Academic literature on the topic 'Open space schools'
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Journal articles on the topic "Open space schools"
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Keskitalo, Pigga. "Place and space in Sámi education." Policy Futures in Education 17, no. 4 (May 2019): 560–74. http://dx.doi.org/10.1177/1478210319848530.
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This article considers the Sámi understanding of time and place in pedagogical settings. The study is based on research material gathered at Sámi schools and from teaching conducted in the Sámi language. These data were combined to develop a theoretical review of teacher education from a metatheoretical perspective. The research challenges schools’ pedagogical arrangements. Local contents of the study are an important part of the school syllabus, and this article suggests that they are closely tied to school educational arrangements. This study also suggests that, in Northern schools, the Sámi worldview and traditional knowledge should be closely connected to school practices. This means that the Sámi understanding of time and place should receive sufficient emphasis in school curricula. Schools could benefit from the open learning concept, such as modern curricula grounded in teaching that is phenomenon based. This could increase pupils’ motivation and sense of connection to the local area. With mediating structures – connected to multicultural educational contexts – such educational systems could be developed.
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Widiastuti, Kurnia, Mohamad Joko Susilo, and Hanifah Sausan Nurfinaputri. "School space selection preferences: Architectural perspective toward formal school." International Journal of Evaluation and Research in Education (IJERE) 10, no. 2 (June 1, 2021): 502. http://dx.doi.org/10.11591/ijere.v10i2.20726.
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<span lang="EN-US">School space plays an essential role in creating a pleasurable learning atmosphere. The tendency of everyone to choose a school space also varies. By knowing this trend pattern, schools can be designed to improve student learning effectiveness. The purpose of this study was to find out which school spaces students choose to study, what kind of room criteria are needed, and distribution patterns of students' preference choices. This research used both the qualitative exploratory and quantitative methods using an open-ended question questionnaire for data collection. Data analysis techniques used qualitative analysis methods consisting of open coding, axial coding, and selective coding. The results showed that the library, mosque, and multimedia laboratory were the most preferred space for students to study at school. Some factors that influence the selection include thermal comfort, completeness of supporting facilities, and acoustic comfort.</span>
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Szpytma, Cezary. "Szkoły typu Open-Air: eksperymenty architektoniczno-pedagogiczne szkolnictwa w pierwszych dziesięcioleciach XX wieku." Problemy Wczesnej Edukacji 31, no. 4 (December 31, 2015): 23–41. http://dx.doi.org/10.5604/01.3001.0008.5645.
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The aim of the article is to present the contribution of Open-Air schools in the context of the evolution of the school environment and development of modern pedagogy. The article takes into account the historical context of evolution and the historical development of pedagogical ideas. The article focuses on the connection between pedagogy and architecture – regarding school, both disciplines are inextricably linked. Pedagogy is the theoretical foundation of teaching practice, implemented in an architectural space. The quality of this space is of great importance for learning outcomes. Consciously the design and architecture of a school creates something more than a simple housing for the process of education. It can create an environment for education and could strengthen that process in a synergistic manner. In reality, we can observe almost the opposite situation, when the school space, instead of comprehensively stimulating the students, becomes a materialized symbol of the oppressive nature of the educational system. Open-Air schools of the early twentieth century seem to be still an avant-garde and a model, which should be rediscovered. They offer the opportunity to develop social, emotional, and creative skills. These objectives are itemized by many as essential for education in the future.
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Tripathi, Krishna Prasad. "Child-Friendly School Environment: A Case of Community Schools of Pokhara." Prithvi Journal of Research and Innovation 2 (December 16, 2020): 9–19. http://dx.doi.org/10.3126/pjri.v2i0.33428.
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The study is carried out to investigate the status of child-friendly school environment, and identify school’s policy towards it. It was delimited to Pokhara Metropolitan of Kaski District. To accomplish the objectives, the explanatory sequential research design was used. The survey technique was used for quantitative and observation was used to qualitative study. There were 128 basic community schools. Eleven schools were selected randomly. The interview schedule and observation checklist were the major tools of data collection. Collected data and information were analyzed both quantitatively as well as qualitatively as per their nature in the table. The findings of the study demonstrated that physical facilities in community schools in Pokhara Metropolitan City seem satisfactory. The researcher asked and observed the school sites. More than one quarter schools (27.3%) had peace and quiet place to teach. More than one-third school (36.4%) had satisfactory and the same (36.4%) had no open and enough space. The study also found that all schools had little raised and dry land and not to risk of sinking during the monsoon. More than half of the schools (54.5%) had the satisfactory situation on sufficient space and on adequate water and facility of waste disposal. From the observation, it was found that nearly two third schools had poor situation of restrooms without water and latches. It is concluded that the community schools tried their best to make child-friendly school environment, but those attempts were found to be insufficient. The study recommended that communication, cooperation, and coordination are needed among the stakeholders to plan for the quality education in schools.
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Bjønness, Birgitte, and Stein Dankert Kolstø. "Scaffolding open inquiry: How a teacher provides students with structure and space." Nordic Studies in Science Education 11, no. 3 (November 2, 2015): 223–37. http://dx.doi.org/10.5617/nordina.878.
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The present case study examines a teacher’s scaffolding strategies supporting his students during a twelve-week open inquiry project at an upper secondary school. We use interaction analysis to identify how he provides structure and space in the different phases of open inquiry as well as how it constitutes the students’ inquiry process. The study reveals that the teacher scaffolded this open inquiry in two opposing ways; he created space for the students to make their own experiences and ideas, which eventually set up the need for more directed scaffolding to discuss the challenges students experienced, and directing students’ ideas in certain directions in phases with structure. We suggest that the interplay between structure and space creates what can be seen as a driving force providing both exploration and direction for open inquiry. Moreover, we propose that the dual concept of ‘structure and space’ can work as a thinking tool to promote teachers’ competence on how to scaffold more authentic versions of scientific inquiry in schools.
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Sagbauer, Nanna Nora, and Martin Ebner. "Developing a Taxonomy Concerning Physical Existing Makerspaces in and Used by Schools." International Journal of Engineering Pedagogy (iJEP) 11, no. 2 (March 23, 2021): 57. http://dx.doi.org/10.3991/ijep.v11i2.17021.
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This systematic literature review addresses strongly on makerspaces in schools. An evaluation of literature about their status-quo shows qualitative and quantitative knowledge gaps in the relatively new field of makerspaces in and used by schools according to infrastructure, funding, and administration. A taxonomy concerning physical existing makerspaces in schools and used by schools including parameters like location, responsibilities, financing, instructors, users, time restrictions, and feasible maker activities is developed. Two different electronic journal databases, Institute of Electrical and Electronics Engineers (IEEE) and ScienceDirect, acted as source for this literature review. Most of this existing literature concentrates on the educational maker activities and only some feature additional information like the physical space, the financing or else. Nonetheless, these rare findings suggest four main categories of real-world makerspaces used for educational pur-poses in schools: External makerspaces, school makerspaces, open makerspaces located in schools, and temporary (Pop-up) makerspaces. Furthermore, we identified the need for investigations on the question of open makerspaces located in schools and the financial and organizational structure to operate them.
