expansion of the University. Previous to this recent development, the concept
in campus planning was to compact the students in an area and bring the instructors
to them, thus reducing the area to be transferred by the students between classes and
reducing the amount of traffic around campus.
Prior to the 1971 planning study, a new Department of Physical Planning
was established in 1966. The land use study of 1968 appears to have been the
preliminary analysis which lead to the development of a new University of Florida
Master Plan in 1971.
This Master Plan was built upon seven basic premises:

1) The automobile is a necessary form of transportation external to campus.
2) The "walking person" should dictate the scale of the campus.
3) Open Space pedestrian malls should be maintained in the interior
of the campus and not built upon.
4) Future building technologies should be taken advantage of.
5) Instructional and research programs, and thus facilities to
serve them will continue to expand.




6) Existing natural and human barriers to expansion must be recognized
and addressed. These include: Lake Alice, University Avenue,
Thirteenth Street, Archer Road, and Thirty fourth street.
7) Certain functions need to be grouped in physical proximity for
productive pursuit of program goals.
The most recent idea in campus planning at the University of Florida is to
return to the concepts mentioned above for the reason that the transportation around
campus has become time consuming and the roads choked by the amount of people
moving around. For this reason, the inner campus is being planned as the classroom
section while all support and service facilities will be placed at the perimeter.
This re-thinking of the campus plan will serve to:

1) Relate all service and support systems to each other, at least
in the sense that they will all be located at the perimeter of
of the campus, rather than randomly dispersed within.
2) Aid in getting all classroom facilities within a ten minute
walking radius of each other, thereby speeding up the process
of obtaining a totally pedestrian oriented campus.
3) Limit the need for vehicular access (other than service and
emergency) to the periphery of the campus.




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ANDERSON HALL HISTORY



History of Anderson Hall

From his work on the earliest development of the campus plan in 1906
with P.K. Younger, William A. Edwards of Atlanta, Georgia, was the principal architect
for the University of Florida. Edwards took on a partner in 1914, a Mr Sayward, with
his increased work on the campus. The primary contractors were Hollady and Grouse.
Anderson Hall, originally the Language and Arts building, was in a group
of buildings that were built in 1912 as the core of the campus. Along with Anderson
these included Peabody Hall, which was the Teaching College, Floyd Hall, which was
the Agricultural College, and Flint Hall, which was the Science College.
Named for James Nesbitt Anderson, professor of Latin and Greek and dean
of the College of Arts and Sciences, and first dean of the Graduate School, Anderson
Hall was built in 1912 as a classroom building. The Departments of History,
Mathematics, English, and Languages mainly utilized the building, which was first
known as Language Hall. It was also used for various administrative purposes, and
the Graduate School and the Registrar had offices there. On the first floor, in
the northwest corner, was the presidents office which was used by President A.A.
Murphree, Acting President James Farr, President John J. Tigert, Acting President
Harold Hume, and President J. Hillis Miller. After construction of Tigert Hall,
this office was used for the College of Arts and Sciences. The first University
literary and debating societies met in this building and it housed the Young Men's
Christian Association. During World War I the YMCA was moved into a temporary
structure and then to the second floor of Florida Union.
The architect for Anderson Hall was William A. Edwards of Atlanta, the
first campus architect. He designed a number ,of important campus buildings throughout
the southeast, including several which are on the National Register. He was the
architect for the Hotel Thomas here in Gainesville, and important structures on the
campuses of Florida Agricultural and Mechanical University, Florida State University,
and the Florida School for the Deaf and Blind. The contractor was Holladay and Grouse
of Greensborough, North Carolina. Work began in the late summer of 1912, and the
building was complete in September 1913. It immediately became a focal point on the
campus. It helps to set the architectural tone to anyone passing the University on


26~




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West University Avenue. It gives the Florida campus individuality from other Florida
colleges, and it is one of the few buildings which projects the University's
image and architecture to the surrounding community.
Anderson Hall was designed in the Collegiate Gothic style. It is an
unusual example of that style, being only loosely tied to the prototype through
its parapet and gables. Collegiate Gothic was a popular design style at the time
that Anderson Hall was constructed. It was approved by the Board of Control for
the University of Florida's buildings because it was felt that it could be added
to in an irregular fashion without destroying the lines of the original design.
The style of Anderson Hall itself shows the transition from earlier University
of Florida classroom buildings which William Edwards designed, like Newell and
Flint Halls, to the later style of Floyd and Peabody. Anderson retains the parapet
of the original Gothic style, but it also has finials at the gable points which
the other buildings lacked. Thus Anderson Hall is a very rare building.





