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Relevant bibliographies by topics / University of Virginia. School of Architecture

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Academic literature on the topic 'University of Virginia. School of Architecture'

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Published: 4 June 2021

Last updated: 4 March 2023

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Journal articles on the topic "University of Virginia. School of Architecture"

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Monclús, Javier. "MARGARITA JOVER, ALEX WALL - Ecologies of Prosperity for the living city." ZARCH, no. 15 (January 27, 2021): 236. http://dx.doi.org/10.26754/ojs_zarch/zarch.2020154935.

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Margarita Jover, Alex WallEcologies of Prosperity for the living city Virginia: AR+D Applied Research + Design Publishing. University of Virginia School of Architecture, 2019. 350 p. Idioma: inglés. Tapa blanda. 40 $ISBN: 978-1-940743-50-9

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Woods, Mary N. "Thomas Jefferson and the University of Virginia: Planning the Academic Village." Journal of the Society of Architectural Historians 44, no. 3 (1985): 266–83. http://dx.doi.org/10.2307/990076.

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Thomas Jefferson's arrangement of buildings around an open lawn at the University of Virginia represents an innovative approach to collegiate planning. Yet it is not this plan but the individual structures that have dominated architectural discussions of the university. While prototypes for the latter have been meticulously researched, the origins of the university plan have remained relatively unexplored. Focusing on the University of Virginia as an institutional building type, this study relates its plan to hospital and school designs available to Jefferson through either his library or professional contacts. It reveals his appreciation of the university as a self-contained community-the academic village-and his sensitivity to the effect of the architectural arrangement on education, discipline, health, and morale.

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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 (2010): 94–95. http://dx.doi.org/10.3368/lj.29.1.94.

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Gyure, Dale Allen. "Virginia E. McCormick. Educational Architecture in Ohio: From One-Room Schools and Carnegie Libraries to Community Education Villages. Kent, OH: Kent State University Press, 2001. 318pp. Cloth $45.00." History of Education Quarterly 41, no. 4 (2001): 586–88. http://dx.doi.org/10.1017/s0018268000025474.

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Bray, Megan J., Maryellen E. Gusic, and Randolph J. Canterbury. "University of Virginia School of Medicine." Academic Medicine 95, no. 9S (2020): S534—S537. http://dx.doi.org/10.1097/acm.0000000000003328.

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Ryan, Michael S., Diane Biskobing, Lelia Brinegar, Susan DiGiovanni, and Christopher Woleben. "Virginia Commonwealth University School of Medicine." Academic Medicine 95, no. 9S (2020): S538—S541. http://dx.doi.org/10.1097/acm.0000000000003389.

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Hedrick, Jason S., Scott Cottrell, Karen Woodfork, and Norman D. Ferrari. "West Virginia University School of Medicine." Academic Medicine 95, no. 9S (2020): S552—S555. http://dx.doi.org/10.1097/acm.0000000000003429.

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Dow, Alan W., Craig Cheifetz, and Isaac K. Wood. "Virginia Commonwealth University School of Medicine." Academic Medicine 85 (September 2010): S578—S581. http://dx.doi.org/10.1097/acm.0b013e3181ea99ef.

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Buer, Troy S., Donald J. Innes, Veronica E. Michaelsen, and Addeane Caelleigh. "University of Virginia School of Medicine." Academic Medicine 85 (September 2010): S586—S592. http://dx.doi.org/10.1097/acm.0b013e3181ea9f52.

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Shumway, James M. "West Virginia University School of Medicine." Academic Medicine 85 (September 2010): S598—S602. http://dx.doi.org/10.1097/acm.0b013e3181eaa1b5.

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Dissertations / Theses on the topic "University of Virginia. School of Architecture"

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Lee, Corina Yuan Shiu. "Towards an architecture of reality." Thesis, Virginia Polytechnic Institute and State University, 1992. http://hdl.handle.net/10919/53325.

