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Статті в журналах з теми "Cambridge School of Architecture and Landscape Architecture"
Pihlak, M. "Design Information Technology Summit Harvard Graduate School of Design with University of Virginia School of Architecture, Cambridge, Massachussets, February 29-March 1, 2008." Landscape Journal 29, no. 1 (January 1, 2010): 94–95. http://dx.doi.org/10.3368/lj.29.1.94.
Повний текст джерелаAbbas, Yasmine. "Architecture as Landscape." SHS Web of Conferences 64 (2019): 02002. http://dx.doi.org/10.1051/shsconf/20196402002.
Повний текст джерелаVorobyeva, Alexandra M. "Evolution of Landscape Architecture." Materials Science Forum 931 (September 2018): 856–61. http://dx.doi.org/10.4028/www.scientific.net/msf.931.856.
Повний текст джерелаBattisto, Dina, Sallie Hambright-Belue, Lara Browning, Luke Hall, Julia Blouin, Jiaying Dong, Xiaowei Li, and Katherine Price. "Mental Health Challenges in Architecture and Landscape Architecture Students." Building Healthy Academic Communities Journal 8, no. 2 (July 15, 2024): 53–73. http://dx.doi.org/10.18061/bhac.v8i2.9767.
Повний текст джерелаWang, Shi Ying, and Xiu Li Jia. "Effect of Landscape Architecture in the Campus Construction." Applied Mechanics and Materials 584-586 (July 2014): 717–20. http://dx.doi.org/10.4028/www.scientific.net/amm.584-586.717.
Повний текст джерелаTreep, Lucy. "Part of the Landscape." Architectural History Aotearoa 19 (December 13, 2022): 94–99. http://dx.doi.org/10.26686/aha.v19i.8051.
Повний текст джерелаFoote, Hamish, Bin Su, Lian Wu, and Trina Smith. "The School of Architecture e-Newsletter." Asylum, no. 1 (December 27, 2022): 300–306. http://dx.doi.org/10.34074/aslm.2022106.
Повний текст джерелаForczek-Brataniec, Urszula, and Zbigniew Myczkowski. "Landscape conservation in the research and development of the Krakow School of landscape architecture from 1970s to 2017 – from Jurassic landscape parks to cultural parks in Krakow." Landscape architecture and art 13 (December 10, 2018): 128–33. http://dx.doi.org/10.22616/j.landarchart.2018.13.14.
Повний текст джерелаValdivieso, Alejandro. "J. OCKMAN (ed) - Architecture School. Three Centuries of Educating Architects in North America." ZARCH, no. 6 (September 16, 2016): 242. http://dx.doi.org/10.26754/ojs_zarch/zarch.201661471.
Повний текст джерелаGaber, Tammy. "Mediterranean Architecture." American Journal of Islam and Society 21, no. 4 (October 1, 2004): 152–54. http://dx.doi.org/10.35632/ajis.v21i4.1768.
Повний текст джерелаДисертації з теми "Cambridge School of Architecture and Landscape Architecture"
Martin, Matthew Haines. "The Cambridge Swimming Club : an exploration of body, landscape, and architecture." Thesis, Massachusetts Institute of Technology, 1992. http://hdl.handle.net/1721.1/68271.
Повний текст джерелаKim, Paul Hyun 1971. "Educational quotients : Robert F. Kennedy Middle School." Thesis, Massachusetts Institute of Technology, 2002. http://hdl.handle.net/1721.1/67748.
Повний текст джерелаIncludes bibliographical references (leaves 43-44).
When architects talk of 'smart buildings' they are usually referring to the same old ones with the addition of simple prosthetics such as light sensors and small electric motors. Their smartness is invariably limited to the smartness of the trickster. I have sought to develop a strategy which traces a line between the ideal and the pragmatic; it points towards an alternative morphology where the result is not necessarily a discrete zoning of functions, nor prescription of form, but would allow for and support a flexible, dynamic organization that is responsive to the fluctuating energies of technology in space. The complex is motivated by the need to install into the American landscape new attitudes towards study, leisure, and nature. It provides to both the student and the community with spaces that are optimized for disseminating information; these shifting interior landscapes act as parallel horizons, allowing flexible walls, spaces, and rooms to be formed and transformed by different media, as well as the space's intended function. The architectural possibility is achieved by the use of gantries, ramps, and an open plan, all structured through activities that are not restricted by past programmatic conventions.
by Paul Hyun Kim.