PRELIMINARY CONCLUS ON 2




The elements of this report which led to this conclusion deal with Anderson Hall
as an element within the overall building scheme of the University of Florida. It has
been shown that Anderson is a special building. Its history relates it to a prominent
architect, a campus plan, other structures in Gainesville and other structures within
the state University System on other campuses.
Anderson Hall occupies a prominent site on this campus, has done so for 65 years,
and has done so with dignity. It now has the opportunity to give itself over to a new
set of functions which will allow the building to continue to serve with dignity in its
prominent location.
The crux of the matter comes down to the following; Anderson Hall has been, throughout
its life, historically important to the University campus. This is a colorful addition to
the university community, as it exists today, and steps should be taken to preserve this
important, existing element of campus life. It is felt that the importance of Anderson Hall
is so great, that an extreme effort should be made to retain it. If financially the
building's renovation is on the borderline, then Anderson Hall must definitely be given the
benefit of the doubt, so to speak. The structure is just too important to be considered as
simply another campus building.


283




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ADMISSIONS AND REGISTRAR OFFICE COMPLEX



THE OFFICE OF ADMISSIONS AND REGISTRAR

The Admissions Office is located in Tigert Hall on the first floor and the
Office of the Registrar is primarily located in the basement. Although these departments
have distinctive functions, they maintain close contact and are generally considered
two branches of the same body. For this reason, they will be discussed simultaneously.
Together these two offices occupy a total of 14,690 A.S.F., all of which is located
in Tigert Hall with the exception of storage areas in Little Hall and building
E. In general, their location to each other and within the University community is
good. The Admissions Office is readily accessible to the public at Targe and the
Registrar is accessible to the majority of students and faculty. The significant
problem is space. Both offices have inadequate space and the quality of the space
inhibits efficient operation. Following is a spatial breakdown, in terms of function,
for both the Admissions Office and the Office of the Registrar.

THE OFFICE OF ADMISSIONS AND REGISTRAR

OFFICE COMPLEX

The Dean of Admissions and Registrar is responsible for the function of both the
Admission's office and the Registrar's office. His office suite should be centrally located with
its own entrance as well as access from the reception areas of each of the other office divisions.
The Registrar's office should be designed with the main file and information section
as the center. All of the various divisions, clerical and administrative, should be grouped
around this area, with direct access to it. There are basically nine divisions to be included
in this arrangement. They are:
Student Personne7
Catalog Mailing and Data Processing
Records Maintenance




Records Development
Readmissions
Transcripts
Administrative and Certification
Scheduling and Publication
Degrees and Doce
A description of what is involved in each section is included in the detailed
space breakdown.
There are basically six sections to the Admissions office. They are:
Director's Suite
Minority Admissions
Transfer Admissions Suite
Freshman Admissions Suite
Graduate and Professional Student
Admissions Suite
Core Area
The Director's Suite and the four admissions suites should all be arranged around the
secretary/receptionist area. The core area which consists of the typing pool, office service,
file storage, mailing room, and the staff Tounge should be centrally located (with respect to the
other sections), but away from the reception area.




THE OFFICE OF ADMISSIONS AND REGISTRAlR


Office of the Dean of Admissions and Registration

1) The Dean of Admissions and Registrar
The Dean's office should contain his desk and chair, a built-in bookshelf
and work-counter, and four extra chairs for visitors.
The Dean is responsible for the operation of the Registrar's office and
the Admissions office. His office should be directly related to the administrative
sections of each. It should also be directly accessible from his secretary/reception
area.

2) Secretary/Receptionist Area
This area will house the personal secretary/receptionists of the Dean
of Admissions and Registrar. The space must accommodate two secretarial stations,
each consisting of a secretarial desk and chair and a low storage cabinet.
The room should also contain four extra chairs for visitors.
This space should be directly accessible to the Dean's office and the
reception areas of the Registrar's office and the Admissions office.


32





FUNCTIONAL NEEDS ADMISSIONS



Office of Admissions

1) Director of Admissions
The Director's office should contain his desk and chair, a built-in
bookshelf with a work-counter, and four extra chairs for visitors.
This office should be directly related to the Assistant Director's office
and his secretarial staff. It should be closely related to the reception area
and the Admissions Supervisor's office.
2) Assistant Director
The Assistant Director's office should contain his desk and chair, a
built-in bookshelf with a work-counter, and four extra chairs for visitors.
This office should be directly related to the Director's office and
his secretarial staff. It should be closely related to the reception area
and the Admissions Supervisor's office.
3) Director's Secretarial Staff
This space will house the four secretaries that serve as the director's
receptionists and clerical staff. Each station should be supplied with a
secretarial desk and chair and a low cabinet for storing admissions and
other forms.
This space should be directly related to the Director and Assistant
Director's offices and the main reception area. It should be closely related
to the office files.