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Bergman, Kyle. "A school of architecture addition & renovation: a design pertaining to our process of education." Thesis, Virginia Polytechnic Institute and State University, 1994. http://hdl.handle.net/10919/53366.

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The goal of this thesis project is to gain a greater understanding of how architects are being trained. The project is a renovation and addition to a building serving as a school of architecture. The design of the school reflects the architectural educational process. "It is not enough to teach a man a specialty. Through it he may become a kind of useful machine but not a harmonious developed personality. It is essential that the student acquire an understanding of and a lively feeling of values. He must acquire a sense of the beautiful and the morally good. Otherwise he - with his specialized knowledge - more closely resembles a well-trained dog than a harmoniously developed person. He must learn to understand the motives of human beings, their illusions, and their sufferings in order to acquire a proper relationship to individual fellow man and the community." Albert Einstein from the New York Times, 10/5/52.<br>Master of Architecture

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Light, Barry Hill. ""An act of making form"." Thesis, Virginia Polytechnic Institute and State University, 1992. http://hdl.handle.net/10919/53328.

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This thesis is my commitment to this medium of social and personal expression. lt is also, the development of a foundation from which my search for truth, understanding and architecture can continue through time. The study vehicle is the design of an addition to Cowgill Hall, the College of Architecture at Virginia Polytechnic Institute and State University in Blacksburg, Virginia. The primary determinants which contribute to the addition's form are derived from site, structure and institution. The solution, an infill language of columns, beams and gravity walls, is ordered by interpreting these ideas into architectural elements that express an open and harmonious environment that encourages the creative spirit to flourish.<br>Master of Architecture

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Doherty, Joyce. "The inherent between." Thesis, Virginia Polytechnic Institute and State University, 1994. http://hdl.handle.net/10919/52134.

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This thesis is an exploration of objects and their ability to create a between. Objects are the principal focus of this thesis. Objects arise from a desire to express the richness of three dimensions. Betweens evolve from the relationship between objects. The between is a thing, just as clearly as the object is a thing. It is a hallway, a door or a room. Knowing that a between needs to accommodate a particular function can help shape the relationship of the objects, but does not shape the objects themselves. This thesis is studied in a proposal for the area surrounding Virginia Tech’s School of Architecture, Cowgill Hall. The proposal consists of four primary objects; a series of three classrooms, a new entrance into Cowgill, a gallery above and below Cowgill Plaza, and a stair which extends the Plaza down to the level of Cowgill’s first floor.<br>Master of Architecture

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Wallace, Stuart. "Between thought and object." Thesis, Virginia Polytechnic Institute and State University, 1988. http://hdl.handle.net/10919/53196.

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Hunter, Sandra Morris. "An Addition to the Virginia Tech School of Architecture." Thesis, Virginia Tech, 2016. http://hdl.handle.net/10919/72848.

