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Relevant bibliographies by topics / Architecture schools

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Academic literature on the topic 'Architecture schools'

Author: Grafiati

Published: 4 June 2021

Last updated: 11 February 2022

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Journal articles on the topic "Architecture schools"

1

Anderson, Stanford. "Architectural History in Schools of Architecture." Journal of the Society of Architectural Historians 58, no. 3 (1999): 282–90. http://dx.doi.org/10.2307/991520.

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Putri, Anggi Jihan, Chusnatun Nisa, Ardania Safitri, and Muhammad Ainul Yaqin. "Development Of Pesoktren's Business Architecture." Generation Journal 4, no. 1 (2020): 1–9. http://dx.doi.org/10.29407/gj.v4i1.13957.

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Abstrac-Technology is a thing that is needed for now. One of them is technology that is also needed in Islamic boarding schools. Islamic boarding schools currently do not have a clear architecture for developing technology. In an institution, it needs a mature planning for architectural development. To support the success of Islamic boarding school, a good business process is needed. To make this happen thepesantren business architecture was created using the TOGAF ADM method. In making this business architecture refers to 52 boarding school standards. Of the 52 boarding school standards, each SOP will be made and then grouped each SOP using the TF-IDF algorithm and articulation to facilitate the process of grouping SOPs so that an organizational structure of the boarding school is obtained

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Koleva, Donka. "The Architectural Cultural Values of Veliko Tarnovo - A Window to History." Cultural and Historical Heritage: Preservation, Representation, Digitalization 7, no. 1 (2021): 199–208. http://dx.doi.org/10.26615/issn.2367-8038.2021_1_015.

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Old Capital Veliko Tarnovo - the historical and spiritual capital of Bulgaria has preserved extremely valuable evidence of its history, architecture and arts. Tarnovo architecture reveals the spiritual development and masterful genius of the Bulgarians, interesting facts, continuity and creative development in the construction of temples, schools, community centers and other civic buildings over the centuries, as well as the formation of two architectural schools: medieval Tarnovo architecture with picturesque style and Tarnovo Revival architecture in baroque style by master Nikola Fichev. Keywords: Tarnovo Architecture, Master Nikola Fichev, Architectural Schools, Architectural Value

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Zain, Noorhasanah. "PEMODELAN ARSITEKTUR ENTERPRISE MENGGUNAKAN METODE TOGAF ADM (Studi Kasus: SMAN 1 WATUBANGGA)." Jurnal Teknologi Informasi dan Terapan 5, no. 1 (2019): 1–8. http://dx.doi.org/10.25047/jtit.v5i1.72.

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SMA Negeri 1 Watubangga is one of the schools in Kolaka Regency that implement the flagship program, but the current condition of SMA Negeri 1 Watubangga does not have an integrated information system architecture according to the needs and objectives of the school, this problem arises because the school has not focused on the process development of information systems. Therefore it is necessary design of information system architecture SMA Negeri 1 Watubangga. Architectural modeling in this research using TOGAF Framework (The Open Group Architecture Framework) with ADM (Architecture Development Methode) method. Stages used are the preparation of architectural vision, business architecture, information system architecture, technology architecture, opportunities and solutions and migration plans.The result of this enterprise architecture modeling is the blue print model and framework in integrated school information system modeling to support the needs of SMAN 1 Watubangga.

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Abu-Hussein, Mohammed. "The Genesis of Schools and its Architecture in The Arab-Islamic Civilization." Academic Perspective Procedia 1, no. 1 (2018): 1232–42. http://dx.doi.org/10.33793/acperpro.01.01.194.