4) Reeto Spc


This space will house the main receptionist for the Office of Admissions.
This is the first space that students enter upon coming to the office. It
should contain a secretarial desk and chair and seating for twenty visitors
as well as two low tables for reading material.
This space should be directly related to the Director's suite and the
Admissions Supervisor's office.

5) Minority Admissions Supervisor
The Minority Admissions Supervisor's office should contain his desk and
chair, a built-in bookshelf with a work-counter, and two extra chairs for
visitors.
This office should be closely related to the main reception space and
the other Admissions Supervisors' offices.

6) Transfer Admissions Supervisor
The Transfer Admissions Supervisor's office should contain his desk and
chair, a built-in bookshelf with a work-counter, and two extra chairs for
visitors.
This office should be closely related to the Transfer Admissions clerical
space, the main reception space, and the other Admissions Supervisors'
offices.

7) Transfer Admissions Clerical Space
This space will house the four full-time secretaries and one student
assistant station responsible for the clerical and reception functions of the
Transfer Admissions section. Each station should be supplied with a secretarial
desk and chair. The space should also contain a work-counter, a six foot mail


3";:




file, and twro extra chairs for visitors.


This space should be closely related to the Transfer Admissions
Supervisor and closely related to the main reception area.
8) Freshman Adniissions Supervisor
The Freshman Admissions Supervisor's office should contain his desk and
chair, a built-in bookshelf with a work-counter, and four extra chairs for
visitors.
This office should be directly related to the Freshman Admissions clerical
space and closely related to the main reception area and the other admissions
Supervisors' offices.
9) Freshman Admissions Clerical Space
This space will house the three full-time secretaries and one student
assistant station responsible for the clerical and reception function of the
Freshman Admissions Section. Each station should be supplied with a secretarial
desk and chair. In addition, there should be space for a low cabinet storage
unit for forms and two extra chairs for visitors.

This space should be directly related to the Freshman Admissions
Supervisor's office and closely related to the main reception area.
10) Graduate and Professional Student Admissions Supervisor
This office should contain the Supervisors' desk and chair, a built-in
bookshelf with a work-counter, and three extra chairs for visitors.
The office should be directly related to the Graduate and Professional
Students Admissions clerical space and closely related to the main reception
area and the other Admissions Supervisors' offices.


35




Graduate and ProfessionalStdn AmssosCe ca Sp e


This space will house the two full-time secretaries responsible for
the reception and clerical function of the Graduate and Professional Student
Admissions section. Each station should be supplied with a secretarial desk
and chair. In addition, there should be a low storage cabinet with a work counter
on top for handling admissions forms.

This space should be directly related to the Graduate and Professional
Student Admissions Supery-sor and closely related to the main reception area.

Typing Pool
There are two sections within.the typing pool. One section is made
up of five secretarial stations. The other section is made up of two
computer terminals and associated work space. These two sections should be
separated and the computer sections should be accoustically treated.
The secretarial section should contain five secretarial desks with
chairs, a storage cabinet for stationary and supplies, and a work counter.
The computer section should contain two computer terminals and a work counter
for handling data printouts.

This is one of the clerical core spaces. It should be centrally located
with respect to all of the other clerical sections and directly related to the
file storage area.
Office Service

This area will contain a xerox and mimeograph copying machine. The
room should have a 220 volt outlet and several 110 volt outlets. It
should be closed off to reduce the amount of noise in the rest of the office.

This is another of the core areas. It should be centrally located
with respect to all of the clerical sections.


a3~





14 Fl Sorg


This space will contain all of the student applications used by the
Administration and Admissions Office. The room will contain 60 standard file
cabinets and two to four large metal storage cabinets for stationary and
other supplies.
This is the major core space of the Admissions Office. It should be
directly related to the clerical areas and the typing pool.

15) Mailing Room
This is where all admissions forms and other correspondence to or
from the Admissions office are handled. The space will contain a large
mailing machine, a desk for sorting mail, a fifteen foot work counter with
a mail file, and a four foor metal cabinet for supplies.
This is another major core area of the Admissions Office. It should
be closely related to the clerical offices and the typing pool.

16) Staff Lounge
This space should be in a private location for the use of the staff.
Kitchen facilities for preparation of coffee and other beverages should be
supplied as well as storage for other items.
There should be a table for four and seating around the room for the staff
to relax and carry on conversations during their breaks.
The lounge should be centrally located and closely related to the clerical
offices.