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This project is an addition to Cowgill Hall, the building that houses the College of Architecture on the Virginia Tech campus. Cowgill Hall is located on the north edge of campus, on a direct northern axis with the centerline of the campus drill field, which is the heart and center of the Va Tech Blacksburg campus. Cowgill Hall is a 4 story concrete and glass structure, built in 1969, with a dry moat-like hardscape on three sides around it and a wide bridge connecting the building at the second level to the campus via a large plaza. My solution was to use the bridge as the way to connect an addition to the existing Cowgill Hall building. By extending the bridge the axis is also extended, and the addition can become a terminus to the axis. I wanted the addition itself to promote and enhance the Va Tech School of Architecture methodology of design education, which is that of constructive exploration and student collaboration. Being able to observe the design process of other students seems to be fundamental to design education. Therefore, I sought to provide a design that would enhance the student's experience of a daily architectural education. The student experiences the building through a variety of pathways vertically through it, that path being a progression also of daylight to darkness, openness to closed, public to private. The path begins at the plaza, where the bridge takes the student from the campus into Cowgill Hall. My design extends the path out the other side of the building, creating another bridge. The addition is a semicircular four story form with a radial pattern of stair towers, with a slight skew and offset which serves to enhances a tension between the original Cowgill Hall building and the addition and thus become a dynamic large-occupancy gathering space and open lecture hall. The building structure is concrete and waffle slab. The exterior is two layers; the outer one comprised of stone and concrete, the inner one comprised of glass and steel. The building in plan is surrounded by ramps rising up and to the east, and the outer layer of the exterior supports a series of stacked and parallel ramps, which serves as one method of navigating the building vertically; one path. Always above the ramp is the inner layer, which consists of a slim-profile steel curtainwall glazing system. As the ramp moves towards ground level, the stone and concrete cladding peel away and the curtainwall expands, allowing more daylight and views in the desirable direction towards the mountains. The stone cladding is topped by precast concrete panels, the stone rising to the underside of the highest perimeter ramp on the building. which peels away as the building rises from the ground. The cladding consists of precast concrete and Virginia Bluestone, which is the stone most buildings on campus are built with. The bluestone is rough cut and heavy, and anchors the building to the site. Precast concrete tops the bluestone, aligning with the ramp, and easily allowing punched-openings to align squarely with the slope of the interior ramp system. The outer layer being heavy masonry grounds the building while giving it the mass and distinction that the surrounding Virginia Tech campus requires. The project's vertical structure is comprised of radial concrete walls which are in pairs. They support the waffle slab floor and roof structure, while housing the stairs. Movement inside the building vertically may be accomplished through any one of these radially located stair towers, which differ in their degree of solidity. Depending on the mood of the student or the educator, the path vertically can be chosen by the personal desire to be seen or to see others. One can sneak quietly or strut through the building openly. One can look through the stair walls to the student desks below and observe while being observed, or observe discreetly and without being intrusive. The path through the building is experiential, while the progression of spaces in the building provide unique and appropriate arenas for private introspection, collaboration and group learning. The spaces in tension create gathering spaces for education and reflection. The whole promote movement, observation and interaction.<br>Master of Architecture

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Carter, Adrian D. "The Light Within: A Graduate Architecture School in Roanoke, Virginia." Thesis, Virginia Tech, 2013. http://hdl.handle.net/10919/23727.

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In urban conditions architecture often loses a connection with the surrounding context and viewers through inappropriate scale, design orientation and the misuse of light during the day and night. In areas of density, perception is everything. This exploration seeks to express architecture as a language of light and transparency by emphasizing a long linear connection with the ground plane and surrounding city. This creates horizontal bands of space that emit and receive various forms of light. The goal of this thesis is to portray itself as a glowing beacon of attraction while simultaneously displaying its inner workings.<br>Master of Architecture

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Kranbuehl, Donald David. "Interplay - An Architecture School for Duke University." Thesis, Virginia Tech, 2000. http://hdl.handle.net/10919/31478.

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Architecture is explored as an interplay between nature and a composition of forms. This thesis involves a project, an architecture school for Duke University, and examines the idea of composition as a type of â structured play.â Structured play is used as a method to study reciprocal relationships in architecture. This exploration focuses on the relationship between inside and outside in order to create a place for education which unites nature with the man-made.<br>Master of Architecture

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Engelbrecht, Nadine. "University of Pretoria : school of motion picture production." Pretoria : [s.n.], 2009. http://upetd.up.ac.za/thesis/available/etd-11212008-103253.

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Bampton, Betsy Ann. "Nursing in the University: An historical analysis of nursing education at the Virginia Commonwealth University/Medical College of Virginia School of Nursing." VCU Scholars Compass, 1987. http://scholarscompass.vcu.edu/etd/3896.

