LEADER 04510nam 2200649 a 450 001 9910790023403321 005 20230801222010.0 010 $a1-4443-6104-X 010 $a1-280-59935-9 010 $a9786613629197 010 $a1-4443-6103-1 035 $a(CKB)2670000000160759 035 $a(EBL)871517 035 $a(OCoLC)780445278 035 $a(SSID)ssj0000622581 035 $a(PQKBManifestationID)12215381 035 $a(PQKBTitleCode)TC0000622581 035 $a(PQKBWorkID)10642796 035 $a(PQKB)11403306 035 $a(MiAaPQ)EBC871517 035 $a(Au-PeEL)EBL871517 035 $a(CaPaEBR)ebr10540928 035 $a(CaONFJC)MIL362919 035 $a(EXLCZ)992670000000160759 100 $a20110825d2012 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aArchitectural technology$b[electronic resource] /$fStephen Emmitt 205 $a2nd ed. 210 $aHoboken, N.J. $cWiley-Blackwell$d2012 215 $a1 online resource (265 p.) 300 $aDescription based upon print version of record. 311 $a1-4051-9479-0 320 $aIncludes bibliographical references and index. 327 $aArchitectural Technology; Contents; Foreword; Introduction; 1 Fundamentals; Sensory engagement; Building innovation; Building characteristics; Enclosure and functional requirements; Philosophies and approaches; Further reading; 2 Physical Design Generators; The physical context: a sense of place; Micro climates and weathering; Structure and fabric; Materials; Services; Further reading; 3 Social Design Generators; The social context; Communication and language; Design decisions; Risk; Quality; Added value; Further reading; 4 Regulatory Design Generators; Town planning and development control 327 $aThe building regulationsStandards and codes of practice; Trade associations; Testing and research reports; Further reading; 5 Humane Design Generators; Perception of our buildings; Physiology and usability; Healthy environments; Safe environments; Secure environments; Fire safety; Further reading; 6 Physical Interfaces; Typologies; Transitions; Joints and connections; Tolerances; Further reading; 7 The Art of Detailing; Detailing principles; Environmental issues; Performance of the joint; Designing the details; Further reading; 8 The Art of Specifying; Specification methods 327 $aSelection criteria - fitness for purposeWriting the specification; Contents of a written specification; Further reading; 9 The Art of Informing; Media; Coordinated project information; Drawings; Physical models; Bills of quantities; Digital information and virtual details; Information flow and design changes; Further reading; 10 Assembling the Parts; The designer-contractor interface; Flows; Quality of work; Design changes; Practical completion and hand-over; Learning from building projects; Further reading; 11 Living with Buildings; Durability and decay 327 $aPreservation, restoration, and conservationPrinciples of conservation, repair and maintenance; Upgrading existing buildings; Learning from buildings; Further reading; 12 Disassembly and Reuse; Reusing redundant buildings; Demolition and disassembly; Reclamation, reuse, and recycling; Stretching the tradition; Further reading; References; Index 330 $aSince the publication of the first edition of Architectural Technology, in 2002, there have been significant developments in the number of courses, the profile of the discipline as well as significant changes in the Construction sector. The Second edition of Architectural Technology addresses these challenges directly. Much greater emphasis is given to the three core themes of the book - Environmental Sustainability; Innovation; and Design. An increase in the visual material included reinforces the critical role of Design, aiding students to better translate conceptual designs 606 $aArchitecture$xTechnological innovations 606 $aArchitecture and technology 606 $aArchitectural design$xTechnique 615 0$aArchitecture$xTechnological innovations. 615 0$aArchitecture and technology. 615 0$aArchitectural design$xTechnique. 676 $a720.1/05 700 $aEmmitt$b Stephen$0856066 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910790023403321 996 $aArchitectural technology$91915536 997 $aUNINA LEADER 05458nam 2200733 a 450 001 9910219978503321 005 20240514011540.0 010 $a0-8330-5164-4 035 $a(CKB)2670000000079380 035 $a(EBL)683232 035 $a(OCoLC)714123009 035 $a(SSID)ssj0000467998 035 $a(PQKBManifestationID)12176071 035 $a(PQKBTitleCode)TC0000467998 035 $a(PQKBWorkID)10497318 035 $a(PQKB)11035415 035 $a(MiAaPQ)EBC683232 035 $a(Au-PeEL)EBL683232 035 $a(CaPaEBR)ebr10456446 035 $a(oapen)doab114919 035 $a(EXLCZ)992670000000079380 100 $a20110204d2011 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aContinuing challenges and potential for collaborative approaches to education reform /$fSusan J. Bodilly, Rita Karam, Nate Orr 205 $a1st ed. 210 $aSanta Monica, Calif. $cRand Education$d2011 215 $a1 online resource (126 p.) 225 0 $aRand Corporation monograph series Continuing challenges and potential for collaborative approaches to education reform 300 $a"Sponsored by the Ford Foundation." 