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This research aims to determine the genesis of the schools in the Arab Islamic civilizations and how the educational function has separated from the mosque. Also highlighted the historical, religious, architectural conditions that led to school&apos;s emergence. Then, aims to study the different architectural styles of schools across the whole region of Islamic world through studying the architectural plans and forms in order to understand the functions of the spaces and the multi-functional spaces feature. In addition to present an understanding vision for the educational system and discuss its religious specialist , and give a definition for the educational role of the mosque and the continuity of this role in the light of having a new building for education. Though, mention the architectural roots which have various design styles and forms such as residential , religious or the charitable building, even the defensible architectural building like (fortresses,ribat). The conclusion for this research was oriented toward the architecture of school from the functional, the structural wise and discussing its architectural elements to show the aesthetical and artistic value for this architecture and discuss its major role in the urban fabric which is the most important goal for the research.

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Nedvěd, Martin, and Valerie Zámečníková. "Influence of Alternative Education on the Architecture of Conventional Schools." Advanced Materials Research 1020 (October 2014): 686–91. http://dx.doi.org/10.4028/www.scientific.net/amr.1020.686.

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Alternative schools have had an undisputable innovative influence on the major (conventional) schooling since their formation in the first half of the 20th century. They have brought new ideas and methods that have been partially or fully adopted by schools that do not even consider being alternative. Architectural language formed together with the alternative education (Waldorf, Montessori, Dalton, Jena etc.) and responded to their specific needs and philosophies – specific shapes, layout, new forms of learning areas etc. Aim of this article is to choose and describe some principles of alternative school architecture, which could be used for new buildings and reconstructions of traditional schools. Method of the research was analysis of chosen alternative school buildings that were realized mainly in Europe and the USA, their qualitative evaluation and description of typological and architectural principles. According to the research outcomes, specific typological, constructional and material solutions were chosen, which are possible to apply also to common learning areas designing. Conclusions of this research can be used in practice (by designing of new buildings and reconstructions of school buildings) and in the education of architectural designing and building typology. .

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Pratiwi, Widya Wahyu, M. Faiz Fathoni, Arif Santoso, and M. Ainul Yaqin. "Analisis Pola Pertumbuhan Arsitektur Bisnis Sekolah Berdasarkan CMM." Jurasik (Jurnal Riset Sistem Informasi dan Teknik Informatika) 5, no. 1 (2020): 102. http://dx.doi.org/10.30645/jurasik.v5i1.174.

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School is an educational institution established by the government / private sector with age-appropriate levels. Every school has a business process, such as the admission process for new students, the teaching and learning process by students and teachers, the process of supporting facilities for educational processes, is the pattern of every set of business process architecture in the school. Each school needs standardization which is continuously improved to match the national school standard (SSN) that has been set by the government in Government Regulation No. 19 of 2005. Good school standardization can be seen from the growing patterns of business architecture with high complexity, in mark the number of students, integrated teaching curriculum, and complete infrastructure to support school activities. So in this study, conducting an analysis of the growth patterns of business architecture in schools in order to facilitate decision making and as a reference in the education process so that schools can be well standardized, by measuring the level of maturity of the capabilities of processes in the architectural pattern of school business processes using Capability Maturity Model (CMM), the result of this study is an analysis of the growth patterns of school business architecture with the maturity of business process patterns in accordance with national school standards, which can provide information as a support in business process activities in schools

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Changzhi, Wu. "FEATURES OF THE NATIONAL ARCHITECTURAL SCHOOLS OF CHINA." Municipal economy of cities 1, no. 161 (2021): 98–103. http://dx.doi.org/10.33042/2522-1809-2021-1-161-98-103.