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The purpose of this study was to trace the development of nursing education at Virginia Commonwealth University/Medical College of Virginia School of Nursing from its inception in 1893 through 1981. The primary focus was on the basic nursing programs which included the diploma, associate degree and baccalaureate programs. Other programs offered by the school were presented briefly in order to provide a more complete picture. Major trends in selected elements of faculty qualifications, curriculum, admission and graduation requirements, accreditation, and relationships to local hospitals and higher education in nursing education at the school were identified and compared to national standards and trends that were divided into specific time frames. The national standards and trends were established from published reports and guidelines of the nursing organizations. Selected economic, political, and social issues that have affected nursing were discussed. Methods used to collect data included review of related literature, interviews and correspondence, Faculty and Curriculum Committee minutes, and review of material relevant to the school housed in the archives of the university and Virginia State Library. Catalogs and other official publications of the school and university also were used. The most significant finding was that VCU/MCV School of Nursing met or exceeded national trends in the selected elements from 1893 to 1981 but did not completely meet national standards until after 1960. The nursing school was a leader in Virginia, considered a pioneer in many areas, and obtained several firsts in nursing education in the state.

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Books on the topic "University of Virginia. School of Architecture"

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Urgent matters: Designing the School of Architecture at Jefferson's university. University of Virginia School of Architecture, 2009.

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editor, Nelson Louis P., and University of Virginia. School of Architecture, eds. History of the A School: A school built upon the foundation of Mr. Jefferson's Principles of Architecture. University of Virginia School of Architecture, 2013.

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Virginia Polytechnic Institute and State University. College of Architecture and Urban Studies, ed. Almost A4: Sketches, thoughts, photographs. CAUS, Virginia Tech, 2007.

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University of Virginia. School of Architecture. Catalyst: 2012-2013 UVa. Edited by Abbasy-Asbagh Ghazal editor, Hora Rebecca, Metcalf Ryan, and Pinyan Matthew. Actar D, 2013.

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Symposium 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. The Division, 1990.

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Andrea, Leers, and University of Virginia. School of Architecture., eds. Kid's play: The Boys and Girls Club : an urban youth center : Andrea Leers, the 1994-1995 Harry Shure Visiting Professorship in Architecture, University of Virginia - School of Architecture : spring term 1995/ studio: Bill Beeton ... [et al.]. University of Virginia, School of Architecture, 1996.

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1952-, Butler Sara A., ed. University of Virginia. Princeton Architectural Press, 1999.

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Eleni, Bastéa, Daskalakis Gia, and ACSA West Central Regional Conference (1998 : Washington University in St Louis, School of Architecture), eds. Proceedings: Memory and architecture, October 2-4, Washington University, School of Architecture. The School, 1998.

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McGill University. School of Architecture., ed. History and theory graduate studio: McGill School of Architecture. The School, 1993.

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Llewellyn, Robert. Jefferson's legacy to health. University of Virginia, School of Medicine, 1992.

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Book chapters on the topic "University of Virginia. School of Architecture"

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Wilson, Dreck Spurlock. "University of Pennsylvania School of Architecture." In Julian Abele. Routledge, 2019. http://dx.doi.org/10.4324/9781351021661-4.

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Morales-Doyle, Daniel, Alejandra Frausto Aceves, Karen Canales Salas, et al. "Reflections on Teaching and Learning Chemistry Through Youth Participatory Science." In Palgrave Studies in Education and the Environment. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-79622-8_14.

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AbstractThis chapter captures a panel discussion from the 2019 conference of Science Educators for Equity, Diversity, and Social Justice (SEEDS, http://seedsweb.org) in Norfolk, Virginia. The panel included two high school students, three high school chemistry teachers, a community organizer, an administrator for a large urban school district, and a university-based science educator. These panelists, the authors of this chapter, had been collaborating on an initiative to support youth participatory science (YPS) projects in high school chemistry classes. We share this lightly edited transcript of our conversation as a way to communicate perspectives about the opportunities and challenges of YPS from viewpoints across these constituency groups. Our conversation is organized around three questions for reflection: (1) What are some of the challenges and possibilities when it comes to engaging with YPS in science classes? (2) How has engaging in YPS exposed both insights and oversights of scientific ways of knowing? (3) In YPS, what are the relationships between learning science and engaging in political and community issues?

