This course is to provide students with information about the concept of aesthetics and the use of aesthetic data in architecture. With the aesthetic data transferred to the students in the 20th century movements, it aims to deal with the period spaces within the scope of the movements and to convey the use of aesthetic elements within the movements themselves.

In order to understand the importance of the child and space relationship on child development, general information is obtained about the child, the child's development, the spaces the child is in, and the main principles of spaces that will be designed in accordance with the physical, social, and emotional conditions of children. The designs of places where children are frequently present, such as housing, schools, hospitals, libraries, etc., are examined through examples and design suggestions are given.

This course approaches the concept of ?place? in architecture as a multilayered construct and examines how a space becomes a ?place.? Structured with a theoretical focus, it explores the relationship between architectural design and place through the lenses of meaning and experience. The discussions center on the meaning of place, the role of context, the dialogue between new buildings and their settings, and the multisensory nature of architectural experience. In the early weeks, readings selected from different disciplines provide a conceptual and historical background for the notions of place, space, and meaning. Subsequent sessions focus on design approaches that shape the relationship between new buildings and places, such as context, form, identity, and memory. Students are expected to apply the theoretical framework developed throughout the course to analyze the new building?place relationship through a selected architectural case. They present their findings through short reports and oral presentations. During this process, students examine how the meaning of place is produced through literature reviews and conceptual analyses, and how both designer and user experiences contribute to its transformation. Ultimately, the course aims to foster a comprehensive understanding of meaning-making in architecture by linking place attachment, sense of place, and experience-based interpretations of the built environment.

Evaluating the theoretical content of design related disciplines as history, environment, economy, technology, social sciences, psychology, and such. Creating a theoretical and conceptual framework related to the research and developing a new understanding in this context.

Environment-Behavior Theories within the modern and postmodern paradigms; Interdisciplinary structure of the architecture theory; Positive and normative theories of architecture; Human-space interaction, personal and social aspects of the built environment;, Concepts such as perception, cognition, behavior setting, cognitive schemata, personal space, privacy, territoriality, defensible space, space syntax, environmental stress, environmental evaluation, belonging, place attachment, environmental meaning and symbolism, environmental identity, and culture change; analytically linking these concepts to architecture.

This course will examine cultural studies approach as it emerged in Britain and spread to other countries. Students will be exposed to the interdisciplinary nature of cultural studies, and its openness to global as well as local contributions.

Introduction of asphalt pavement and materials used. Aggregate and bituminous materials. Anti-stripping additives, elastomeric and plastomeric polymers. Water related damage problems. Rutting problem. Cracking and fatigue problem. Aging problem and low temperature cracking. Discussion of the test methods. Hamburg rutting device test method. Modified Lottman test. Indirect tensile strength. Interpretation of adhesion and cohesion problems depending on mixture gradation. Multiple additive options.