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McLeod, Julie. "Space, place and purpose in designing Australian schools." History of Education Review 43, no. 2 (September 30, 2014): 133–37. http://dx.doi.org/10.1108/her-03-2014-0020.
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Purpose – The purpose of this paper is to canvass debates arising from encounters between architectural and educational history and to introduce a themed section of four papers exploring aspects of the history of school design and the spatial arrangements of Australian schooling across the twentieth century. Design/methodology/approach – This is an interpretive introductory essay that characterizes trends in historical and sociological studies of school space and materialities, and synthesizes the arguments and contributions of the four companion papers. Findings – A case is made for greater exchange among educational, architectural and social historians and key insights and findings from the four papers concerning school space, design and educational ideas are summarized. Themes of community, citizenship and progressive education are highlighted. Originality/value – The value of the paper lies in introducing the context and scholarly debates framing a collection of four papers that seek to open up new avenues for investigating the history of modern schooling through studying intersections between school space and design and educational purposes and aspiration.
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Ochir, Batchimeg, Ju-Hwan Seo, and Jaehyuck Choi. "Study on the Causes of Open Space Loss of Schools in Ulaanbaatar City." Journal of Korean Society of Rural Planning 22, no. 4 (November 30, 2016): 37–47. http://dx.doi.org/10.7851/ksrp.2016.22.4.037.
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SHIMOKURA, Reiko, and Fumihito MIYAMOTO. "DEFERENCE OF OPEN-SPACE UTILIZATION BY THE LOCATION OF CLASSROOM IN ELEMENTARY SCHOOLS." Journal of Architecture and Planning (Transactions of AIJ) 77, no. 678 (2012): 1823–30. http://dx.doi.org/10.3130/aija.77.1823.
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Tanic, Milan, Danica Stankovic, Vojislav Nikolic, and Aleksandra Kostic. "The social dimensions of space in school environment." Facta universitatis - series: Architecture and Civil Engineering 16, no. 2 (2018): 307–14. http://dx.doi.org/10.2298/fuace180323010t.
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Children?s patterns of behavior in the school environment, conditioned by various levels of individual or group needs, represent the basic modalities of their relationship towards the immediate, both social and physical, environment. This paper studies the connection between the behavior of school children, whose relationships with their given social environment can take various forms, and certain spatial characteristics of elementary schools. The results indicate that there is a need to achieve a balanced relationship between a strictly defined and an open form of the physical environment in order to create conditions in which school children will express their current orientation and attitude toward their immediate social environment through their behavior in that particular physical environment. This includes the organization of a dynamic and shifting environment, spatial planning which needs to enable a greater degree of privacy in certain zones and the organization of spatial flow which enables adequate visual communication between the school children and the flexible structure of the space meant for education.
Dissertations / Theses on the topic "Open space schools"
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Gaynor, Dónal. "Space and Learning: A case study of their interaction." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-32643.
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This essay uses a case study to examine in a particular school the nature of these interactions. By examining this case using ethnographic methods including walking tours and interviews the essay gains an insight into how the physical environment interacts with the learning environment in the school. The research identifies four main points of interaction. The need for ownership of space, the quality of the study environment, the atmosphere of the school and the need for privacy. These areas of interaction are identified also within the research with teaching staff at the school. From this research there appears to be evidence in favour of open school models which have significant variation and flexibility of space to allow for both teachers and students to adapt the environment to their various needs. The open school model does however invite significant benefits in terms of non-formal learning situations and new forms of interaction between teachers and students.
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Ikemiyashiro, Higa Daniel. "Colegio público con espacios compartidos en San Juan de Lurigancho." Bachelor's thesis, Universidad Peruana de Ciencias Aplicadas (UPC), 2019. http://hdl.handle.net/10757/628082.
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El colegio no es sólo un lugar de aprendizaje, sino también un medio por el cual uno crece como persona, forja sus valores y sueña con un futuro prometedor. Es definitivamente un lugar importante el cual debe estar dotado de ambientes de calidad, una buena enseñanza y que a su vez sean estimulantes para un buen desarrollo en la vida. Lamentablemente en el Perú existe un gran déficit en el ámbito educativo, ya sea por la falta de estos espacios o por la deplorable situación en la que se encuentran sobre todo en el sector público. Sumado a esto hay muchas personas que por diversos motivos no tienen la posibilidad de estudiar, lo cual afecta al desarrollo y crecimiento del país.
La presente Tesis se enfocada en desarrollar un colegio público en el distrito de San Juan de Lurigancho, lugar idóneo para implementar este tipo de proyecto, el cual tiene como principal objetivo integrar a la comunidad y promover el aprendizaje, recreación y desarrollo para personas de todas las edades y estratos económicos.The school is not only a place of learning; it is also the site which someone can grow as a person, for their values and their future. It is definitely an important place which should be equipped with quality spaces, good teaching and which in turn are stimulating for a good development in life. Unfortunately, in Peru there is a large deficit in the educational field, either due to the lack of these spaces or because of the deplorable situation in which they are found mainly in the public sector. Added to this there are many people who for various reasons do not have the possibility of studying, which affects the growth of the country. This thesis has focused on set a public school in the district of San Juan de Lurigancho, the ideal place to implement this type of project, which has as main objective to integrate the community and promote learning, recreation and development for people of all the ages and economic strata.
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Bendrath, Eduard Angelo. "O Programa Escola da Família Enquanto Política Pública : Políticas Compensatórias e Avaliação de Rendimento /." Presidente Prudente : [s.n.], 2010. http://hdl.handle.net/11449/92240.
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Orientador: Alberto Albuquerque GomesBanca: Antonio Bosco de Lima
Banca: Everaldo dos Santos Melazzo
Resumo: Este projeto foi desenvolvido no âmbito da Linha de Pesquisa "Políticas Públicas, Organização Escolar e Formação de Professores" do Programa de Pós-graduação em Educação da Faculdade de Ciências e Tecnologia da Universidade Estadual Paulista. Entendemos políticas públicas como medidas e estratégias de caráter público definidas pela ação do Estado em virtude de necessidades e interesses da sociedade. Tendo como horizonte tais políticas, o governo paulista instituiu em 2003 com apoio da UNESCO e outros órgãos não-governamentais, o Programa Escola da Família, favorecendo o acesso das comunidades intra e extra-escolar a modelos de educação não formal, abrangendo toda a rede de escolas da Secretaria de Educação de São Paulo. No final de 2006 com a troca de governo estadual houve um corte drástico de recursos destinados ao programa, e mais de 50% das escolas da rede estadual tiveram as atividades aos finais de semana encerradas por medida direta da Secretaria de Educação. Dessa forma, o objetivo geral deste estudo foi analisar o Programa Escola da Família tomando-o como política pública compensatória, averiguando o seu desenvolvimento junto às populações-alvo; nesse caso dados oficiais foram analisados e um censo foi aplicado para a verificação resultante da relação entre as propostas do Estado e o processo de Cultura da Paz da UNESCO. A metodologia usada obedeceu aos princípios fundamentais descritos na literatura para avaliação de políticas públicas, sendo dessa forma caracterizada como uma pesquisa de avaliação de processo. O lócus do estudo foi circunscrito à Diretoria de Ensino de Presidente Prudente, tendo como base quatro escolas estaduais posicionadas em regiões distintas... (Resumo completo, clicar acesso eletrônico abaixo)
Abstract: This project was developed under research line "Public Policy, School Organization and Teacher Education" Program Master Education in the Faculty of Science and Technology of the U/ESP - São Paulo State University. We can understand public policy measures and strategies of a public character that regulate and define the activities of the state. The direct economic influence of international organizations in the state characterized as a result of multilateral agreements with pre-set targets. Education is the starting point for many of these agreements, the reduction of marginal youth, cultural openness and qualification of manpower processes are typical of social and economic development. The horizon of such policies, the São Paulo government established in 2003 with support from UNESCO and other nongovernmental organizations, the Family School program, encouraging community access and intra-school models of non-formal education, covering the entire network Schools Department of Education of Sao Paulo. At the end of 2006 with the exchange of state government was a drastic cut in funds for the program, and more than 50% of schools in the state have activities on weekends closed by direct measurement of the Department of Education. Thus, this work aims at analyzing the Family School program, taking it as a public policy allowance. We intend to investigate the impact of those outputs to the target populations... (Complete abstract click electronic access below)
Mestre
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Bendrath, Eduard Angelo [UNESP]. "O Programa Escola da Família Enquanto Política Pública: Políticas Compensatórias e Avaliação de Rendimento." Universidade Estadual Paulista (UNESP), 2010. http://hdl.handle.net/11449/92240.