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d’Annuntiis, Marco, and Sara Cipolletti. "Child Friendly Architectures. Design Spaces for Children and Adolescents." In Makers at School, Educational Robotics and Innovative Learning Environments. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77040-2_47.

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AbstractThis paper presents the educational and laboratory experience of the course entitled “Child Friendly Architectures”, taught during the 2019 academic year at the School of Architecture and Design (SAAD) of the University of Camerino, in collaboration with UNICEF Italia. The training course is the first in Italy to build a dialogue between the discipline of architecture and the protection and promotion of children and adolescents’ rights. The course was offered to the university’s students and was structured as two modules. In a series of training seminars, the first module, Teaching Activity, addressed the design of spaces for children and adolescents while looking closely at good practices and case studies. The second module, Application Activity, was a practical laboratory which guided students in a participatory process of planning. The students experimented with reading and planning a specific context in which they live, using specially structured tools and methods. The Child Friendly Architectures training course theorizes a way of thinking about the design of spaces for children and adolescents, taking into consideration their rights, and promoting the learning of tools, design techniques and new technologies. The competences involved in participatory planning—which can be learned—strengthen team work through important networking and listening opportunities. This helps young people to develop a critical awareness of children and adolescents’ rights, and the quality of the spaces dedicated to them.

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Carlini, Alessandra. "Museum Education Between Digital Technologies and Unplugged Processes. Two Case Studies." In Makers at School, Educational Robotics and Innovative Learning Environments. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77040-2_21.

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AbstractThis document presents the results of architectural design and prototyping of educational kits within the museum context, two case studies featuring a combination of digital technologies and unplugged processes. The field of application is cultural heritage and the topics are part of school curricula. The first case study is a museum display of digital video installations and educational kits that reproduce mechanisms of symmetry from patterned flooring (“www.formulas.it” laboratory, Department of Architecture, Roma Tre University and Liceo Scientifico Cavour” high school). The second case concerns the setting up of a school fab lab in which 3D-printed prototype educational kits are made for schools and museums in Rome, in partnership with the Municipality of Rome and the Ministry of Cultural Heritage and Activities (General Directorate for Education and Research). The cases involve professional, research and didactic experiences which led to funding-supported projects. The experiences showcase good practices in informal and cooperative learning, and highlight the relationship between education and popularization that draws on our architectural heritage.

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"Foreword by Joseph T. DiPiro, PharmD∗∗Dean, Virginia Commonwealth University School of Pharmacy Archie O. McCalley Chair Virginia Commonwealth University Richmond, Virginia USA." In Pharmacy Practice in Developing Countries. Elsevier, 2016. http://dx.doi.org/10.1016/b978-0-12-801714-2.06001-9.

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"Université Paul-Valéry, École d’Art Dramatique / Paul-Valéry University School of Dramatic Arts." In Brunet Saunier Architecture. Birkhäuser, 2012. http://dx.doi.org/10.1515/9783034610902.203.

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"The school of bridges in Venice: teaching bridge design in an University of Architecture." In Structures and Architecture. CRC Press, 2013. http://dx.doi.org/10.1201/b15267-38.

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Chance, Shannon M., and J. Timothy Cole. "Enhancing Building Performance and Environmental Learning." In Architecture and Design. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7314-2.ch026.

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School buildings directly affect their natural and socio-cultural environments. They do this through their construction, maintenance, operation, and demolition. Most of the school buildings we have in stock today drain natural resources and inadvertently perpetuate a culture of environmental, social, and long-term economic ignorance and misuse. When approached thoughtfully, however, the design of school buildings can help inform and enrich society. Well-designed buildings can impart environmental knowledge and values. They can foster more effective behaviors among the people who learn in and from them. Effectively designed buildings can also conserve natural resources and—at their best—even help replenish the natural environment. For many school leaders today, participation in green certification programs represents one important step toward improved building and learning performance. This chapter provides a case study of successful learning approaches developed by Virginia Beach City Public Schools (VBCPS).