FUNTIOAL ATRIX -- -ADI~~f~"k~''SSI


2














16


FUNCTIONAL DIVISIONs
1 director of admissions
2 assistant director
3 director's secretarial staff
4 reception space
5 minority addmissions supervisor
6 transfer admissions supervisor
7 transfer admissions clerical space
8 freshman admissions supervisor
9 freshman admissions clerical space
10 graduate and professional students
admissions supervisor
11 graduate and professional students
clerical space
12 typing pool
13 office service
14 file storage
15 mailing room
16 staff lounge


1 j2


5i


11 12


3 1


Ei /7 (3 5 1()


13 1 1





FUNCTIONAL NEEDS REGISTRAR



Office of the Registrar
1) Director of Records and Registration
The Director's office should contain his desk and chair, a built-in
bookshelf, and two extra chairs for visitors. The Director is in charge of
the main files and records maintenance. His office should be directly related
to those areas for which he is responsible.

2) Assistant Registrar's Office
The Assistant Registrar is responsible for the student files, student
personnel, and the catalog mailing and data processing. His office should
contain his desk and chair, a built-in bookshelf, two extra chairs for visitors,
and should be closely related to those sections for which he is responsible.

3) Clerical Space
This is the clerical space for the main student files. This space will
contain 16 clerks. Each station should be supplied with a secretarial desk
and chair.
These clerks operate the information desk of the Registrar's office as
well as maintaining student files.
This section should be directly accessible to the main files and separated
from the lobby space by a waist high counter.

4) Main File and Storage Space
This area contains the permanent personal files, on all students at the
University of Florida. The room should be fireproof construction, possibly a
vault-like room that can be sealed off in case of fire. Within this vault
area will be the floor to ceiling revolving cabinets containing the files.
On the outer wall of the vault should be shelves for the storage of computer
reports.


Thisspac shuld e diecty reate to he cerial sace




5) LbyWiigAe


This lobby is where the student enters the Registrar's Office to submit
forms, obtain information, or to speak with someone in one of the various
divisions. This is a "quick service" operation in that students simply wait
in line for service. No seating is required, however there should be a writing
counter to one side so that students can fill out forms to be submitted.
The lobby area should be directly related to the information and main file area.

6) Student Personnel Section
This space will contain one clerk station and one student assistant station.
Each station should be supplied with one secretarial desk and a chair and there
should be adequate space for a small portable file cabinet at each station.
The Student Personnel Section should be closely related to the Assistant
Registrar's office who is responsible for its function.
7) Catalog Mailing and Data ProcessingSection
This space will contain two clerks, storage space for catalogs and
computer supplies, and two key punch machines. The space should contain a
ten foot table for handling mailing of catalogs, the two key punch terminals,
and several shelves for storage.
The space should be closely related to the main file and information
area and should have its own entrance so that stacks of mail can be directly
transported to mail trucks.

8) Records and Registration Supervisor
The Supervisor is responsible for records development and maintenance ar.d
registration. The office should contain a desk and chair, a built-in bookshelf,
and two extra chairs for visitors.


40Q




The Supervisor's office should be closely related to the records maintenance
section and the records development section.

9) Records Maintenance Section
The Records Maintenance Section is made up of seventeen clerks and
student assistants responsible for maintaining the personal files on all students
of the University. Each of the seventeen stations should be supplied with a
secretarial desk and chair. There should also be adequate space for small
portable file cabinets.
10) Records Development Section
The Records Development Section is made up of ten clerks and assistants
responsible for developing the students personal files. Each of the ten
stations should be supplied with a secretarial desk and chair. There should
also be adequate space for a small portable file cabinet at each station.

The Records Development Section should be directly related to the main
student file storage area and the Records Maintenance Section.

11) Assistant Registrar's Office
This Assistant Registrar is responsible for the admission, administration
and certification section, transcripts, and readmissions. His office should
contain his desk and chair, a built-in bookshelf, and two extra chairs for visitors.
The Assistant Registrar's Office should be directly related to those
sections for which he is responsible as listed above.




12) Amnsrto n etfcto eto


This space will house the four clerks responsible for administration
and certifications. Each station should contain a secretarial desk and chair.
There should also be about four standard sized files and file cabinets in this section.
This section should be directly related to the Assistat Registrar's
office and the other sections for which he is responsible. It should contain
space for personal files and be closely related to the main file storage.
13) Transcripts Section
This space will house the five clerks responsible for maintaining student
transcripts. Each station should be supplied with a secretarial desk and chair.
There should be adequate space for small portable file cabinets at each
station.
This section should be directly related to the Assistant Registrar's office
and the other sections for which he is responsible. It should be closely
related to the main file storage area.

14) Readmissions
This space will house the four clerks responsible for readmissions.
Each station should be supplied with a secretarial desk and chair. There
should also be adequate space for small portable file cabinets at each station.
This section should be directly related to the Assistant Registrar's
office and the other sections for which he is responsible. It should be
closely related to the main file storage area.