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Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)
Este projeto foi desenvolvido no âmbito da Linha de Pesquisa “Políticas Públicas, Organização Escolar e Formação de Professores” do Programa de Pós-graduação em Educação da Faculdade de Ciências e Tecnologia da Universidade Estadual Paulista. Entendemos políticas públicas como medidas e estratégias de caráter público definidas pela ação do Estado em virtude de necessidades e interesses da sociedade. Tendo como horizonte tais políticas, o governo paulista instituiu em 2003 com apoio da UNESCO e outros órgãos não-governamentais, o Programa Escola da Família, favorecendo o acesso das comunidades intra e extra-escolar a modelos de educação não formal, abrangendo toda a rede de escolas da Secretaria de Educação de São Paulo. No final de 2006 com a troca de governo estadual houve um corte drástico de recursos destinados ao programa, e mais de 50% das escolas da rede estadual tiveram as atividades aos finais de semana encerradas por medida direta da Secretaria de Educação. Dessa forma, o objetivo geral deste estudo foi analisar o Programa Escola da Família tomando-o como política pública compensatória, averiguando o seu desenvolvimento junto às populações-alvo; nesse caso dados oficiais foram analisados e um censo foi aplicado para a verificação resultante da relação entre as propostas do Estado e o processo de Cultura da Paz da UNESCO. A metodologia usada obedeceu aos princípios fundamentais descritos na literatura para avaliação de políticas públicas, sendo dessa forma caracterizada como uma pesquisa de avaliação de processo. O lócus do estudo foi circunscrito à Diretoria de Ensino de Presidente Prudente, tendo como base quatro escolas estaduais posicionadas em regiões distintas...
This project was developed under research line “Public Policy, School Organization and Teacher Education” Program Master Education in the Faculty of Science and Technology of the U/ESP - São Paulo State University. We can understand public policy measures and strategies of a public character that regulate and define the activities of the state. The direct economic influence of international organizations in the state characterized as a result of multilateral agreements with pre-set targets. Education is the starting point for many of these agreements, the reduction of marginal youth, cultural openness and qualification of manpower processes are typical of social and economic development. The horizon of such policies, the São Paulo government established in 2003 with support from UNESCO and other nongovernmental organizations, the Family School program, encouraging community access and intra-school models of non-formal education, covering the entire network Schools Department of Education of Sao Paulo. At the end of 2006 with the exchange of state government was a drastic cut in funds for the program, and more than 50% of schools in the state have activities on weekends closed by direct measurement of the Department of Education. Thus, this work aims at analyzing the Family School program, taking it as a public policy allowance. We intend to investigate the impact of those outputs to the target populations... (Complete abstract click electronic access below)
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Norwood, Robert Lee. "Tertiary wastewater treatment using riparian wetlands: A curriculum guide for high school students." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/44.
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Tinti, Marcela Corrêa [UNESP]. "Desenvolvimento profissional docente em uma perspectiva colaborativa: a inclusão escolar, as tecnologias e a prática pedagógica." Universidade Estadual Paulista (UNESP), 2016. http://hdl.handle.net/11449/150636.
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
Esta pesquisa está vinculada ao Programa de Pós-Graduação em Educação da Unesp/FCT e foi desenvolvida com apoio do Programa de Apoio a Educação Especial (Proesp) na linha de pesquisa: Processos formativos, ensino e aprendizagem. Teve por intuito analisar as contribuições de uma proposta de formação continuada para o desenvolvimento profissional docente em uma perspectiva colaborativa, entre professores da Sala Comum (SC) de ensino e do Atendimento Educacional Especializado (AEE), vivenciada em um espaço digital aberto e flexível. As ações que pautaram a pesquisa basearam-se pelos referenciais teóricos para a formação de professores, perpassando as discussões complementares sobre um espaço educacional democrático e a composição para a prática pedagógica de qualidade. Consolidada na abordagem qualitativa foi desenvolvida a partir dos pressupostos do modelo metodológico colaborativo de pesquisa-intervenção, em que desenvolvemos um curso de formação continuada e em serviço de professores, visando o desenvolvimento profissional dos docentes de um município do interior paulista. O curso compreendeu dois momentos: o primeiro momento aconteceu vinculado ao projeto “Núcleo de Ensino” e tratou das necessidades formativas dos professores do AEE para o uso de tecnologias em ambiente escolar a favor da inclusão escolar. A fim de aproximar das necessidades formativas dos participantes, por meio de encontros presenciais, foram realizadas oficinas temáticas a respeito do uso de tecnologia em ambiente educacional. A partir dos indicativos suscitados neste primeiro momento, que acenderam da realidade escolar sobre as dificuldades encontradas pelos professores do AEE em articular os trabalhos educacionais com os professores SC de ensino fomentaram o segundo momento de formação: um resultado da proposta anterior que considerou como principio a ação colaborativa entre professores do AEE e da SC para discussão e aprofundamento de temáticas que compunham o ambiente escolar. A proposta foi estruturada a partir de encontros presenciais e virtuais, em que utilizamos ambientes digitais abertos, principalmente o Facebook e o Google Drive (GD). Os dados que compõe a pesquisa são oriundos dos questionários, das narrativas escritas dos professores, das atividades no GD e Facebook, bem como dos depoimentos e do grupo de discussão no decorrer do curso. A partir da análise, os resultados e discussão indicam aspectos sobre a propositura de cursos para o desenvolvimento profissional docente, ofertados presencial e virtualmente, que valorizem a prática cotidiana como possibilidade formativa, e que promovam a reflexão do professor durante a concepção da prática pedagógica por meio de ações colaborativas. A partir dos indicativos da pesquisa, ressaltamos como necessidade para elaboração de propostas desse tipo, considerar a realidade escolar em que os professores estão inseridos; compreender as necessidades formativas e as condições do trabalho docente. Com tudo, consideramos que a promoção do desenvolvimento profissional docente, a partir de uma perspectiva colaborativa na construção da prática pedagógica, é um movimento a favor de um olhar profundo às práticas escolares democráticas e inclusivas.