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The article is devoted to the peculiarities of the national architectural Chinese schools. The numerous studies’ results indicate the necessary number’s lack of theoretical achievements in the analysis of national architectural schools. And their inseparable connection with the specifics of certain Chinese territories. A thorough analysis of national religious and artistic works allows us to predict stylistic national trends. Architectural and artistic processes are presented, which are inclined to study by many scientists. The purpose of this article is to identify the architectural schools` features in China through the relationship between the uses of individual stylistic elements. These elements are correlated with the geographical location of the territory and religious beliefs. The article describes the problem of artistic architectural schools` trends and the regions in which they are located. The concept of style in relation to Chinese arts has been clarified. The main differences between the style of the northern and southern architectural school are described. Their manifestation both in planning, and in a decorative and finishing look of buildings and constructions. It is indicated that buildings, even in adjacent regions, may be denoted by different terms. The preconditions for this phenomenon are the historical feature of the development of China's national architecture and urban planning. It has also had a significant impact on the development of East and South-East Asia. The steady tendency of interrelation between a philosophical and architectural component of a cultural heritage is described. The Chinese tendency to create eastern analogues of European ideal cities due to the work of philosophical and religious currents and their synthesis has been revealed. This approach allowed us to interpret the provisions of Confucianism, Taoism and the Feng Shui system in the formation of historical canons, which became the basis of the entire Chinese tradition architectural schools. In this case, the main elements complement and interdependent on each other. The basic Chinese architects’ rules, which are interrelated with the laws of natural harmony, are indicated. A number of materials used in the buildings’ design and structures in China have been identified. The article provides an example of globalization’s impact on the development of the Chinese architectural school and its gradual return to its origins. The conclusion of the article states that throughout history, the unity of man and nature in religious architecture has been a fundamental philosophical thought of the National Chinese Architecture`s School. And the use of traditional Chinese architectural schools` ideas will allow in modern construction of the XXI century to achieve the unity of the architectural object with the natural landscape.

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Borys, Ann Marie, and Wolfgang F. E. Preiser. "Worldwide Survey on Architectural Research at Schools of Architecture." Architectural Science Review 41, no. 1 (1998): 3–9. http://dx.doi.org/10.1080/00038628.1998.9697401.

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Granita, Selvi Dwi, Vika Anindya Kristi, Sonia Desy Asyarofi, and Muhammad Ainul Yaqin. "Analysis of Growth Patterns of Islamic Boarding School Business Architecture." Proceeding International Conference on Science and Engineering 3 (April 30, 2020): 735–39. http://dx.doi.org/10.14421/icse.v3.594.

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The growth pattern of boarding schools is the process of growing boarding schools from the simplest type to the highest type so as to produce more complex business processes. The growth of business processes can affect the growing needs of Islamic boarding schools. Currently there is no modeling of the growth patterns of Islamic boarding schools, so that the needs of Islamic boarding schools have not been well predicted. Therefore, an analysis of the growth patterns of business architecture in Islamic boarding schools is made so that the growth of Islamic boarding school business architecture can be well predicted. Analysis of the growth pattern of the business architecture of this Islamic boarding school uses cellular automata analysis methods. The parameter that triggers growth is the number of students, from this number can trigger other growth such as the number of teachers, the number of dormitories, the number of staff and several other supporting facilities. The final results obtained from this study are a form of growth patterns in boarding school business architecture represented in the form of graphs that can provide information to be used as academic guidelines in the growth of boarding school business architecture needs.

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Dissertations / Theses on the topic "Architecture schools"

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Woo, Wing-tat Alfred. "Deconstructing the Faculty of Architecture : the architectural school 2001 /." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25953175.

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Woo, Wing-tat Alfred, and 胡榮達. "Deconstructing the Faculty of Architecture: the architectural school 2001." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31984939.

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Boström, Johanna. "Rethinking Schools." Thesis, Umeå universitet, Arkitekthögskolan vid Umeå universitet, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-133141.

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Knapp, Petra C. "The Architecture of Education: Public Schools in Akron, 1890-1920." Connect to resource online, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1252415666.

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Classey, Eric. "The architecture of the urban school : London's comprehensive schools 1945-1986." Thesis, University of East London, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.532874.

