Ecological Transition in Education and Research. Группа авторовЧитать онлайн книгу.
workshops 9.6. The Mutations final thesis 9.7. References
7 PART 3 Teaching and Research on Ecological Transition: From Theory to Practice 10 Form Follows Partnership 10.1. Introduction 10.2. The need for systemic thought: think global, act local 10.3. From systemic analysis to strategic action for urban ecology 10.4. From the designer architect to the partner architect 10.5. Openness: teaching an attitude more than adaptation to the market 10.6. References 11 Tackling Global Warming in the Ardèche Valley: Project Workshop Narrative 11.1. Introduction 11.2. Three-year cooperation between ENSAL and the Ardèche valley 11.3. Putting the bioregion to the test 11.4. Climate change and its consequences: a shared issue? 11.5. Climate: a constant that is no longer so? 11.6. Territorializing global challenges 11.7. Associating experiences with broader dynamics 11.8. The project as a means of testing, demonstrating, convincing 11.9. Projects that open a public debate and lead to the emergence of courses of action 11.10. References 12 Learning from Toulouse: Lessons from the Bioclimatic Houses of Jean-Pierre Cordier 12.1. Introduction 12.2. The volume and exposure of a bioclimatic house 12.3. Trapping and storing thermal energy 12.4. The greenhouse as a living space and the resident’s role in bioclimatic houses 12.5. Conclusion on the topicality of the bioclimatic approach 12.6. References 13 The !MPACT Contest: An Opportunity for Architecture Students
9 Index
Guide
1 Cover
8 Index
9 Other titles from iSTE in Science, Society and New Technologies
List of Illustrations
1 Chapter 2Figure 2.1. View of one of the courtyards of El Badi Palace in Marrakesh, 16th c...Figure 2.2. Köppen climate map (Kottek et al. 2006)Figure 2.3. South Atlas village in Morocco (photo: J. Lelay)Figure 2.4. View of the beach and the oil fields from the pier at Huntington Bea...Figure 2.5. Cover of the book Les sans mots de l’habitabilité et de la territori...Figure 2.6. Modeling of key players in relation to the energy transition levers ...Figure 2.7. View of the work of artist Tadao Ando, “Four Cubes To Contemplate Ou...Figure 2.8. Example of a chrono-systemic timeline (Laura Campelli and Manon Hous...
2 Chapter 3Figure 3.1. Screenshot of the ETAW Blog home page with the location of the terri...Figure 3.2. Choice of presentation panels for daily press reviews, produced by 2...Figure 3.3. Final presentation by a group of undergraduate students from ENSA Na...
3 Chapter 4Figure 4.1. The famous FresnoyFigure 4.2. The famous FresnoyFigures 4.3 and 4.4. Project by Tony Moreira da SilvaFigures 4.5 and 4.6. Project by Margaux LefevreFigures 4.7 and 4.8. Project by Pauline Brochet and Luka GatesFigure 4.9. “An educational manifesto”: works exhibition at Fresnoy Panorama 21 ...
4 Chapter 6Figure 6.1. The situation of Reunion Island and its particular traitsFigure 6.2. Geographical location of schoolsFigure 6.3. Characteristics and aerial views of schools (2016)Figure 6.4. Comfort scales implemented in the questionnairesFigure 6.5. Copy of the questionnaireFigure 6.6. Data classification and analysis processFigure 6.7. Thermal satisfaction (morning and afternoon)Figure 6.8. ASHRAE Thermal satisfaction (morning and afternoon)Figure 6.9. MCINTYRE Thermal satisfaction (morning and afternoon)Figure 6.10. Visual satisfaction (morning and afternoon)Figure 6.11. Acoustic satisfaction (morning and afternoon)Figure 6.12. Olfactory satisfaction (morning and afternoon)Figure 6.13. Overall satisfactionFigure 6.14. Lines, equations and regression coefficients obtained (air temperat...Figure 6.15. Lines, equations and regression coefficients obtained (relative hum...Figure 6.16. Lines, equations and regression coefficients obtained (lighting)Figure 6.17. Lines, equations and regression coefficients (acoustic level)Figure 6.18. Lines,