This research is linked to the Unesp / FCT Postgraduate Program in Education and was developed with the support of the Special Education Support Program (Proesp) in the line of research: Training processes, teaching and learning. It was intended to analyze the contributions of a continuing education proposal for professional teacher development in a collaborative perspective, between teachers of the Common Room (CR) teaching and Specialized Educational Assistance (SEA), experienced in an open and flexible digital space. The actions that guided the research were based on theoretical references for a teacher education, passing as complementary discussions about a democratic educational space and a composition for a quality pedagogical practice. Consolidated in the qualitative approach was developed from the presuppositions of the collaborative methodological model of intervention research, in which it develops a course of continuous training and in service of teachers, aiming at the professional development of the teachers of a municipality of the interior of São Paulo. The course comprised two moments: the first stage involved the "Teaching Nucleus" project and addressed the teacher education needs of ESA teachers for the use of technologies in school environment in favor of school inclusion. In order to approach the course needs of the participants, through face-to-face meetings, thematic workshops were built on the use of technology in an educational environment. From the concepts of education and teachers, from elementary and high school, the knowledge acquired are as follows: Collaborative action between teachers of the ESA and the SC to discuss and deepen the themes that made up the school environment. The proposal was structured from face-to-face and virtual meetings on Facebook and Google Drive (GD). The data that make up a research come from the questionnaires, the written narratives of the teachers, the activities in the GD and Facebook, as well as the testimonies and the discussion group during the course. From the analysis, the results and discussions indicate the proposition of courses for professional teacher development, offered in person and virtually, that value a daily practice as possible formative, and also promote a reflection of the teacher during a conception of pedagogical practice. Through collaborative actions. From the research indicators, the requirements for the elaboration of study models, consider a school reality in which the teachers are inserted; Also as conditions of teaching work. Nevertheless, we consider that a promotion of professional teacher development, from a collaborative perspective in the construction of pedagogical practice, is a movement in favor of an in-depth look at democratic and inclusive school practices.
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Marešová, Jana. "Posouzení vlivu provedení zateplení Základní školy v Dobrušce na výdaje spojené s provozem." Master's thesis, Vysoké učení technické v Brně. Ústav soudního inženýrství, 2012. http://www.nusl.cz/ntk/nusl-232621.
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My diploma thesis is foceused on evaluation of return of the investment based on the laster insulation together with the filling of the open space and the usage of the back gained heat. For my calculation I used the real building of the basic school Františka Kupky in Dobruška. It is a typical building extended to the whole area of Czech Republic. The realization of the building was finished in 1994. I deal with more variants of more widths of the insulation system in my work. In every single draft is counted with costs for buying of the insulation and the exchange of the filling of the opern spaces. Every draft is counted with the usage of the back gained heat. The biggest benefit was found in the insulation of the 180 mm perimeter wall and the 280 mm of the roofing sytem. Windows and door had the same number of the heating 0.8 W/m2k. In the experimental calculation with the most advantages the conclusion was made that on the heat loss of thr object is the most influential the filling of the open spaces and the facilities for the back gained heat, too. Because it is a typical building, my diploma thesis could work as a background for the draft of the elimination of the heat loss at the buildings with the same shape and usage.
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Lin, Ui-Da, and 林育達. "The Research of Architectural Planning on Relationship Between Teaching and Teaching Space of Open- Space Schools－The Case Study of Open- Space Schools of Taipei." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/7fqf63.
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碩士中原大學
建築研究所
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The Research of Architectural Planning on Relationship Between Teaching and Teaching Space of Open- Space Schools－The Case Study of Open- Space Schools of Taipei. By Ui-Da Lin Thesis Adviser：Assistant Professor Kuang-Tsung, Tseng Submitted to the Graduate School of Architecture， Chung-Yung Christian University， Taiwan 2002 in Partial fulfillment of requirement for the degree of Master of Architecture 【Abstract】 A good’s education has to observe the change and a demand of society. Face to twenty-one century, the more progress country both progress innovation of education. The education’s content and arrange of class product new method and ideal that according to environment of teaching, ideal of teaching and philosophy of teaching. On every way, the basic change is impossible in teaching, especially school teaching facilities. The Architecture scholar Louis Sullivan have been provided the basic principle「form follow function」on Modern Architecture. The principle becomes basic goal of Architect and worker of teaching. All of school’s activity is begriming of school’s architecture planning. In other way, the architecture design of school must be conform teaching, so the most important think in school’s design is how to combine space and teaching, furthermore provide a diversify learning environment to learn from children by himself. Some school’s architecture has obvious change through innovation of teaching’s ideal and develops of teaching’s method. Base on above, first, the research collect information and documents to understand the change of teaching ideal and teaching space, furthermore according to document and choose goal to analysis, obvious and recording. The research purpose can provide some topic and suggestion about teaching’s activity and teaching space how to match for teaching by innovation of open teaching method. 1. To understand contents and diversity of every teaching activity by investigation and analysis of case. Besides, make different Kinds of teaching activity and provide related topic and suggestion. 2. To discuss teaching activity and teaching space relationship from what the teaching space are 「single teaching space」and「multiple teaching space」and the teaching activity 「major teaching space」and「auxiliary teaching space」. 3. To compare different grade class through space plan and teaching facility relationship. 4. To analysis difference between levels of teaching space and plan of teaching space in order to provide reference for space designer educator and research. Keywords：architectural planning、open- space schools、teaching、teaching space
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Lou, Chi-Ting, and 樓琦庭. "The Research of Space Planning and Designing Principles in Open School. - Focus on Schools with Open Education." Thesis, 1996. http://ndltd.ncl.edu.tw/handle/63100990272651147130.
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Yen, chia-Ju, and 嚴佳茹. "A Study on the ecology and energy conservation conditions in post-921-earthquake reconstructed elementary and open-space elementary schools." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/93853680510918686165.