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Post-War educational policies were radical, but not radical enough for London's social educational agenda. The London County Council, the largest education authority in England, pursued a revolutionary type of education that led to a completely new type of secondary school, despite the urgent need to repair considerable war damage. The launching of the new comprehensive school was a daring operation involving the controversial closing of numerous established schools. Their policy was divisive, generating opposition from politicians of both sides, from the government and even within the council. This thesis charts the history of the architecture of the London comprehensive school. It is a critical review comparing London with national developments, and examines the way the new educational requirements led to a new architecture for the new comprehensives. Architects were at last able to practise modernist architecture for a social purpose, and design for increased complexity in architecture and function. The authority's architects, together with numerous private practices, were able to creatively design schools with a great diversity of modernist architecture. The architecture and how it was perceived together with educational planning is examined. The early difficulties faced in launching the new schools and the special problems of the city school are highlighted. System construction and the reasons why it was not relevant for London are also discussed. This is the first time a wide-ranging selection of London schools has been collated, examined and evaluated. It reveals a rich collection of English modernist architectural developments. The London urban school, ranging from the fifties with Kidbrooke school, to the eighties and into the age of High-Tech with Waterfield, is recorded. Comprehensive schools are now being radically reinvented, altered or demolished, and this work attempts to record the making of their architecture before the history is lost.

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Wilson, Margaret A. "The development of architectural concepts : a comparative study of two schools of architecture." Thesis, University of Surrey, 1989. http://epubs.surrey.ac.uk/848582/.

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There are both intuitive and theoretical bases to the notion that differences exist in the way in which architects and non architects construe their physical environment. Despite their procedural constraints, many previous studies have added empirical weight to this assumption. As it is most likely to be within the schools of architecture where the socialisation of professional values takes place, the thesis explores changes in the structure and content of architectural concepts and evaluations as a function of time spent in training. Further, the thesis considers the variation in architectural orientation amongst the students, and explores the adoption of school specific values. The study focusses on two schools of architecture, one university based, in the north of Britian, and one polytechnic based, in the south. A cross-sectional sample of fifteen students in each year of training were interviewed at both schools. Data were collected using the Multiple Sorting Procedure, an open-ended yet structured sorting technique, and analysed using Multidimensional Scalogram Analysis (MSA) and Smallest Space Analysis (SSA). The results demonstrate the development of architectural concepts from concrete tangible concepts, to more complex abstract ones. The students' evaluative judgements show both development with each year sampled, and school specific differences in the type of architecture preferred. Architectural evaluation is shown to be based upon architectural style. The students' judgements of the buildings, combined with their architectural 'heroes' allows the proposal of a model of stylistic orientation in architecture. Case studies indicate that the results derived from the Multiple Sorting Procedure accord well with the students' orientation in architecture; in the focus of their architectural interests, in their evaluative judgements, and in the type of architecture they design. The architectural, educational and methodological implications are discussed.

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Barrera, Agustin J. "Planning of schools as communities." FIU Digital Commons, 2005. http://digitalcommons.fiu.edu/etd/1406.

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The purpose of this research paper was to conduct a literature review to explore both the physical and historical aspects of schools and their communities in order to ascertain the nature of the disconnect that exists today between schools and communities. This paper reviews the purpose of the public school, from the origin of the one-room schoolhouse to today's urban schools; the impact of immigration, segregation, technology and industrialization on the public school and the forces behind public school reform. The reform processes and the programs developed to stimulate the public school including the transformation of the learning environment in the communities they serve was discussed. The research indicates that the return to a community school with small learning environments that involves communities and residents in the planning of schools as communities, is the most promising form of public school reform.

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Quadri, Mahjabeen 1977. "Beyond the traditional : a new paradigm for Pakistani schools." Thesis, Massachusetts Institute of Technology, 2003. http://hdl.handle.net/1721.1/69448.