311 08$a0-8330-5152-0 320 $aIncludes bibliographical references. 327 $aCover; Title Page; Copyright; Preface; Contents; Tables; Summary; Acknowledgments; Abbreviations; CHAPTER ONE Introduction; Background on the Initiative; The History of CERI 1 (1998-2003); The History of CERI 2 (2004-2009); Purpose and Approach; Remainder of the Monograph; CHAPTER TWO Approach, Concepts, and Development of Indicators; Approach; Data Sources; Documents; Yearly Site Visits with Interviews, Focus Groups, and Informal Observations; The Urban Partnership Program and CERI 1 Phone Survey; Administrative Data; Analysis; Study Limitations; Literature Review 327 $aInterorganizational LinkagesExpectations for Implementation; Implications; Indicators of Progress; CHAPTER THREE Progress Toward Collaborative Functioning and Sustainment; Overview of Progress Toward Collaborative Function and Sustainment; The Alianza, Puerto Rico; Ask for More, Jackson, Mississippi; Austin Interfaith, Austin, Texas; DC VOICE, District of Columbia; Grow Your Own, Chicago, Illinois; Urban Partnership Program and Former Collaborating for Education Reform Initiative 1 Sites; Summary of Progress Made, Enablers, and Constraints 327 $aCollaborative Efforts Are Highly Susceptible to Constraints and Changes in the EnvironmentLeadership Change Affected Collaborative Growth; Inclusiveness in Leadership Plays an Important Role in Collaborative Building and Growth; Building the Legitimacy of the Collaborative Proved Critical for Growth and Sustainment; Information Developing and Sharing and Joint Decisionmaking Supported Collaborative Function; Conflicts Among Partners Affected Some Efforts; Fundraising Needed to Be Attended to Early; CHAPTER FOUR Progress Toward Goals; Summary of Activities Undertaken; Were Choices Reasonable? 327 $aSummary of Progress Toward GoalsThe Alianza; Promote Quality in Teaching and Learning; Promote Policies That Lead to Quality in Teaching and Learning; Ask for More; Promote Quality in Teaching and Learning; Promote Policies That Lead to Quality in Teaching and Learning; Become a Voice for Collaboration; Austin Interfaith; Promote Quality in Teaching and Learning; Promote Policies That Lead to Quality in Teaching and Learning; Become a Voice in the Community; DC VOICE; Promote Policies That Lead to Quality in Teaching and Learning; Become a Voice for the Community; Grow Your Own 327 $aPromote Policies That Lead to Quality in Teaching and LearningCross-Site Themes on the Implementation of Activities; The Criteria Used for Choosing an Intervention Played a Large Role in Its Success; Regular Needs Assessment and Reflection Enabled Beneficial Adaptation of Interventions; Use of Collaborative Approaches to Implementation Facilitated Progress; Collaboratives Faced Challenges in Implementing Activities with Dwindling Foundation Support; Intervention Implementation Was Affected by the Political and Economic Context; CHAPTER FIVE Conclusions and Observations 327 $aFindings and Conclusions 330 $aThe Ford Foundation's Collaborating for Education Reform Initiative (CERI) provided grantees with funds, guidance, and technical assistance to develop collaboratives and carry out activities to improve teaching and learning. A second effort, CERI 2, laid down a new set of goals for grantees. RAND Corporation researchers evaluated the initiative. 606 $aSchool improvement programs 606 $aEducational change 606 $aCommunity organization 606 $aSocial movements 606 $aCommunity and school 615 0$aSchool improvement programs. 615 0$aEducational change. 615 0$aCommunity organization. 615 0$aSocial movements. 615 0$aCommunity and school. 676 $a371.2/07 700 $aBodilly$b Susan J$0879920 701 $aKaram$b Rita$01051265 701 $aOrr$b Nate$01051266 712 02$aFord Foundation. 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910219978503321 996 $aContinuing challenges and potential for collaborative approaches to education reform$92481642 997 $aUNINA