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碩士國立成功大學
建築學系碩博士班
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The Green Building Policy has become one of the key development plans in Taiwan. The “Sustainable Green Educational Institute Plan” established by the Ministry of Education has also bring the idea of ecological education and environment into all levels of schools. In addition, the “New Campus Movement” and “Open Education” have also taken sustainable green campus as the uppermost principle. Undoubtedly, the numerous newly established elementary schools adopted the idea of sustainable green campus should also meet the requirements of ecological environment and energy-conservation. In order to find out the ecological environment and energy conservation conditions of post-921-earthquake reconstructed elementary schools (RES) and open education elementary schools (OPES), we investigate into the 15 reconstructed schools conducted by Construction and Planning Agency and 6 open education schools. The Greenery Indicator, On-site Water Retention Indicator, Water Resource Indicator of the Green Building Evaluation System are used to evaluate the water and electricity utilization. Construction costs of these schools are also evaluated in order to understand the applicability of the indicators. For the “Campus Planning Pattern” of RES and OPES, the building occupies 20~30% of the campus site, the sports ground 12~15%, and vacant land 55~68% we found out that the sports ground of RES and OPES is only one half of the area suggested by “Facility Standard of Elementary and Junior High Schools.” For the “Greenery Indicator,” 83.3% of OPES meets the criteria, and only 46.6% of RES meets the criteria. We suggested that “Multi-layer Planting” should be extensively adopted to enhance biodiversity. Sports ground, which is incapable of planting, should be lower down to less than 30% of the campus area. For the “On-Site Water Retention Indicator,” 73.3% of the RES meets the criteria, and only 33.3% of OPES meets the criteria. We suggested that for sites with sand soil to meet the criteria, more than 50% of the campus area should be water permeable. For sites with clay soil, the weighting of water permeable pavement should be lowered to encourage special water retention design. For “Water Resource Indicator,” 66.7% of the OPES meets the criteria, and only 26.7% of RES meets the criteria. We suggested that water saving equipments should be adopted. Rainwater and grey water reclamation systems, which are left used, should be modified to enhance tap-water substitution. The water utilization density of RES is 34(degree/student•year) and that of OPES is 11(degree/student•year). The electricity utilization density of RES is 583(degree/student•year) and that of OPES is 493(degree/student•year), which is three times more than the reference data. This indicated that the two kinds of schools consume energy severely. For the construction cost, the average unit floor area construction fee of RES is 15,527(NTD/㎡) and that of OPES is 18,701(NTD/㎡), which is higher than conventional elementary schools. Although having such high construction budget, construction quality problems and inappropriate design still exists.
Books on the topic "Open space schools"
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Pohl, Patricia. An open window: Hubble Space Telescope : a resource for teachers with activities for upper elementary school students. [Washington, DC]: NASA/NSTL Teacher Resource Center, National Space Technology Laboratories, 1988.
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Card, Orson Scott. Ender's Game. New York, USA: Starscape, 2002.
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Card, Orson Scott. Il gioco di Ender. Milano: Nord, 2005.
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Card, Orson Scott. El juego de Ender. Barcelona, Spain: Ediciones B, 1997.
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Card, Orson Scott. Ender's Game. London: ATOM, 2013.
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Card, Orson Scott. Ender's Game. Edited by Andy Mershfed. New York, USA: Tor, 1986.
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Card, Orson Scott. Enders Game. New York, USA: TOR, 1986.
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Card, Orson Scott. Ender's Game. London: Orbit, 2005.
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Card, Orson Scott. El Juego de Ender. Barcelona, Spain: Paw Prints, 2005.
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Card, Orson Scott. Ender's Game. London: Orbit, 2013.
Find full textBook chapters on the topic "Open space schools"
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Sasot, Sílvia, and Esther Belvis. "Hack the School: A Creative Toolkit to Transform School Spaces." In Teacher Transition into Innovative Learning Environments, 305–14. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7497-9_24.
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AbstractThe ‘Hack the School’ project provides school communities a guided experience to support the transformation of their learning spaces. The aim is to foster change through a comprehensive and co-creative approach facilitating the transition from traditional uses of space to innovative ones with the concept of wellbeing as primary agency. A conceptual framework based on seven principles—welcome, belonging, communication, cooperation, diversity, movement and transduction—and an applied creative toolkit equip the process and provide a unique and novel perspective to the topic of innovative learning environments. Thus, the project channels the emerging needs regarding educational spaces challenging the current regulations that the public administration applies in Spain and initiates a dialogical collaboration between the field of education and architecture. The challenge open to all schools and funded by the Jaume Bofill Foundation received over 170 proposals in the Catalan context, where 30 schools were selected and are now becoming effective ‘hackers’.
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Edwards, Debra, Craig Deed, and Anthony Edwards. "Learning in Technologically-Mediated Spaces in Open-Plan Settings." In Adapting to Teaching and Learning in Open-Plan Schools, 79–93. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-824-4_5.
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Woolner, Pamela, and Lucy Tiplady. "Enhancing Wellbeing Through Broadening the Primary Curriculum in the UK with Open Futures." In School Spaces for Student Wellbeing and Learning, 157–75. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6092-3_9.
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Tuhkala, Ari, Hannakaisa Isomäki, Markus Hartikainen, Alexandra Cristea, and Andrea Alessandrini. "Design of a Learning Space Management System for Open and Adaptable School Facilities." In Communications in Computer and Information Science, 22–43. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-94640-5_2.
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Zhang, Jane. "The Creative Learning Spiral: Designing Environments for Flaring and Focusing." In Teacher Transition into Innovative Learning Environments, 227–42. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7497-9_19.
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AbstractWith growing interest in creative learning in recent years, this paper sought to define creative learning through the design of learning spaces. Two learner groups were studied for their interactions with peers, educators, and their spaces—design students at Harvard’s Graduate School of Design, a traditional architectural studio environment, and student entrepreneurs at the Harvard Innovation Lab, a startup venture incubator. The result was a new design framework called the creative learning spiral, which groups creative learning into four types of activities: sparking, making, grazing, socializing. The open layouts of both settings facilitated social learning activities of sparking, grazing, and socializing, whereas making time required students to create their own focused environments. The creative learning spiral can be used as a tool to assess the spatial needs of specific creative learning activities, in order to design environments that accommodate the needs of learners.
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Clausen, Marco. "Schools of Bottom-up Transformation: the Prinzessinnengarten / Schulen des Wandels von unten: Beispiel Prinzessinnengarten." In Urban Open Space+, 124–33. De Gruyter, 2021. http://dx.doi.org/10.1515/9783868599848-017.
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Perkins, Alisa. "Yemeni Women, Civic Purdah, and Private/Public Divides." In Muslim American City, 79–117. NYU Press, 2020. http://dx.doi.org/10.18574/nyu/9781479828012.003.0004.
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This chapter analyzes how Yemeni American women’s everyday space-making practices in Hamtramck blur the lines between public and private, complicating mainstream modes of organizing space and scrambling the ideological correlates associated with these two discursive realms. The chapter discusses how Yemeni women across generations choreograph the gendering of space within homes, streets, neighborhoods, mosques, and schools, enriching their lives with social, cultural, spiritual, and economic exchanges. The chapter shows how areas in Yemeni homes, such as women’s living rooms, sometimes function as semi-public spaces open to an extended and loosely bounded set of non-kin visitors during times set apart for sociability and religious instruction. The chapter includes a discussion of how women-only spaces in mosques reproduce or echo some features of home-based gender norms. In secondary schools, Yemeni female youth sustain or modify community-based gender separation practices to establish comfortable spaces for themselves in an ethnically and racially mixed context.
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Rizvi, Sajjad. "Between Hegel and Rumi: Iqbal’s Contrapuntal Encounters with the Islamic Philosophical Traditions." In Muhammad Iqbal. Edinburgh University Press, 2015. http://dx.doi.org/10.3366/edinburgh/9780748695416.003.0006.
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This chapter discusses Muhamad Iqbal's place in South Asian thought through his interaction with contemporary Muslim and European ideas and thinkers. Iqbal transcends all attempts to limit his philosophy to a particular school or influence. Thus, Iqbal becomes one of the few South Asian intellectuals who reassessed their heritage and sought for it a space within European thought. The chapter then divides Iqbal's intellectual history into three phases: early Indian, middle European, and late Indian. In each phase, it contrasts Iqbal with particular individuals and schools to show that Iqbal neither returned to religious tradition nor completely embraced modernity, but may be described best as a Muslim existentialist in light of his doctrines of khudi, free creative power, and open possibility.