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Thesis (S.M.)--Massachusetts Institute of Technology, Dept. of Architecture, 2003.<br>Includes bibliographical references (leaves i-iii).<br>Pakistan's greatest resource is its children, but only a small percentage of them make it through primary school. Pakistan needs to improve its literacy rate if it hopes to transition from a developing to a developed country. However, the 2-room government schools found in most parts of the country do not offer any of the amenities of a modern educational institution and most are in a state of disrepair since the government is unable to meet the cost of maintenance. Lack of educational resources and dreary physical conditions are some of the main contributors to the low enrollment and high dropout rates. Presented in the thesis is a proposal for improving teaching and learning conditions of the 2-room government schools, taking into consideration both the limited resources of the government and the poverty of the communities the schools are located in. The thesis is based upon a government school in Manghopir, Karachi that is run by the community. It proposes a framework that makes the school a "socially responsive school," which better serves the educational, psychological and physical needs of the children and makes the community a part of the school. A "socially responsive school" has been approached through three components: architecture, education and community linkages. The architectural component seeks to increase the utility of the 2-room school by creating a framework that supports a sustainable program for maintaining and improving the school facilities and its environment and provides spaces that can serve the multiple needs of the children and which foster positive interactions with the community. The educational component is an approach that supplements, but does not replace the official curriculum. It introduces the children to scientific concepts outside the classroom and makes learning fun for them. The community component defines different levels of relationship at which "community participation" in the school can occur. These relationships are more sensitive to the limitations of a poor community and allow the community and the school to choose the degree of interaction between the two.<br>by Mahjabeen Quadri.<br>S.M.

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Meyer, Sean. "Delft Campus Of Schools - A Network Of Educational Offerings." Master's thesis, Faculty of Engineering and the Built Environment, 2019. https://hdl.handle.net/11427/32075.

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With a personal interest in youth, it became my primary point of departure, which acknowledges the fact that youth development within local income areas is hindered due to the lack and inadequate resources and spaces. The focus on youth is imperative to address social transformation and release them from the grip of poverty. Following on from my Honour year investigations of the youth as active agents in the urban environment, this Masters dissertation looks at youth development through an educational lens.

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Thomas, Valerie. "Designing landscapes for grieving children at elementary schools." Thesis, Kansas State University, 2013. http://hdl.handle.net/2097/15662.

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Master of Landscape Architecture<br>Department of Landscape Architecture/Regional Planning<br>Anne Beamish<br>Death and loss are natural processes of life, but even so, that does not make them any easier to cope with. For children who may not understand loss, adjusting to life after it can become a nearly impossible feat. Children’s reactions to loss and the grief often include anger, anxiety, confusion, fear, sadness, shock, guilt, and regret (Murthy & Smith, 2005). Nature and art have been used as healing methods in the past, but rarely in schools. Because children spend much of their day at school, outdoor landscapes could be designed to that help alleviate children’s grief and commemorate their memories. This master’s project proposes a set of guidelines and a palette of elements that can be used to create landscapes for grieving in elementary schools. To define these guidelines I combined stages of grieving from two different psychological models with design elements that could help children at each stage of their grief. These guidelines and elements were then tested by applying them at three different elementary schools in Manhattan, Kansas: Marlatt Elementary, Northview Elementary, and Theodore Roosevelt Elementary. The designs at the three elementary schools help illustrate the flexibility of the guidelines and palette of design elements. Not only can the selected elements vary, but the sites can range in size and location. The palette of elements will enable schools to implement landscapes for grieving in a range of places and conditions.

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Books on the topic "Architecture schools"

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Royal Institute of British Architects. Schools of architecture. RIBA, 1985.

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Cole, Doris. School treasures: Architecture of historic Boston schools. Font & Center Press, 2002.

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Association of Collegiate Schools of Architecture. Guide to architecture schools. Association of Collegiate Schools of Architecture Press, 1994.

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Eldridge, Karen L., and Richard E. McCommons. Guide to architecture schools. 5th ed. Edited by McCommons Richard E. 1941- and Eldridge Karen L. Association of Collegiate Schools of Architecture Press, 1994.

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Mamedov, F. G. Architectural ties of the schools of architecture in the medieval Azerbaijan. Union of Architects of Azerbaijan Republic, 2013.

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Corey, Freed Eric, ed. Sustainable school architecture: Design for primary and secondary schools. John Wiley & Sons, 2010.

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Gelfand, Lisa. Sustainable school architecture: Design for primary and secondary schools. John Wiley & Sons, 2010.

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Architecture of schools: The new learning environments. Architectural Press, 2000.

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Mostaedi, Arian. Preschool & kindergarten architecture. Page One, 2006.