42f





15) MiigRo


This room handles the mailing of all registration forms and all other
forms and information diseminated from the Registrar's office. The space
should contain a large mailing machine, a ten foot table for stacking and
sorting, and several large storage cabinets for stationary and supplies.
The operation within this space generates a good deal of noise, making
acoustic treatment a necisity.
The mail room should be centrally located within the Registrar's complex
as closely related to as many of the sections as possible.

16) Assistant Registrar's Office
This Assistant Registrar is responsible for the scheduling and publications
section and the degrees and doce section. His office should contain his
desk and chair, a built-in bookshelf, and two extra chairs for visitors.
The Assistant Registrar's office should be directly related to the two
sections for which he is responsible as listed above.

17) Scheduling and Publications Section
This space will house the two clerks responsible for developing the
schedules and publications. Each station should be supplied with a secretarial
desk and chair. There should be adequate space for small portable file cabinets
and other paraphenalia at each station.
This section should be directly related to the Assistant Registrar's
office and the degrees and dece section.


-~3




~T~'CR~~


18) Degrees and Doce Section
This space will house the four clerks responsible for degrees and doce.
Each station should be supplied with a secretarial desk and chair. There
should be adequate space for a small portable file cabinet at each station.

This section should be closely related to the Assistant Registrar's office
and the main file storage area.


4R





I


15


16


'"~ls~rmrrc~F,~F~~S~L~~e~ga~lr?~_~q~;~


__


2 OSOO
3 OOOOOO





7 OO0000ioi iOO OO~CiSj
a OO
O OO
10 0 0s~ 0~ 0 0~
11O O
12 0 0 0 0f~ig~~
To OiliOO
'O O
15 OOJ~g/a
f6 qi bj
"f )-'~ i


FUNCTIONAL DIVISIONs


1 12 3 4


Si 6


7i 18 9 101 11 12


-17


18B


1 t records and
2 assistant registrar's office
3 clerical space
4 main file and storage space
5 lobby/waiting space
6 student personnel section

21:Min nd data
8 records and registration
supervisor
9 records maintenance section
10 records development section
11 assistant registrar's office
12 administration and certification
section
.
13 transcripts section
14 readmissions
15 mailing room
76 assistant registrar's office
17 scheduling and publications
section
18 degrees and doco


~>ois,9O O OO OO ar~ ~ i


F"UNCTIONA MARIX- RGIRA





DESIGN CRITERIA ANDERSON HALL


SQUARE FOOTAGE REQUIREMENTS


Approx. NASF


* Dean of Admissions and Registration..........250


REGISTRAR'S OFFICE


ADMISSIONS OFFICE


Director of Records and Registrar............200
Assistant Registrar's Office.................150
Clerical Office.............................2320
Main File and Storage.......................2500
Lobby/Waiting Area...........................400
Student Personnel............................290
Catalog Mailing and Data Processing..........540
Records and Registration Supervisor..........150
Records Maintenance.........................2465
Records Development.........................1450
Assistant Registrar's Office.................150
Administration and Certification.............580
Transcripts..................................725
Readmissions.................................580
Mailing Room.................................450
Assistant Registrar's Office.................150
Scheduling and Publications..................290
Degrees and Doce.............................580


Director of Admissions....................200
Assistant Director........................150
Director's Secretary/Reception............580
Main Reception............................450
Minority Admissions Supervisor............150
Transfer Admissions Supervisor............150
Transfer Admissions Clerical Space........725
Freshman Admissions Supervisor............150
Freshman Admissions Clerical Space........580
Graduate and Professional Admissions Super..150
Graduate and Professional Admissions Clerical.290
Typing Pool...............................900
Office Service.............................60
File Storage..............................500
Mailing Room..............................350
Staff Lounge..............................250


These square footages have been projected into the future and calculated high, adjustments may occur.


46


FUNCTION





exterior




EXTERIOR CONDITIONS

Anderson Hall is basically a sound structure. This is most evident by noting the condition
of the exterior of the building. There are no major cracks in the masonry work indicating that no
uneven settlement has occurred. The brickwork is very weather worn with many of the bricks having
round edges. Spelling of the brick has also occurred. The masonry joints are very deep and this has
caused further deterioration of the brick. The trim work has held up very well but the joints
between pieces are in need of repointing. Portions of the original trim are missing but remaining
portions are in good condition. The dripping water from the various window air conditioning units
has stained some of the trim work and caused a failure in the mortar joints. Drains and downspouts
are in poor condition and are causing damage to the brick walls. Water dripping from the broken
downspouts has splashed onto the brickwork and allowed moss and mold to grow on the walls. Moisture
evident along the baseline of the building is due to the Teaking downspouts and to the sprinkler
system along the buildings edge. There are numerous holes in the brickwork that have been made to
hold electrical wires, lighting fixtures and fire escapes. After these holes were no longer used
they were never filled to prevent rain from entering the construction. There have been several
alterations to the exterior. These include the addition of a fire stair to the East end of the building,
the closing off of the North entrance, and the addition of fire escapes to the South side. Roof
tiles are missing in an area that was damaged by fire in 1970. The area was repaired with roofing
paper and the tiles were never replaced.