M.Arch.
Garcia-Montagna, Maria Natalia. "Breathing & Playing Architecture: Bagpipe School, Museum and Workshop." Thesis, Virginia Tech, 2005. http://hdl.handle.net/10919/34274.
Повний текст джерелаMaster of Architecture
Butler, Ninah. "High school campus design elements for outdoor-based education amenities." Thesis, Kansas State University, 2013. http://hdl.handle.net/2097/16935.
Повний текст джерелаDepartment of Landscape Architecture/Regional and Community Planning
Huston Gibson
The research conducted in this thesis explores the relationship between high school campus planning and the potential for high school sites to be used as outdoor classrooms. A review of the design of school buildings and the educational pedagogy that has influenced campus planning and design is presented before exploring current design practices. Precedent studies are offered as examples of exemplary design strategies for multi-use campuses. This leads to the question, “What variables allow future outdoor based education opportunities to be anticipated by site designers of high school campuses?” Four units of analysis and their relationship with site planning will be addressed in this research: environmental factors, space requirements, building proximity, and activity type. A case study based on these units of analysis is used in a multiple case study investigation of three school campuses in the Wichita, Kansas area: Goddard High School, Eisenhower High School, and Maize High School. The methodologies of organization, implementation and analysis of the variables are presented. The patterns found from the multiple case study and the variables developed in response to these findings are offered and discussed. Finally design alternatives for the three case study sites and future research opportunities are provided.
Talbert, Scot Boyd. "Exploring the schoolyard: potentials for creating a learning-rich environment at Bergman Elementary School." Kansas State University, 2011. http://hdl.handle.net/2097/8709.
Повний текст джерелаDepartment of Landscape Architecture/Regional and Community Planning
Mary C. Kingery-Page
The landscapes that surround our elementary schools today do very little to support the education being taught in the classrooms, and often fail to meet the most basic needs of children. This is due to a myriad of different reasons, such as budget-tight school districts spending very little of their resources on outside learning environments, fear of litigation leading to sterile and lifeless schoolyards, and lack of time and resources for educators to implement desired changes. Children learn through direct interactive experience and, as a result, they need complexity and variety in the landscape to stimulate their imaginations and promote self-guided learning. A natural outdoor environment is ideally suited for both interactive learning and a diversity of experiences. Many schools are missing an opportunity to make their outdoor spaces into interactive learning environments. This report explores the issues and opportunities to create stimulating environments at Frank V. Bergman Elementary School in Manhattan, Kansas. Numerous studies have identified the benefits of interactive natural environments on children’s development and academic performance(Moore and Wong 1997; Louv 2008; Bell and Dyment 2006;Fjortoft 2001; Malone and Tranter 2003). Building upon this research, goals and objectives for Bergman’s schoolyard are outlined that focus on creating a positive learning environment for all students, supporting school curriculum, encouraging interaction with nature, and linking the schoolyard to the surrounding community. A master plan for Bergman’s schoolyard is presented. The plan addresses the current needs of the schoolyard to improve accessibility. In addition, the master plan presents ideas for strengthening the circulation pathways to connect all areas of the schoolyard together, developing outdoor classroom spaces with connections to state academic standards, and incorporating community amenity features into the landscape. Recommendations for construction, maintenance, and phasing are suggested.
Tomizawa, Susan A. "Planning our nation's schools : considerations for community and site design." Virtual Press, 2004. http://liblink.bsu.edu/uhtbin/catkey/1292542.
Повний текст джерелаDepartment of Landscape Architecture
Hao, Shuang. "Play [bi-directional arrows] learn: Susan B. Anthony Middle School site as a neighborhood park design." Kansas State University, 2012. http://hdl.handle.net/2097/13659.