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Preschool & kindergarten architecture. Carlos Broto, 2006.

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Book chapters on the topic "Architecture schools"

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Bertram, Kate. "The Cultural Architecture of Schools." In The Translational Design of Schools. SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-364-3_5.

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Schumacher, Patrik. "Architecture Schools as Design Research Laboratories." In Total_Fluidity. Springer Vienna, 2011. http://dx.doi.org/10.1007/978-3-7091-0487-3_1.

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Van Assche, Frans, Luis Anido-Rifón, Jean-Noël Colin, David Griffiths, and Bernd Simon. "The iTEC Technical Artefacts, Architecture and Educational Cloud." In Re-engineering the Uptake of ICT in Schools. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-19366-3_4.

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Sakarovitch, Joël. "The Teaching of Stereotomy in Engineering Schools in France in the XVIIIth and XIXth centuries: an Application of Geometry, an “Applied Geometry”, or a Construction Technique?" In Entre Mécanique et Architecture / Between Mechanics and Architecture. Birkhäuser Basel, 1995. http://dx.doi.org/10.1007/978-3-0348-9072-4_12.

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Brenner, Sabrina. "Teaching cultural sensitivity at architecture schools for more sustainable buildings." In Design for a Sustainable Culture. Routledge, 2017. http://dx.doi.org/10.4324/9781315229065-15.

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Norton, B., D. J. Harris, S. N. G. Lo, P. Waterfield, P. C. Grindley, and R. A. Hobday. "Atria and Conservatories in Primary Schools; an Illustrative Analysis of the Effect of Varying Atrium Width." In 1989 2nd European Conference on Architecture. Springer Netherlands, 1990. http://dx.doi.org/10.1007/978-94-017-0556-1_100.

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Dudzinski, Andrzej. "Human Scale in Architecture of Schools Located in Dense Urban Fabric." In Advances in Human Factors, Sustainable Urban Planning and Infrastructure. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-94199-8_36.

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Saddiqa, Mubashrah, Marite Kirikova, and Jens Myrup Pedersen. "Enterprise Architecture Oriented Requirements Engineering for Open Data Usage in Schools." In Lecture Notes in Business Information Processing. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-31143-8_10.

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Bozan, Karoly, Kalle Lyytinen, and Gregory Rose. "Software Architecture and Outsourcing Governance: Raising Thoroughbreds Versus Cultivating Schools of Goldfish." In Progress in IS. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-45819-5_2.

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Raju, Harshitha G. "Pedagogic Influences of Art and Design Schools on Architecture Education in India." In Design for Tomorrow—Volume 2. Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-0119-4_18.

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Conference papers on the topic "Architecture schools"

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Smith, Benjamin J. "Identity Crisis: The Agency of Instagram in Schools of Architecture." In 2018 ACSA International Conference. ACSA Press, 2018. http://dx.doi.org/10.35483/acsa.intl.2018.28.

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The focus of this paper addresses themes of neoliberalism, university commercialization and marketing, architecture school identity formation as a representational practice through social media, and the role of image curation and its production in contemporary architecture. This paper emerged after hearing the phrase ‘buyer’s motive,’ which explained what schools needed to consider for attracting students to their programs at a conference by Ruffalo Noel Levtiz on recruitment, marketing, and retention in higher education in the United States. The use of the word, ‘buyer’, instead of ‘student’, or ‘prospective student’, or ‘learner’ seemingly transformed the production of engaged education to its passive consumption.

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Weyland, Beate. "DESIGNING SCHOOLS. BETWEEN PEDAGOGY AND ARCHITECTURE." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.0120.

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Molnar, E., R. Molnar, and M. Gregus. "Business schools and RIS3 — Enterprise architecture perspective." In 2017 15th International Conference on Emerging eLearning Technologies and Applications (ICETA). IEEE, 2017. http://dx.doi.org/10.1109/iceta.2017.8102509.

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Smulevich, Gerard. "The Digital Bauhaus." In 1995 ACSA International Conference. ACSA Press, 1995. http://dx.doi.org/10.35483/acsa.intl.1995.63.