47





interior



INTERIOR CONDITIONS

On the whole, Anderson Hall provides very poor facilities for students, faculty and staff.
The overall condition of the building is poor. This condition is due to a lack of maintenance and
cleaning and years of neglect by the university and not due solely to the age of Anderson Hall.
Classrooms are very dirty, rundown and outdated. It is obvious that little if any cleaning
or maintenance is ever done. Walls, floors and ceilings are in such condition that some rooms are
almost unusable. Windows are frequently left open allowing rain to enter which causes further
damage to the spaces. No air conditioning, little ventilation and minimal heating are frequent
complaints of the users of the classrooms.
Hallways are dim and dirty. Small piles of trash and debris are often found cluttering
the halls. This is especially true of the basement. Lighting and ornament are bare minimum, with
drinking fountains, fire fighting equipment and lavatories being dirty and outdated.
Offices are the exception to the dirty and rundown conditions of Anderson Hall. This is
most evident in the numerous Deans offices within the building. They are neat, clean, and fairly up
to date. They have air conditioning, carpet and well kept interiors.
The third floor is totally unusable as it exists now. It is a burned out ruin that was
never renovated after the 1970 fire. Much of the floor remains as it did the day after the fire,
except the large holes in the roof have been shodily covered over.
Rodents, insects and water leaks plague the staff and students of Anderson Hall. Pigeons,
mice and bees are frequent visitors to the building. Leaks occur during heavy rains and drop cloths
must be brought out to cover valuable material. This leaking occurs because of the patched condition
of the roof. The water adds further to the decaying condition of the building.







r~%bi~,r;~2~p~l~~~pD~grR4~FJe~~l+&g"~xaR


r


di0


basemern ft~


-ID "





~artBa~2~~lggZlp3~bWII~IQRf~'~ ~~~1"~1"~"1~5~RP~@~:~PE1%9e~,~ns~1~99~g~ r~~n~n*?r-~n~7'"~


112


11UZ

01
5 2 ? PF"If F rsed
3 C

A D


50


first floor


$'00a m Y "i 75 IF r-r


er* r-*
107





02


200


T:


_r


second floor


207


w.


""'CF"'"DEM'"'D"Y23 A' M
211 20 9




thir floor


X





re


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28'- /i


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coma -.1.e e 1 car

51
uce ld our






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53


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54


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13


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~~r~'


oa


Id


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"'1; ~ -. li;~-C/ ~ ~js~S 1 -~ ;~1J:l:--~F~~





structure




STRUCTURAL ANALYSIS

The structure of Anderson Hall consists of brick bearing walls with heavy timber floor
joists and roof trusses. The basement floor is a concrete slab on grade with floors one thru
three being of tongue and grove decking.
Visual inspection of the structural system indicated extensive fire damage to the central
roof structure but damage decreased to each side. Some of the roof structure within the fire damaged
area is structurally unsafe yet has been left as it was the day after the fire with only slight
bracing used to carry the loads. Only a small portion of the truss system seems to have been damaged
by the fire. The roof structure of the undamaged area is in good condition.
All of the other floors of the building seem to be structurally sound. There is very little
bending or deflection in the floor joists of the first and second floors. There was slight deflection
of the floor joists of the third floor.
The brick perimeter bearing wall seems sound with no indication of major cracks. There are
several small cracks evident over some of the windows. The brick work does not need any major repair
work, but the joints are very deep which is helping to deteriorate the brick more rapidly than usual.
The trim work is in good condition.


A cose inpecionof he xac stuctralcondition would be advisable.





mechanical




MECHANICAL ANALYSIS

The heating system of Anderson Hall consists of steam fed cast iron radiators. The steam
coming from the Universities central boiler on campus. All the radiators, even the ones on the third
floor, seem to be in operating condition although several might be leaking. Some of the connecting
steam pipes do leak and have caused damage to ceilings and walls. Several of the steam pipes have
also caused damage to adjacent construction due to a lack of proper pipe insulation. Only rooms
along the exterior walls of the building have radiators and interior rooms depend upon circulation
of air from the adjacent spaces for heat.
The building has no central air conditioning. Office spaces are air conditioned with
scattered window units. The installation of these units has caused minor damage to the windows but
the continued water dripping from the units has caused rot to the wood window sills and has stained
the exterior wall surfaces. Classrooms are not provided with air conditioning but some do have large
ventilation fans which exhaust air into the halls.
The plumbing within the building is very old and decaying but at present is in operating
condition. Fixtures in the lavatories are outdated but functioning and hall drinking fountains are
in operating condition. The standpipe or fire fighting system within the building is questionable
and seems to be inadequate. The plumbing on the third floor is not operable.