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Norman, Cameron, Adrian Guta, and Sarah Flicker. "Engaging Youth in Health Promotion Using Multimedia Technologies." In Handbook of Research on Technoethics, 295–315. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-60566-022-6.ch020.
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New information technologies are creating virtual spaces that allow youth to network and express themselves with unprecedented freedom and influence. However, these virtual spaces call into question traditional understandings of private and public space and open up new tensions for institutions (e.g. schools and law enforcement) trying to maintain safe spaces. For adolescent health researchers, these virtual spaces provide exciting opportunities to study youth culture, but also challenge the utility of ethical guidelines designed for a non-networked world. At issue are tensions between the realities of ‘natural’ interactions that occur online, often in full public view, and creating ethical research environments. These tensions and issues will be explored within this chapter, through an overview of the Teen- Net project, a discussion of anonymity and confidentiality within social networking technologies and software (including Friendster, Facebook, and Myspace), and a discussion of ethical considerations for researchers engaged in adolescent health research and promotion.
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Moyle, Kathryn. "Aligning Practice and Philosophy." In Open Source Technology, 1744–62. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-7230-7.ch088.
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The educational use of digital technologies such as mobile devices, computers, and the Internet are progressively replacing pens, books, and the physical spaces known as libraries. Both online synchronous and asynchronous learning modes are emerging as part of the learning styles used with children physically attending schools. Consequently schools and school districts deploy various sorts of software applications to meet the range of teaching, learning, and management functions they perform. As leaders of schools, principals have heightened responsibilities concerning the philosophical directions of schools, as well as aligning the uses of technologies across all facets of their organizations. Set against the backdrop of Australian experiences, this chapter sets out to canvas some of the less considered factors that ought to be taken into account when schools select software applications. Gaining congruence between school philosophies and the technologies used, often-time means open source software ought to be a preferable solution to closed, proprietary software. This argument is justified from pedagogical and management perspectives. Furthermore, it is argued that making informed decisions before adopting the use of a particular technology requires that school leaders understand the educational and technical demands of that technology, and also have a socially-critical understanding of technologies in education and in society more generally. Finally, it is argued that if school principals are willing to consider open source software solutions, the options for teaching and learning with technologies and the strategies for managing the infrastructure of the school in robust and cost effective ways, opens up.
Conference papers on the topic "Open space schools"
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Li, Shuai. "Children-friendly design of urban public space based on the study of Shanghai, China." In 55th ISOCARP World Planning Congress, Beyond Metropolis, Jakarta-Bogor, Indonesia. ISOCARP, 2019. http://dx.doi.org/10.47472/znxx7695.
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At present, more than 50% of children live in big cities. But with the increasing number of motor vehicles and shrinking public spaces , children have less and less opportunities for outdoor activities, resulting in obesity and sub-health problems. Therefore, it is very important to build children-friendly public spaces in metropolis. This study takes the Shanghai,china as an example.Firstly,through questionnaires,it is found that ensuring the safe movement of children and inspiring their spontaneous activities are key points to build children-friendly public spaces. Meanwhile, The public spaces near the home are the most used environment by children. Therefore, open spaces in metropolis areas need to be planned carefully for children near their homes. Then it is way much better to make sure children's places of daily life, such as homes, schools, green spaces, sports venues and so on, can be connected in a safe path. Secondly, for building the safe path for children ,the safety of each spot along the path is analyzed by SP method, which is a mathematical algorithm , in order to find the risk factors and to avoid them in the future. Then we establish the action plan of "line space + point space" to build the children-friendly urban public space system. Line space refers to meeting the basic safety space needs of children through the improvement of the routes to school, including reducing the impact of motor vehicles, safe road facilities, and enhancing road lighting system. "Point space" refers to the promotion of children's outdoor activities through the arrangement of multi-level outdoor children's playgrounds and green spaces, including safe green parks, security platforms and so on. Finally, it is hoped that the "Safety Line Space + Interesting Point Space" plan will establish a safe and inspiring path for children to travel, linking home, school, green space and sports venues, which they use mostly in their daily life. Then we can ensure the safe movement of children and inspire children's spontaneous games in big cities for a children-friendly goal
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Chelioti, Eleni-Maria. "Strategies for Supporting European Schools to Evolve into Open and Committed Learning Communities: Initial Suggestions from the Open Discovery Space Project Large-Scale Implementation." In 2014 IEEE 14th International Conference on Advanced Learning Technologies (ICALT). IEEE, 2014. http://dx.doi.org/10.1109/icalt.2014.220.
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Potyrala, Katarzyna, Karolina Czerwiec, and Renata Stasko. "NATURAL HISTORY MUSEUMS AS A SPACE OF SCIENCE EDUCATION IN THE KNOWLEDGE-BASED SOCIETY." In Proceedings of the 2nd International Baltic Symposium on Science and Technology Education (BalticSTE2017). Scientia Socialis Ltd., 2017. http://dx.doi.org/10.33225/balticste/2017.99.
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The museum activity is more and more often aimed at integration with local communities, organization of scientific debates and intercultural dialogue, expansion of social network and framework for communication and mediation of scientific issues. Museums generate learning potential and create a social culture. The aim of the research was to diagnose the viability of natural history museums as the spaces of open training and increasing social participation in education for balanced development. Furthermore, it examined the possibility to create a strong interaction between schools at all levels and institutions of informal education, exchange of experience in the field of educational projects and the development of cooperation principles to strengthen the university-school-natural history museum relations. In the research conducted in the years 2016-2017 participated 110 students of teaching specialization in various fields of studies. The results of the research are connected with students’ attitudes towards new role of museums as institutions popularizing knowledge and sharing knowledge. The outcomes enable the diagnosis in terms of preparing young people to pursue participatory activities for the local community and may be the starting point for the development of proposals of educational solutions increasing students’ awareness in the field of natural history museums’ educational potential. Keywords: knowledge-based society, natural history museum, science education.
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García Martín, Fernando Miguel, Fernando Navarro Carmona, Eduardo José Solaz Fuster, Víctor Muñoz Macián, María Amparo Sebastià Esteve, Pasqual Herrero Vicent, and Anna Morro Peña. "Obsolescence of urban morphology in Villena (Spain). Spatial analysis of the urban fabric in the ISUD/EDUSI candidature." In 24th ISUF 2017 - City and Territory in the Globalization Age. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/isuf2017.2017.6206.