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This paper describes the use of electronic space in a fourth year undergraduate architectural design studio. It attempts to address the importance of developing a design process that is redefined by the use of computing, integrating concept and perception. This goal is set in the studio exercise, an international student design competition to design an addition to the school of architecture at the original Bauhaus/Weimar. The studio involved re-evaluating the Bauhaus principles of integrating the artist and the craftsman, but in contemporary or post-industrial terms. In 1989 the Wall came down. Seamless access of western telecommunications and media became greatly responsible for the crumbling of the rigid machine-age soviet technocracy; and with it, the former east German city of Weimar, home to the first Bauhaus, was once again a living part of architectural history. When the Association of Collegiate Schools of Architecture announced an international student competition to design a new addition to the school of architecture at the original Bauhaus/Weimar, we immediately decided that this should be an Electronic Bauhaus.

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Jung, Jin-ju, and Sun-woo Lee. "A Study on Space Characteristics of Special Schools for Students with Intellectual Disabilities." In Architecture and Civil Engineering 2016. Science & Engineering Research Support soCiety, 2016. http://dx.doi.org/10.14257/astl.2016.124.16.

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Du Preez, Jacobus, Alta van der Merwe, and Machdel Matthee. "Enterprise Architecture Schools of Thought: An Exploratory Study." In 2014 IEEE 18th International Enterprise Distributed Object Computing Conference, Workshops and Demonstrations (EDOCW). IEEE, 2014. http://dx.doi.org/10.1109/edocw.2014.11.

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Yang, Shu-Hui, and Pao-Ann Hsiung. "Innovative Application of RFID Systems to Special Education Schools." In 2010 IEEE International Conference on Networking, Architecture, and Storage (NAS). IEEE, 2010. http://dx.doi.org/10.1109/nas.2010.33.

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LAMARI, Meryem, and Youcef LAZRI. "Mobility Practice, What Solutions to Ensure the Safety of The Surroundings of Schools? Case Study: Tarek Ibn Ziad School, Guelma." In 4th International Conference of Contemporary Affairs in Architecture and Urbanism – Full book proceedings of ICCAUA2020, 20-21 May 2021. Alanya Hamdullah Emin Paşa University, 2021. http://dx.doi.org/10.38027/iccaua2021205n1.

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Abstract:

The school is the primordial nucleus of society, inscribed in the city, in the neighbourhood. On this scale, taking into account road safety around schools and on home-school journeys is a priority. This problematic was applied to the primary school of "TAREK IBN ZIAD" in Guelma city that is located near the primary roads characterized by dense road traffic and mobility practice which cannot be marginalized. This work aims to improve a feeling of belonging and social security, and also, strengthening mitigation measures or setting up specific programs to improve security. To properly conduct this scientific research, an inventory (diagnosis) must be established around the school and its surroundings. Collection of data was based on: a direct observation, a school survey by questionnaire, a series of interviews involving all the actors concerned as sources of information. The results obtained confirm the marginalized situation of the school surroundings. The vast majority of the participants stressed the need to work in partnership with all stakeholders to find sustainable solutions to this recurring problem.

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Panchal, Rutu, Koumudi Patil, and Swapnil Gupta. "ARCHITECTURE AS PEDAGOGY: DESIGNING PUBLIC SCHOOLS AS LEARNING SPACES." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.0885.

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Motedayen, H., M. Ahangari, and K. Chenari. "Rethinking the quality of the connection between school and city according to a sociability analysis of schools of the Timurid, Safavid and Ghajar eras in Iran." In ISLAMIC HERITAGE ARCHITECTURE AND ART 2016. WIT Press, 2016. http://dx.doi.org/10.2495/iha160121.

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Reports on the topic "Architecture schools"

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Adams, Sunny, Chris J. Cochran, and Adam Smith. Architectural Survey of Pence Elementary School, Fort Leonard Wood, Missouri. Defense Technical Information Center, 2011. http://dx.doi.org/10.21236/ada552793.

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