Повний текст джерелаDepartment of Landscape Architecture/Regional and Community Planning
Mary Catherine (Katie) Kingery-Page
Neighborhood parks can provide a place for children and teens to satisfy their curiosity and learn about nature. Without an open-space policy or regulation from the city, no park was proposed during the development of the neighborhood adjacent to Susan B. Anthony Middle School in Manhattan, Kansas. People have to cross Highway 113 (Sethchild Road) or Kimball Avenue to the closest parks: Marlatt and Cico. However, neither of them is within walking distance for children and teens in this neighborhood. As a result, families have to build private playgrounds in their own backyards. In addition, technological development makes children and teens prefer staying inside playing video games. Neither private playgrounds nor video games provide interaction with nature or social interaction around nature. This project considers how the middle school site, which sits on approximately 40 acres, can be designed as a neighborhood park to allow children and teens to have close nature access and experiential learning opportunities. To better understand what users really need, interviews with teachers and questionnaires for students determined their current and preferred future use of the school site. In addition, neighborhood children, who are not in the middle school, were interviewed about their play preferences. Observations of the school site usage during school time and after were recorded for design purposes. Six precedents were examined to compare and understand what works to connect children and young teens to nature. After analyzing user needs and physical conditions of the site, a neighborhood park design for the site of Susan B. Anthony Middle School was proposed. The proposed design meets both students’ experiential learning needs and the need of neighborhood children and young teens to connect to nature. Because the 40-acre schoolyard is a nationally recommended size for middle schools, this joint-use schoolyard and park concept can be applied cross the country where needed.
Addo-Atuah, Kweku. "Northview Elementary School: an iterative participatory process in schoolyard planning & design." Kansas State University, 2012. http://hdl.handle.net/2097/13716.
Повний текст джерелаDepartment of Landscape Architecture/Regional & Community Planning
Mary Catherine (Katie) Kingery-Page
There is currently a dearth of planning literature concerning participatory processes relative to children, particularly in the planning and design of schoolyard or playground spaces. Through a local, place-based, participatory approach emphasizing local knowledge and active listening, this master's report seeks to confirm the value of children in the planning and design of a schoolyard space. The study took place at the Northview Elementary School in Manhattan, KS comprising students as primary stakeholders, teachers/administrative staff as secondary stakeholders and parents as tertiary stakeholders. Additionally, the study employed Piaget’s and Vygotsky’s childhood cognitive development theories and five operational play categories in guiding the development of a learning landscape design aimed at supporting and maximizing cognitive development, physical activity and recreation. The report concludes with a set of five (5) recommendations designed to equip prospective researchers in undertaking participatory processes within school settings. The implication of this study is that sustained stakeholder engagement during planning and design processes of schoolyards will result in spaces reflective of the target audience.
Lezotte, Carol Lynn. "The schoolyard as an outdoor classroom : a case study of Ladysmith Elementary School." Virtual Press, 1994. http://liblink.bsu.edu/uhtbin/catkey/916986.
Повний текст джерелаDepartment of Landscape Architecture
Christner, Cammie. "Celebrating the bond between children and nature: designing a sensory outdoor learning environment for Garfield Elementary School in Augusta, Kansas." Kansas State University, 2013. http://hdl.handle.net/2097/15675.
Повний текст джерелаDepartment of Landscape Architecture/Regional and Community Planning
Anne Beamish
The current educational model utilized in the United States focuses on teaching technology, preparing for standardized tests, and training students to be productive members of society. These are all valuable and necessary educational goals, especially considering the fact that the current national trend is to promote citizens’ integration into a more global community and job market—significantly affecting the work opportunities available to our country’s youths. However, one of the most necessary and fundamental aspects of childhood—outdoor learning in nature—is being undervalued. Outdoor learning experiences in the natural environment are exceptionally important in encouraging holistic childhood development because they offer children firsthand experiences with natural processes. Through interactions with nature, children are able to witness the impact that human actions have upon the environment. As Richard Louv asserts in the Last Child in the Woods, “Healing the broken bond between our young and nature—is in our self-interest, not only because aesthetics or justice demands it, but also because our mental, physical, and spiritual health depends upon it” (Louv, 2008, 3). The broken relationship between America’s youths and nature must be healed. Public schools offer a unique opportunity for children to be reacquainted with nature because about 90% of American students below the college level attend public schools. In the year 2009, over 2.3 million students attended public elementary schools; 226,082 of those students were in Kansas (National Center for Education Statistics, 2012). Garfield Elementary School in Augusta, Kansas is an ideal situation for the development of an outdoor learning environment that promotes student awareness and connection to local nature. The nature-oriented design of Garfield Elementary School’s grounds, described in this Master’s Report, fosters the creation of deep-seeded emotional ties to the natural world in the children who experience the site—effectively combating Nature-Deficit Disorder by encouraging students to become environmental stewards. This is accomplished by using children’s literature to inspire the organization of spatial environment variety and a range of natural elements (such as water) on the school site, which encourage students to engage in five outdoor learning activities: physical, creative, sensorial, solitary and social.