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The Integrated Sustainable Urban Development strategy (English acronym ISUD, Spanish acronym EDUSI) is an urban planning tool that the municipalities with more than 20.000 inhabitants in Spain need to be funded by the European Regional Development Fund (ERDF) in the 2014-2020 period. The city of Villena is located south- east Spain, inland the province of Alicante. The Villena municipality developed this tool in order to have a holistic and integrated vision of the situation of the city from the urban, social, economic and environmental points of view. As a part of the analysis performed to develop this strategy, a spatial analysis of the urban fabric of Villena was carried out. This study employed concepts from the typomorphological schools of Italy, England and France (Moudon, 1994) as well as from the research on relation between density and urban form (Churchman, 1999, Berghauser & Pont, 2009, Steadman, 2014). The data and cartography of the Spanish Cadaster, processed with SIG software, allowed the study. The spatial analysis included different variables of the built environment, including building height and age; plots size; open space ratios, Not-built plots; type of built-plots according to height and built surface; and compactness of the fabrics. The results of this analysis showed a relationship between the morphological variables and the problems identified in the citizen participation meetings carried out for the elaboration of the ISUD. The identified aspects of urban morphology obsolescence allowed proposing strategies of action to update the built environment to current demands. References (100 words) Berghauser Pont, M., & Haupt, P. (2009). Space, density and urban form. TU delft. Retrieved from http://repository.tudelft.nl/view/ir/uuid%253A0e8cdd4d-80d0-4c4c-97dc-dbb9e5eee7c2/ Churchman, A. (1999). Disentangling the concept of density. Journal of Planning Literature, 13(4), 389–411. Moudon, A. V. (1994). Getting to know the built landscape: typomorphology. In K. A. Franck & L. H. Schneekloth (Eds.), Ordering space: types in architecture and design (pp. 289–311). New York: Van Nostrand Reinhold. Steadman, P. (2014). Density and built form: integrating “Spacemate” with the work of Martin and March. Environment and Planning B: Planning and Design, 41(2), 341–358.
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Griffin, Alidair A., Barbara Doyle Prestwich, and Eoin P. Lettice. "UCC Open Arboretum Project: Trees as a teaching and outreach tool for environmental and plant education." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.25.
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The University College Cork (UCC) Open Arboretum Project aims to re-imagine the original purpose of the University’s tree collection – as a teaching tool. The arboretum represents a unique on-campus learning space which has been under-utilised for teaching in recent times. The arboretum has the capacity to engage students, staff and visitors in a tangible way with important global issues (e.g. the climate emergency and biodiversity loss). It is also an opportunity to combat ‘plant blindness’, i.e. the ambivalence shown to plants in our environment compared to often charismatic animal species. Wandersee and Schussler (1999) coined the term “plant blindness” to describe the preference for animals rather than plants that they saw in their own biology students. Knapp (2019) has argued that, in fact, humans are less ‘plant blind’ and more ‘everything-but-vertebrates-blind’ with school curricula and television programming over-emphasising the role of vertebrates at the expense of other groups of organisms. Botanic gardens and arboreta have long been used for educational purposes. Sellman and Bogner (2012) have shown that learning about climate change in a botanic garden led to a significant shortterm and long-term knowledge gain for high-school students compared to students who learned in a classroom setting. There is also evidence that learning outside as part of a science curriculum results in higher levels of overall motivation in the students and a greater feeling of competency (Dettweiler et al., 2017). The trees in the UCC collection, like other urban trees also provide a range of benefits outside of the educational sphere. Large, mature trees, with well-developed crowns and large leaf surface area have the capacity to store more carbon than smaller trees. They provide shade as well as food and habitats for animal species as well providing ‘symbolic, religious and historic’ value in public common spaces. Such benefits have recently been summarised by Cavender and Donnolly (2019) and aligned with Sustainable Development Goal 11, Sustainable Cities and Communities by Turner-Skoff and Cavender (2019). A stakeholder survey has been conducted to evaluate how the tree collection is currently used and a tour of the most significant trees in the collection has been developed. The tour encourages participants to explore the benefits of plants through many lenses including recreation, medicine and commemoration. The open arboretum project brings learning beyond the classroom and acts as an entry point for learning in a variety of disciplines, not least plant science and environmental education generally.
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Indrasari, Fenita. "Exploring automobile dependency of housing estate residents and kampung dwellers in suburban Bandung, Indonesia." In 55th ISOCARP World Planning Congress, Beyond Metropolis, Jakarta-Bogor, Indonesia. ISOCARP, 2019. http://dx.doi.org/10.47472/kkek5453.
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Housing and transportation has become a pair of factors when it comes to decision of buying a house for the middle-income. This particular group of society is unique as they are aspired to luxury yet with limited affordability, particularly in the developing countries such as Indonesia. In many cases, housing estates are built in the form similar to gated community. Built in the suburban when usually the new housing estates are located quite in far distance to facilities, the residents are forced to own private vehicle(s) to conduct their daily activities. This situation shows the tendency of automobile dependence (Newman & Kenworthy, 1996; 1999). It has also been reflected in the vehicle ownership statistics figures and the notorious traffic congestion of Indonesian cities. The middle-income housing and their gated community has not only impacted their own travel pattern but also the residents living in kampung adjacent to their housing estate. Kampung dwellers have also reflected the middle-income characteristics with their lifestyle and automobile dependence. It has become eminent in suburban Bandung where pockets of kampung are found to be hidden amidst the housing estates whilst cars are parked on the roadsides. This is problematic in terms of affordability where they cannot really afford to own a car or motorbike as well as to rent a parking space since they usually live in small houses at kampung. To understand the above phenomenon, this paper tries to explore the extent of automobile dependency of the residents living at housing estate and its adjacent kampung at three locations. Data collected from questionnaires and group interviews are descriptively analysed. Results have shown that most residents travel in far distance to reach their job location but do not travel in far distance to conduct their shopping, studying, and exercise activities though some of them own a motorbike. The latter is due to the presence of mobile green grocers, warung, traditional markets, good quality schools, sport facilities and open spaces within walking distance to their houses. However, these nearby facilities are regularly visited mostly because the residents can travel within shorter distance through access points made available for public use. These access points help to create a network of alleys and streets connecting kampung and these facilities through the housing estates. When these access points are restricted or non-existed, the travel pattern would differ as has been uttered by the kampung dwellers. In one of the cases, the following disconnections between the kampung alleys and streets of housing estates have made the kampung dwellers altered either the location or the transportation mode of their activities. There are lessons to be learned from these travel patterns. Housing estate development shall always have access to the kampung that have existed and vice versa. Such spatial connections may contribute to a change of travel behaviour from automobile dependence to active travel. However, it should be kept in mind that these results may not be generally applicable to other places with different socio-economic and spatial characters. Further work in the field may be benefited from more cases and larger population sample.
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Ouyang, Chi, and Kuei-Yang Wu. "A DFA-Based Wood Frame Furniture Design Using Quality Function Deployment: A Case Study in School Open Spaces." In International Conference on Chemical,Material and Food Engineering. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/cmfe-15.2015.121.
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Oosterhuis, Kas, and Arwin Hidding. "Participator, A Participatory Urban Design Instrument." In International Conference on the 4th Game Set and Match (GSM4Q-2019). Qatar University Press, 2019. http://dx.doi.org/10.29117/gsm4q.2019.0008.