57










ELECTRICAL ANALYSIS

The electrical system within Anderson Hall is badly outdated, faulty, and a constant
fire hazard. The wiring is so old that it is decaying. It was not designed to handle today electrical
requirements and therefore is for the most part overloaded. New electrical lines have been installed
in recent years to provide for the greater load. Most of this system runs along the ceilings and
walls of the halls along with telephone lines. There are very few outlets in any one space throughout
the building and therefore there are a lot of extension cords running along the floors of many of
the office spaces and work rooms. Most of the wall plates, switches and outlets are in disrepair.
Many of these are not operating. Water has damaged portions of the wiring within the ceilings of
many rooms. Light fixtures in some of the rooms are held on by only the electric wiring. An electrical
short was the cause of the fire of 1970 that destroyed the third floor.
The lighting within Anderson Hall is generally outdated and inadequate. In the classrooms
many of the fluorescent lights do not operate and many are missing lamps and covers. These old
fixtures frequently burn out and cause a threat of fire. The office spaces have new lighting fixtures
which are mounted on the ceiling. These fluorescent units are in good condition but many were
placed incorrectly. Hall lighting is poor since most of the lights are not used to save energy.
Exterior lighting consists of Mercury Vapor lights at each corner of the building.


58





WORK ARE A


-I~~'. : ' :::i
I~
.~: ~3~~~
'


This series of work area
layouts is presented to give some
idea of the types of space that both
the Office of Admissions and the
Office of the Registrar will need
to function in relation to the
requirements that they have
previously set forward. These
sketches are offered as a guide
in understanding physical size
(square footage) in relation
to both function and position
in the administrative hierarchy.


soFT


270


SQ F


rmr~aroar~nars


SQFT


ro


ca 3()


200




WObRK bARE


soFT


60


13 s F


11 Il


D las so or


L290 so FT


E 135 so FT





WORK AREA~


L so


50 so


90


soFT


K as


so o


135i so FT


1..





'''-
[2~':i





GOVERNING CODES AND STANDARDS



Governing Codes and Standards

A) National Building Code
B) Life Safety Code (Final plans must be approved in writing by the State Fire Marshall)
C) USA Standard USAS A 117.1 1961 -- Specifications for buildings and facilities accessible
to and usable by the physically handicapped
D) Southern Standard Building Code
E) Florida Industrial Commission Regulations
F) American Standard Safety Code for Elevators, Dumbwaiters, and Escalators, A.S.A.,A-17.1
G) Occupational Safety and Health Act
H) Underwriters Laboratories, Inc. Publications
I) State and Federal Regulations Governing Radioactive Materials
J) Mechanical Work
1) National Fire Protection Association (NFPA)
2) American National Standards Institute (ANSI)
3) Air Moving and Conditioning Association Standards (AMCA)
4) Air Conditioning and Refrigeration Institute Standards (API)
5) Rules of the State of Florida Department of Health and Rehabilitation Services
Planning Code
6) Sheet Metal and Air Conditioning Contractors National Association, Inc. (SHACNA)


62




~s~;c~~n~Pi~lr~a~-~3E~p~~c"c~'~7"~~Ts*n,


7) American Society for Testing Material Standards (ASTM)
8) State and Local codes, as applicable
K) Electrical Work
1) National Electric Code
2) American Standards Association
3) Institute of Electrical and Electronic Engineers
4) National Electrical Manufactures Association
5) International Power Cable Engineers Association
6) Underwriters Laboratory
7) National Electrical Safety Code (NES)
8) National Fire Protection Association (NFPA)
L) Structural Work All design work shall be in accordance with the applicable National
Standard Publications of the following:

1) Concrete
a) National Concrete Masonry Institute
b) American Concrete Institute
c) Pre-Stressed Concrete Institute


63








2) Steel
a) American Iron and Steel Institute
b) American Institute for Steel Construction
c) American Welding Society
d) Metal Roof Deck Technical Institute
e) Steel Joist Institute
f) Steel Structures Painting Council





DESIGN CRITERIA U. E CAMPUS MASTER PLAN 1975



University of Florida Campus Master Plan 1975


The Schematic Development Plan of February 1975 is the most recent Master Plan
of the Universit.y of Florida. It is a direct descendent of the 1973 Development Plan,
designed according to the same philosophy and built upon the same concepts.