Книги з теми "Cambridge School of Architecture and Landscape Architecture"
Herron, Simon, Ed Wall, Mike Aling, and Nic Clear. Architecture & Landscape: University of Greenwich Department of Architecture and Landscape : works 2014. London: University of Greenwich, Department of Architecture and Landscape, 2014.
Знайти повний текст джерелаSymposium on Landscape Architecture (5th 1986 University of Virginia, School of Architecture). The work of Meade Palmer: Sixty years of landscape architecture : proceedings of the Fifth Annual Symposium on Landscape Architecture, April 19, 1986, the University of Virginia, Campbell Hall, School of Architecture, Division of Landscape Architecture. Edited by Palmer Meade, Takahashi Nancy, and University of Virginia. Division of Landscape Architecture. [Charlottesville]: The Division, 1990.
Знайти повний текст джерелаPyo, Mi Young. Advanced architecture. Seoul, Korea: Damdi Publishing Co., 2009.
Знайти повний текст джерелаSchodek, Daniel L. Microcomputer applications in design school education: Summary report for education in architecture, landscape architecture, and planning. [Cambridge, Ma.]: Graduate School of Design, Harvard University, 1985.
Знайти повний текст джерелаGordon, Millichap J., ed. The school in a garden: Foundations and founders of landscape architecture. Chicago: PNB Publishers, 2000.
Знайти повний текст джерелаPaola, Cannavò, ed. Progettare paesaggio: Landscape as infrastructure : a studio research report of the Harvard Graduate School of Design. Roma: Gangemi, 2011.
Знайти повний текст джерелаPeter, Connolly, Velde, René van der, 1966-, and Royal Melbourne Institute of Technology. School of Architecture and Design., eds. Technique: Landscape architecture graduate design research at RMIT University, 1995-2002. Melbourne: RMIT University Press, 2002.
Знайти повний текст джерелаDonaghy, Marcus, and D. McKenna. UCD Architecture Yearbook: Strategies for an urban society. Edited by University College, Dublin. School of Architecture, Landscape & Civil Engineering. Dublin: UCD Architecture, 2011.
Знайти повний текст джерелаItaly) OC - Open City International Summer School (9th 2018 Piacenza. OC - Open City: International Summer School : Piacenza 2018 : from ecological landscape to architectural design : landscape 4.0 : sharing spaces for the future city. Santarcangelo di Romagna (RN): Maggioli editore, 2019.
Знайти повний текст джерелаItaly) OC - Open City International Summer School (8th 2017 Piacenza. OC - Open City: International Summer School : Piacenza 2017 : from ecological landscape to architectural design : new next nature. Santarcangelo di Romagna (RN): Maggioli editore, 2018.
Знайти повний текст джерелаЧастини книг з теми "Cambridge School of Architecture and Landscape Architecture"
Pareti, Stefania, David Flores, Loreto Rudolph, and Martina Pareti. "Landscape Planning and Design: Vernacular and Religious Architecture in Wood as Facilitators of Heritage Conservation. Chiloe’s School of Architecture, Chile." In Lecture Notes in Civil Engineering, 515–25. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-4293-8_52.
Повний текст джерелаDufrasnes, Emmanuel, Louise Eich, and Fanni Angyal. "Development of a Circularity Assessment Tool with Local Stakeholders from Strasbourg." In Lecture Notes in Civil Engineering, 436–45. Cham: Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-57800-7_40.
Повний текст джерела"Volksschule Hausmannstätten / Primary School Hausmannstätten." In Architektur. Landschaft / Architecture. Landscape, 34–43. Ambra Verlag, 2014. http://dx.doi.org/10.1515/ambra.9783990436417.34.
Повний текст джерела"Volksschule und Sportklub Bad Blumau / Primary School and Sports Club Bad Blumau." In Architektur. Landschaft / Architecture. Landscape, 78–87. Ambra Verlag, 2014. http://dx.doi.org/10.1515/ambra.9783990436417.78.
Повний текст джерела"Mugar Center for the Performing Arts, Cambridge School of Weston Weston, Massachusetts, USA Leers Weinzapfel Associates." In International Architecture Yearbook: No. 8, 170–71. Taylor & Francis, 2014. http://dx.doi.org/10.4324/9781315012629-45.