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A point cloud of reference points forms the programmable basis of a new method of urban and architectural modeling. Points in space from the smallest identifiable units that are informed to communicate with each other to form complex data structures. The data are visualized as spatial voxels [3d pixels] as to represent spaces and volumes that maintain their mutual relationships under varying circumstances. The subsequent steps in the development from point cloud to the multimodal urban strategy are driven by variable local and global parameters. Step by step new and more detailed actors are introduced in the serious design game. Values feeding the voxel units may be fixed, variables based on experience, or randomly generated. The target value may be fixed or kept open. Using lines or curves and groups of points from the original large along the X, Y and Z-axes organized crystalline set of points are selected to form the shape of actual working space. The concept of radical multimodality at the level of the smallest grain requires that at each stage in the design game individual units are addressed as to adopt a unique function during a unique amount of time. Each unit may be a home, a workplace, a workshop, a shop, a lounge area, a school, a garden or just an empty voxel anytime and anywhere in the selected working space. The concept of multimodality [MANIC, K Oosterhuis, 2018] is taken to its extreme as to stimulate the development of diversity over time and in its spatial arrangement. The programmable framework for urban multimodality acknowledges the rise and shine of the new international citizen, who travels the world, lives nowhere and everywhere, inhabits places and spaces for ultrashort, shorter or longer periods of time, lives her/his life as a new nomad [New Babylon, Constant Nieuwenhuys, 1958]. The new nomad lives on her/his own or in groups of like-minded people, effectuated by setting preferences and choices being made via the ubiquitous multimodality app, which organizes the unfolding of her / his life. In the serious design game nomadic life is facilitated by real time activation of a complex set of programmable monads. Playing and further developing the design journey was executed in 4 workshop sessions with different professional stakeholders, architects, engineers, entrepreneurs and project developers.
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Shamanna, Jayashree, and Gabriel Fuentes. "Preserving What? Design Strategies for a Post-Revolutionary Cuba." In 2016 ACSA International Conference. ACSA Press, 2016. http://dx.doi.org/10.35483/acsa.intl.2016.30.
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The Cuban Revolution’s neglect of Havana (as part of a broader socialist project) simultaneously ruined and preserved its architectural and urban fabric. On one hand, Havana is crumbling, its fifty-plus year lack of maintenance inscribed on its cracked, decayed surfaces and the voids where buildings once stood; on the other, its formal urban fabric—its scale, dimensions, proportions, contrasts, continuities, solid/void relationships, rhythms, public spaces, and landscapes—remain intact. A free-market Cuba, while inevitable, leaves the city vulnerable to unsustainable urban development. And while many anticipate preservation, restoration, and urban development—particularly of Havana’s historic core (La Habana Vieja)—”business as usual” preservation practices resist rampant (read: neoliberal) development primarily through narrow strategies of exclusion (where, what, how, and why not to build), museumizing Havana as “a city frozen in time.”Seeking a third option at the intersection of this socialist/capitalist divide, this paper describes 4 student projects from THE CUBA STUDIO, a collaborative Integrative Urban Studio at Marywood University’s School of Architecture. Over the course of 16 weeks, students in THE CUBA STUDIO speculated urban futures for a post-revolutionary Havana–strategizing ways of preserving Havana’s architectural and urban fabric in the face of an emerging political and economic shift that is opening, albeit gradually, Cuba to global market forces. And rather than submitting to these forces, the work critically engages them toward socio-cultural ends. Some driving questions were: What kind of spatial politics do we deploy while retrofitting Havana? How will the social, political, and economic changes of an “open” Cuba affect Havana’s urban fabric? What role does preservation play? For that matter, what does preservation really mean and by what criteria are sites included in the preservation frame? What relationships are there (or could there be) between preservation, tourism, infrastructure, education, housing, and public space? In the process, students established systematic research agendas to reveal opportunities for integrated“soft” and “hard” interventions (i.e. siting and programing), constructing ecologies across a range of disciplinary territories including (but not limited to): architecture, urban design, historic preservation/ restoration, art, landscape urbanism, infrastructure,science + technology, economics, sustainability, urban policy, sociology, and cultural/political theory. An explicit goal of the studio was to expand and leverage“preservation” (as an idea, a discipline, and a practice) toward flexible and inclusive design strategies that frame precise architectural interventions at a range of temporal and geographic scales.
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Fontana, Maria Pia, and Miguel Mayorga. "Le Corbusier. Arquitectura urbana: Millowners Association Building y Carpenter Center." In LC2015 - Le Corbusier, 50 years later. Valencia: Universitat Politècnica València, 2015. http://dx.doi.org/10.4995/lc2015.2015.972.
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Resumen: La obra de Le Corbusier es una amplia exploración de soluciones urbanas y arquitectónicas que plantean relaciones de continuidad entre edificio y ciudad, arquitectura y entorno, espacio interior y espacio exterior: rampas, cuerpos bajos, entrantes y salientes, plantas libres y fachadas con espesor, son algunos de los elementos de integración y/o de mediación utilizados por el maestro suizo. El Millowners Association Building de 1954 ubicado en la ciudad de Almedabad en la India, y el Carpenter Center for Visual Arts de la Graduate School of Design of Harvard de 1961-1964 en la ciudad de Cambridge, en Estados Unidos, son dos edificios que presentan rasgos característicos en común: una volumetría básica, uso del hormigón armado visto, uso de similares elementos de fachada y una rampa que sobresale del edificio y que confiere a ambos un carácter reconocible y peculiar. Los dos edificios ya han sido puestos en relación por diferentes críticos como Giedion 1967, o Frampton 1975, e incluso se ha considerado uno como antecedente del otro. Sin embargo, un análisis comparativo permite verificar que aunque la rampa es el elemento común más evidente, éste juega un papel muy diferente en la definición de las relaciones urbanas de cada uno de los edificios con su entorno inmediato y con la ciudad. Y además que también, en la relación del edificio con la ciudad entran en juego otros elementos y soluciones arquitectónicas, que de manera solidaria, son determinantes definidores de su relación con el entorno y su carácter urbano. Abstract: The work of Le Corbusier is a comprehensive exploration of urban and architectural solutions which show continuity relationships between city and building, architecture and environment, interior and exterior space throughout elements of integration and / or mediation used by the Swiss master like ramps, lower volumes, incoming and outgoing, open floor plans and thick facades. The Association Millowners Building (1954) located in the city of Almedabad in India, and the Carpenter Center for Visual Arts at the Graduate School of Design of Harvard (1961 to 1964) located in the city of Cambridge, in the United States, are two buildings that have some characteristics in common, like a basic volume, use of reinforced concrete, using similar facade elements and a projected ramp gives a recognizable and distinctive character of both buildings. Different authors compared the two buildings as Giedion 1967 or 1975 Frampton, and have stated that one has been based on the other. However, a comparative analysis verifies that although the ramp is the most obvious common element, it plays a very different role in the definition of urban relationships of each of the buildings with their immediate environment and the city. Moreover other elements configure crucial aspects in the relationship between the buildings and the urban space creating architectural solutions and interesting relations that are crucial for the definition of the relationship with the environment and the urban character of every building. Palabras clave: Le Corbusier, Millowners Association Building, Carpenter Center for Visual Arts, Urban Architecture. Keywords: Le Corbusier, Millowners Association Building, Carpenter Center for Visual Arts, Arquitectura Urbana. DOI: http://dx.doi.org/10.4995/LC2015.2015.972
Reports on the topic "Open space schools"
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Ormiston, Carol. A study of open space schools. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1912.
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Hines, Brian. Parental attitudes toward, and knowledge of open-space schools. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2593.
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