The 1975 Plan continues to emphasize the E & G Campi as the main campus and
recommends that new undergraduate instruction facilities should be limited to this
area. The three campi concept based on the 15 minute interval between classes continues
to be the basis of the plan. Within this framework, seven constraints have been
established to control future developments. These are:


1) "The University's service buildings which house functions not requiring
extensive student or employee contact will be located on the periphery of
the three main campus areas. Conversely, those functions requiring extensive
contact should be located at or near the center of the main area.


2) Related academic disciplines will be located in close proximity to one
another forming identifiable groupings and reducing circulation between




buildings and groups of buildings to expand to utltimate size.


3) The existing desirable elements or character and scale of established areas
and buildings will be preserved and enhanced by the addition of new facilities.


4) The three academic areas on the campuses will be reserved primarily for

pedestrian and bicycle circulation. There will be ample direct walks to
connect the building areas and as much separation as possible between

pedestrian and vehicular traffic.


5) On-campus roads will be limited to providing the necessary access to parking
and service areas. The roads will not encourage through traffic across the campus
and will serve only limited areas to minimize pedestrian conflicts in the central

area. Major roads will be located on the periphery of the campus relative to the

surrounding local roads to furnish pedestrian, service, and emergency access to
and from the campus.


6) Due to the scale and future holding capacity of the three academic areas, provision
will be made to provide ample parking on the periphery by means of surface and/or

parking structures, and to provide for an efficient and comparatively inexpensive





transportation system that will deliver parking facility users to their destination

within five minutes.


7) The plan will recognize the potential for nearby residents to commute to the campus
by means other than private automobile, such as bicycles, motorcycles, and city
or university buses."


Within these perimeters, the Master Plan outlines; the direction of expansion for exist
buildings, the facilities to be demolished, what should remain as open space, pedestrian, and

vehicular circulation and potential future building sites.


Open space is ultimately relative to the specific areas proposed as building sites, how-
ever, it is desired that only 30% of the campus be built upon with 70% remaining as

open space.


Organization of pedestrian and vehicular circulation relies on the completion
of seven parking structures at the periphery of the three campi. Upon their completion, the

desired transportation plan may be instituted.






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s'twnowspanic
accusilkh ad


classroom ara &dest of civy










DBBOBBSS -- 7


IVIAGNETIC CE
XCLUDES IVIED
00% FICENT OF" 181 IN(
=
STUD NT IN .. ... :0
"? FT 51. 9 ("


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major student wraork8 zones




access


SA_0B -- _i I__) r


coo AVE FIAG E


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rnajor dlestintation zones odf student


trips




10 minu ~~ta walin cirl
0 10 U.-l~aj-

easses ai

Ui
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ca am


intra -carnpus trip origin destination zones





highactivity exter or spaces


as




o~pen saesse





1947~ campus lantd use


80


UNIVERSITY AEU


?' GOTORAL ATHLETIC 1 "'UYARY


PL T& CAsifo




1956camus lanrev isicn


INSTRUCTION



tr a no a
CAMPUS PL N
L.. D USE STUDY

REV S ON







assummanuarame wmammmwasnwawmewmanunwarmeamewomemmuname:ea swearna mrwe norman or


ownpus 1~


UNIVERSE TY AVENUE I p
- n -- L L
1.
HOME


S L TARY


NORTH













. O


c 8 iNGO ERECTED 94 97

8 DING FUNDS


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rid


8"


1958i lon rang h


r-a


AD





... .. .'~'~ r- ;-.L ... '. .... A. x ....... .. #. 1 .3e 2.~-T~ _. ..1~r .. -u .... -^ 7 '.-L-


TRUCTION


AL


-a


HOUSN


83


1968 cam uas Iland flse p ans


T JI























M P. 0
n~~ cai~ TE? _3L



oossor84




existing parking areas vicinity of me n cany us





- GARAGE

1 --


F


861


proposed auto access &k parking system






IVIIN


::


------J I,


10


87


existing pedfestbrian/pbla ke athns




transportation systerns propose of 1975





0.0














AUTo RO
**** RESTRICTED
DESTRIAl\l




---- 1 -
88




proped ooproad& treernini -ca~irsnuses




90





'"~"~~~,~lll~"l~s~~~FCPa"~EP~n~C~ ~4~2~~-~ ?*~I~T.~T~~PI-~~--~rP*r~~-~-C I~lu~--rl-----r


Heimsath, Clovis
Behavioral Architecture
Mc Graw Hill Book Company
Boston, 1977


Pena, William
Problem Seeking
Cahners Books International
Boston, 1977


Yauger, Robert, A.
A Spatial Organization for Student Services at the University of Florida, Volumes 1 and 2
Thesis Project


REFERENCjES