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"1961. João Batista Vilanova Artigas, School of Architecture and Planning, University of São Paulo." In Modern Architecture in Latin America. University of Texas Press, 2015. http://dx.doi.org/10.7560/758650-070.

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Simoes, Nadia, and Nuno Crespo. "Entrepreneurial Intentions of University Students." In Institutions, Resilience, and Dynamic Capabilities of Entrepreneurial Ecosystems in Emerging Economies. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-4745-1.ch007.

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This chapter analyzes entrepreneurship intentions in a medium-size Portuguese university that is in the top 150 of the Times Higher Education ranking for young universities. This higher education institution has grown rapidly over the last decades, has been extremely dynamic in establishing local level partnerships with business and non-business institutions, and is characterized by an environment more multidisciplinary than average with four schools occupying the same buildings (School of Sociology and Public Policy, School of Social Sciences, Business School, and School of Technology and Architecture). Using a sample of 544 students, this group of respondents ranks entrepreneurship as their preferred career choice. Analyzing the factors that influence entrepreneurial intentions, the authors find the relevance of context variables and entrepreneurship-related courses.

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Conference papers on the topic "University of Virginia. School of Architecture"

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Pancorbo, 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.

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This paper proposes a critical analysis of “ARCH 2010 Introduction to Urban Architecture” at the School of architecture of the University of Virginia. The studiois part of an overall strategy that tries to subvert the traditional method of teaching in architectural design. In a conventional linear process, students start withthe design of a small-scale architectural object and continue to design buildings in progressively larger scales. Provided with a strong urban context, the 2010 Studio follows a sinusoidal transition of scale, moving from small to large and back again. The ultimate goal of the studio is to put forward/produce an urban architectural project by linking the architectural object with the urban landscape as catalysts for the change within the city. The architectural proposals should be a strategic and thoughtful response to previous research on existing urban systems, and should support the revitalization of public life in their immediate environment and in the whole city. The course was divided in four parts: Elements and infrastructures of the urban environment, developed at Charlottesville Down Town Mall, Urban systems and networks, strategic development plan for 9th street, and design of a mixed-use building and public space (The last 3 parts took place in Lynchburg, Virginia). To connect these four main “problems” there were “transitional exercises” inserted in between them. With the same critical attention, this paper will analyze the final results, the various stages of the course as well as the areas of overlap between different phases, specially designed to ensure the student’s awareness of the consistency of the complete process.

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Gavin, Lesley. "The Integrated Teaching of CAAD in the School of Architecture at The Robert Gordon University." In eCAADe 1994: The Virtual Studio. eCAADe, 1994. http://dx.doi.org/10.52842/conf.ecaade.1994.x.i8w.

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Uranga, Eneko J., Iñigo Leon, Aniceto Alberdi, et al. "Implementation of the BIM Methodology in the Architecture Degree: Experience of the Architecture School of San Sebastian." In Seventh International Conference on Higher Education Advances. Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13015.

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The emergence of the Building Information Modelling (BIM) methodology in the design, generation, maintenance and data management of any type of building has meant the most important advance in decades in the construction sector. Moreover, current European and Spanish regulations require its mandatory use. In this context, the university degree studies related to construction must challenge this new reality. The aim of the project conducted in the University of the Basque Country (UPV/EHU) School of Architecture of San Sebastian, is the implementation of the BIM methodology in its Architecture Degree. The intention of this research is to implement the BIM methodology without subtracting competencies or content from the current Syllabus. This methodology should be gradually integrated into the different courses and intertwined with the contents of different subjects, in order to train Architecture graduates on BIM and preparing them to join a professional market that demands this knowledge. The purpose of this communication is to report the current status and the level of development of this study.

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Lemus, Lenin, and Ana Pont. "Computer organization and architecture teaching in the University School of Computer Science and in the computer science faculty of the University of Polytechnic University of Valencia." In the 1998 workshop. ACM Press, 1998. http://dx.doi.org/10.1145/1275182.1275206.

