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Группа авторов. Ecological Transition in Education and Research
Table of Contents
Guide
List of Illustrations
List of Tables
Pages
Ecological Transition in Education and Research
Introduction
1. Between Architecture and Climate: A Bioclimatic Approach. 1.1. Introduction
1.2. Bioclimatism
1.3. Sustainable development
1.4. Smartness
1.5. The “Architecture and Climate” research team
1.6. Teaching
1.7. Conclusion
1.8. Questions
2. Architecture, City, Landscape: The Place of History in Pedagogy Integrating the Climatic Emergency. 2.1. Introduction
2.2. Climatic heritage through the landscape
2.2.1. A general trend but individualized local situations
2.2.2. The rise of the Mediterranean climate
2.2.3. What models are there in this context?
2.2.4. Lessons for teaching
2.3. What lessons can be learned from environmental history?
2.3.1. Synthesis lessons and historiographic points of reference
2.3.2. Environmental history as a horizon or as a viewpoint
2.3.3. Environmental and long-term history
2.3.4. Critique of concepts, alternative narratives, a space for discussion
2.3.5. Environmental history: spur or model?
2.4. Integration of the climate dimension in the architectural history course
2.4.1. With doctoral students: work on precedents
2.4.2. Bachelor’s degree: first and foremost, establish a relationship
2.4.3. Master’s degree (seminar/studio): working on resilience through mutual aid and the collective
2.5. Conclusion
2.6. References
3. Ecological Transition Architecture Week (ETAW): An Introduction to the Assessment of Risks and Opportunities. 3.1. Introduction
3.2. Identifying current topics in terms of ecological transition
3.3. Territorial system sampling
3.4. From a thematic analysis..
3.4.1. ... towards the assessment of risks and opportunities in terms of ecological transition
3.5. A framework for reflection prior to the project
4. Climate Commons – Educational Research in Action. 4.1. Introduction
4.2. Climate
4.3. The common
4.3.1. Climate and the common
4.4. Educational sequences
4.5. Conclusion
4.6. References
5. Drawing the Thickness of an Environment, Drawing the Thickness of Architecture. 5.1. Introduction
5.2. Something is happening in Notre-Dame-des-Landes
5.3. Living in the bocage
5.4. Translating what we see
5.5. Drawing architecture and the environment
5.6. The lessons of Geddes
5.7. References
6. Overall Comfort in Elementary Schools with Humid Tropical Climates: Methodology for Adapting Comfort Scales
6.1. Introduction
6.2. General framework and methods. 6.2.1. Selection: choosing villages and elementary schools
6.2.2. Setting up the questionnaire and collecting data
6.2.3. Overall comfort measurement
6.2.4. Session planning
6.2.5. Sample profile
6.2.6. Methodology
6.3. Results and discussions. 6.3.1. Satisfaction analysis. 6.3.1.1. Thermal comfort
6.3.1.2. Visual comfort
6.3.1.3. Acoustic comfort
6.3.1.4. Olfactory comfort
6.3.1.5. Overall comfort
6.3.2. Linear regression analysis
6.3.2.1. Thermal comfort
6.3.2.2. Visual comfort
6.3.2.3. Acoustic comfort
6.3.2.4. Olfactory comfort
6.3.3. Determination of global comfort scales
6.3.3.1. Thermal comfort
6.3.3.2. Visual comfort
6.3.3.3. Olfactory comfort
6.4. Conclusion
6.5. Acknowledgments
6.6. References
7. Urban Green-Blue Grids as a Potential Factor for Regulating Urban Temperature: The Marseille Canal – An Essential Local Opportunity
7.1. Introduction
7.2. The diagnosis of urban overheating. 7.2.1. Characterization of urban heat islands (UHI)
7.2.2. Urban temperature variation factors
7.2.3. Remedy to UHI effect: the essential role of revegetation
7.2.4. Conclusion: simple solutions... but difficult to implement
7.3. Urban green-blue grids to limit urban overheating?
7.3.1. The urban green-blue grid: definition
7.3.2. The UGN and its implementation
7.3.3. Link with the “nature in the city” challenges
7.3.4. The implementation of the urban green-blue grid
7.3.5. Conclusion: heat island and the urban green network: possible overlaps?
7.4. The Marseille case
7.4.1. The Marseille metropolis
7.4.2. An urban context in full reconfiguration
7.4.3. A rich, natural but ambivalent context
7.4.4. But great precariousness
7.4.5. What role should be given to the Marseille canal?
7.4.6. Conclusion: a natural space subject to multiple urban constraints
7.5. Conclusion: design and build the city of tomorrow by integrating the issue of urban heat regulation as well as the revegetation of still available spaces
7.5.1. Rethinking the definition of the value of spaces
7.5.2. The local planning document and its concrete implementation
7.5.3. The Marseille case
7.6. References
8. Summer Comfort in the Face of Climate Change: Design Adaptation and Rehabilitation
8.1. Introduction
8.2. The current context
8.3. Method
8.4. The research/teaching duality for energy transition
8.4.1. Research work on energy transition
8.5. The evolution of Master’s degree courses
8.5.1. Rehabilitation of vernacular buildings
8.5.2. Raw earth as an answer to summer comfort
Method
Results
Discussion
8.5.3. Design of a new raw earth building
Method
Results
Discussion
8.6. Energy theories and practices to be reinforced
8.7. Conclusion
8.8. References
9. Mutations Project at ENSA Nancy
9.1. Origins of the team – the Mutations project. 9.1.1. Concerns shared in 2015
9.2. Gradual team building
9.3. The link between teaching, research and practice
9.4. Rencontres Interdisciplinaires Mutations (Mutations Interdisciplinary Meetings)
9.4.1. The goals of the event
9.4.2. The program and the guests
9.4.3. First appraisal and perspectives
9.5. Mutations project workshops
9.5.1. Framework and project workshop principles
9.5.2. Appropriation of the exercise by the students. 9.5.2.1. Les Provinces
9.5.2.2. Malzéville
9.5.2.3. Seichamps
9.5.2.4. The Nancy urban fabric
9.6. The Mutations final thesis
9.7. References
10. Form Follows Partnership. 10.1. Introduction
10.2. The need for systemic thought: think global, act local
10.2.1. Metropolization as inseparable from globalization
10.2.2. “Globalization does not exist. Only globalized sectors exist”
10.2.2.1. First stage: analyzing the city’s material sectors
10.2.2.2. Second stage: re-examining sectors, re-examining their programming
10.2.2.3. Third stage: inventing programs for conceiving architectures
10.2.2.4. Fourth stage: efficiently applying systemic thought to a demonstrator project
10.3. From systemic analysis to strategic action for urban ecology
10.3.1. Form follows partnership
10.4. From the designer architect to the partner architect
10.4.1. From the designer architect to the provider architect
10.4.2. From the designer architect to the partner architect
10.4.3. Replacing the role of the architect as a city strategist
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
List of Authors
Index. B
C, D
E
G, H, I
L, P, R
S
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