Повний текст джерелаKostof, Spiro, Greg Castillo, and Richard Tobias. "Architectural Art and the Landscape of Industry, 1800-1850." In The History of Architecture: Settings and Rituals, 571–604. Oxford University PressNew York, NY, 1995. http://dx.doi.org/10.1093/oso/9780195083781.003.0026.
Повний текст джерелаWhyte, William. "‘Cambridge At Last!’ Jackson and the Architecture of Science." In Oxford Jackson, 168–98. Oxford University PressOxford, 2006. http://dx.doi.org/10.1093/oso/9780199296583.003.0006.
Повний текст джерелаKowsky, Francis R. "A School Of Romanticists Even Then Fast Vanishing 1881-1895." In Country, Park, & City, 281–320. Oxford University PressNew York, NY, 1998. http://dx.doi.org/10.1093/oso/9780195114959.003.0010.
Повний текст джерелаWatts, A. G. "City of Refuge." In History of Universities: Volume XXXVI / 1, 180—C6P73. Oxford University PressOxford, 2023. http://dx.doi.org/10.1093/oso/9780198883685.003.0006.
Повний текст джерелаCurtis, John. "David Oates 1927–2004." In Proceedings of the British Academy, Volume 153 Biographical Memoirs of Fellows, VII. British Academy, 2008. http://dx.doi.org/10.5871/bacad/9780197264348.003.0014.
Повний текст джерелаТези доповідей конференцій з теми "Cambridge School of Architecture and Landscape Architecture"
Falkovskaia, Sonya. "From Home Front to Architectural Frontier: How The Cambridge School Redefined Architectural Pedagogy." In 112th ACSA Annual Meeting. ACSA Press, 2024. http://dx.doi.org/10.35483/acsa.am.112.59.
Повний текст джерелаSerreli, Giovanni. "Il castello di Marmilla (Las Plassas, Sardegna) e il Museo MudA: una proficua esperienza di valorizzazione e le sue criticità." In FORTMED2024 - Defensive Architecture of the Mediterranean. Valencia: Universitat Politàcnica de València, 2024. http://dx.doi.org/10.4995/fortmed2024.2024.18050.
Повний текст джерела"Examination of Selected School Gardens in the Sample of Selçuklu District Sancak Neighborhood According to Landscape Architecture Design Criteria." In 3rd International Conference on Scientific and Academic Research ICSAR 2023. All Sciences Academy, 2023. http://dx.doi.org/10.59287/as-proceedings.683.
Повний текст джерелаIborra Pallarés, Vicente, and Francisco Zaragoza Saura. "Altea Urban Project: An academic approach to the transformation of a coastal Spanish touristic city based on the improvement of the public space." In 24th ISUF 2017 - City and Territory in the Globalization Age. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/isuf2017.2017.5990.
Повний текст джерелаJuzwa, Nina, Tomasz Konior, and Jakub Świerzawski. "Architecture on the Edge of a City." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002334.
Повний текст джерелаRUSSO, RHETT. "Architecture & STE(A)M : Investing in Community Leadership Through Early Design Education." In 2021 AIA/ACSA Intersections Research Conference. ACSA Press, 2021. http://dx.doi.org/10.35483/acsa.aia.inter.21.14.
Повний текст джерелаPancorbo, Luis, Alex Wall, and Iñaki Alday. "Architecture as a System: Urban Catalysts for Lynchburg, Virginia." In 2016 ACSA International Conference. ACSA Press, 2016. http://dx.doi.org/10.35483/acsa.intl.2016.25.
Повний текст джерелаStrugova, Galina Nikolaevna, and Natalia Rudolfovna Sungurova. "Landscaping of the territory of preschool educational institutions as an important factor in the development and upbringing of children." In III All-Russian Scientific Conference with International Participation "Science, technology, society: Environmental engineering for sustainable development of territories". Krasnoyarsk Science and Technology City Hall, 2022. http://dx.doi.org/10.47813/nto.3.2022.6.710-716.
Повний текст джерелаModesitt, Adam. "Figuring in Friction: A Pedagogical Framework for Foundational Studios." In 2019 ACSA Teachers Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.teach.2019.18.
Повний текст джерелаGarofalo, Laura. "Entangled: A Studio Project Building Ecology." In 109th ACSA Annual Meeting Proceedings. ACSA Press, 2021. http://dx.doi.org/10.35483/acsa.am.109.29.
Повний текст джерела