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Romano, Rosa, and Paola Gallo. "SUSTAINABLE SCHOOL FOR MED AREA: AN INTERNATIONAL DESIGN EXPERIENCE IN THE ENVIRONMENTAL DESIGN COURSE OF THE ARCHITECTURE SCHOOL AT THE UNIVERSITY OF FLORENCE." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.0375.

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Mestre Martí, Maria, Pedro Miguel Jiménez Vicario, Manuel Alejandro López Ródenas, David Navarro Moreno, Pedro García Martínez, and María José Muñoz Mora. "ON-LINE ASSESSMENT MECHANISMS FOR GRAPHICS SUBJECTS AT THE ARCHITECTURE SCHOOL OF THE POLYTECHNIC UNIVERSITY OF CARTAGENA (UPCT)." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.0454.

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Mestre Martí, María, Macarena Salcedo Galera, Patricia Reus Martínez, et al. "THE STUDENTS EXCHANGE ARCHITECTURE PROGRAM FROM INDIA AT THE SCHOOL OF ARCHITECTURE AND BUILDING OF THE POLYTECHNIC UNIVERSITY OF CARTAGENA (UPCT), SPAIN. REFLECTION ON THE STRENGTHS AND OPPORTUNITIES." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.0666.

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Duche-Perez, Aleixandre Brian, Fanny Miyahira Paredes-Quispe, and Olger Albino Gutierrez-Aguilar. "The Transition from high school to university: identifying internal and external factors for a successful transition in peruvian students of Architecture and Engineering." In 2019 IEEE World Conference on Engineering Education (EDUNINE). IEEE, 2019. http://dx.doi.org/10.1109/edunine.2019.8875751.

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Pavlovic, Milorad. "An Analysis of Grading Discrepancy in Architectural Juries: The Case of Summer School Design Courses." 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/iccaua2021120n2.

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The architectural education process is fundamentally dominated by design studio courses. Their organization remains an open challenge for educators due to the complexity of related factors, such as teaching methods, design topics, assignments and assessments. In particular, the assessment of design studio courses is often a complex procedure, due to the involvement of several jury members with different expertise and their subjective interpretations. In this research, an analysis of the grading discrepancy in architectural juries is proposed. The study aims on quantifying the divergence between the final grades and the marks proposed by each juror. The percentage error was considered as a method for research. The procedure was introduced in the vertical architectural design studio at Alanya Hamdullah Emin Pasa University, Department of Architecture, during the summer semester of 2018.

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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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Reports on the topic "University of Virginia. School of Architecture"

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Kerrigan, Susan, Phillip McIntyre, and Marion McCutcheon. Australian Cultural and Creative Activity: A Population and Hotspot Analysis: Bendigo. Queensland University of Technology, 2020. http://dx.doi.org/10.5204/rep.eprints.206968.

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Bendigo, where the traditional owners are the Dja Dja Wurrung people, has capitalised on its European historical roots. Its striking architecture owes much to its Gold Rush past which has also given it a diverse cultural heritage. The creative industries, while not well recognised as such, contribute well to the local economy. The many festivals, museums and library exhibitions attract visitors from the metropolitan centre of Victoria especially. The Bendigo Creative Industries Hub was a local council initiative while the Ulumbarra Theatre is located within the City’s 1860’s Sandhurst Gaol. Many festivals keep the city culturally active and are supported by organisations such as Bendigo Bank. The Bendigo Writers Festival, the Bendigo Queer Film Festival, The Bendigo Invention & Innovation Festival, Groovin the Moo and the Bendigo Blues and Roots Music Festival are well established within the community. A regional accelerator and Tech School at La Trobe University are touted as models for other regional Victorian cities. The city has a range of high quality design agencies, while the software and digital content sector is growing with embeddeds working in agriculture and information management systems. Employment in Film, TV and Radio and Visual Arts has remained steady in Bendigo for a decade while the Music and Performing Arts sector grew quite well over the same period.

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