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This book addresses the built environment through the lens of environmental architecture, and in a holistic manner. It moves gradually from psychophysiology and thinking-doing-feeling modalities, through environmental criteria to environmental modulation, concluding with a debate around mitigation and adaptation. Much use is made of re-interpreting past quotations seen as relevant for environmental architecture. No definitive conclusions are reached, but rather broad discursive messages are offered. The text will have lasting luminance for new generations involved with the built environment.
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As a political model for the young democracy in interwar Romania, as a protector against threats to the sovereignty and integrity of the state, as a cultural model, and as a daily life, America represented for Romania a reference point, a factor of stability and progress. America was a model and ally of the civilized world! Unfortunately, isolated in the interwar period from the political realities on the continent, America saw how, at the end of the ‘30s, the political creation of the Paris Peace Conference collapsed, the US being invited to “abandon jazz” to enter a new war on the European continent, extended to Asia and Africa, to save civilization, alongside the UK. At the war’s ...
Histories of Architecture Education in the United States is an edited collection focused on the professional evolution, experimental and enduring pedagogical approaches, and leading institutions of American architecture education. Beginning with the emergence of architecture as a profession in Philadelphia and ending with the early work, but unfinished international effort, of making room for women and people of color in positions of leadership in the field, this collection offers an important history of architecture education relevant to audiences both within and outside of the United States. Other themes include the relationship of professional organizations to educational institutions; th...
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First published in 1994, this book brings together the papers presented at the International Forum on ‘Future Visions of Urban Public Housing’ held on November 17-20, 1994 in Cincinnati, Ohio. Participants included public housing officials, academics, practitioners and public housing residents who came together to debate, compare and analyse practices and issues in urban and public housing in industrialised nations. The 55 collected papers address the following key topics: public housing policy; comprehensive neighbourhood planning for public housing; public housing in the urban design context; quality of design standards and guidelines for public housing; resident participation and enhanced self-sufficiency in public housing; public housing alternatives; revitalising and rehabilitating public housing; the Elderly, Children, and special populations in public housing. The findings suggest new directions for policy and agendas for action.
The history of the study of popular culture in American academic since its (re)introduction in 1967 is filled with misunderstanding and opposition. From the first, proponents of the study of this major portion of american culture made clear that they were interested in making popular culture a supplement to the usual courses in such fields as literature, sociology, history, philosophy, and the other humanities and social sciences; nobody proposed that study of popular culture replace the other disciplines, but many suggested that it was time to reexamine the accepted courses and see if they were still viable. Opposition to the status quo always causes anxiety and oppostion, but when the issues are clarified, often oppoosition and anxiety melt away, as they are now doing.
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This volume offers both an introduction to and an insight into key contemporary architects as well as giving a snapshot of the varied nature of architecture today. For each architect there are details of their life and work and illustrations of their most representative and iconic buildings.
The history of the study of popular culture in American academia since its (re)introduction in 1967 is filled with misunderstanding and opposition. From the first, proponents of the study of this major portion of American culture made clear that they were interested in making popular culture a supplement to the usual courses in such fields as literature, sociology, history, philosophy, and the other humanities and social sciences; nobody proposed that study of popular culture replace the other disciplines, but many suggested that it was time to reexamine the accepted courses and see if they were still viable. Opposition to the status quo always causes anxiety and opposition, but when the iss...