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Building Meaning: An Architecture Studio Primer on Design, Theory, and History is an essential introduction to the complex relationship between form making, historical analysis, and conceptual explorations. This book focuses on the relationship and interdependence between design, theory, and history for an innovative and holistic studio approach. Rather than suggest a singular narrative, this book draws from a diverse range of thinkers and designers to highlight the many interpretations of key architectural concepts, and provides readers with the context essential for developing their own approaches to any design problem. Building Meaning is organized to reflect the typical studio process, with stand-alone chapters that provide flexibility for use at any stage of design. The ideal book for beginning and intermediate architecture students, it gives specific methods to apply in the studio to make the most of the design process, as well as focused exercises to creatively explore each concept presented. Illustrated with more than 250 color images, it enables readers to engage and understand critically the genesis of architectural ideas and their role in our social and cultural experience.
The shaping of complex meanings depends on punctual and relational coding and inferencing. Coding is viewed as a vector which can run either from expression to content or from concepts to (linguistic) forms to mark independent conceptual relations. While coding relies on systematic resources internal to language, inferencing essentially depends on a layered system of autonomous shared conceptual structures, which include both cognitive models and consistency criteria grounded in a natural ontology. Inference guided by coding is not a residual pragmatic device but it is a direct way to long-term conceptual structures that guide the connection of meanings. The interaction of linguistic forms and concepts is particularly clear in conceptual conflict where conflictual complex meanings provide insights into the roots of significance and the linguistic structure of metaphors. Complementing a formal analysis of linguistic structures with a substantive analysis of conceptual structures, a philosophical grammar provides insights from both formal and functional approaches toward a more profound understanding of how language works in constructing and communicating complex meanings. This monograph is ideally addressed to linguists, philosophers and psychologists interested in language as symbolic form and as an instrument of human action rooted in a complex conceptual and cognitive landscape.
Imperialism is strikingly represented in its buildings. This work illuminates the dispersal of colonial culture and religious forms, social classes, and racial divisions over two centuries, from the establishment of colonial rule to a post-colonial world. It will be a vital reading for all students of imperial history and global material culture.
The modern world is in turmoil. The decline of the old religious myths has generated profound psychological instability for many people, with nothing yet to take their place. The resulting "meaning crisis" lies at the heart of so much of our cultural tumult, and will continue to unravel society until we find a way to affectively reintegrate a sense of mythic meaning and common purpose back into our lives. Personal myth offers us a constructive way forward. Since Carl Jung first explored the idea in the mid-20th century, numerous psychologists and comparative mythologists have advanced the concept in fruitful ways. This book attempts to develop it even further-to show how the process of personal mythmaking can not only return a sense of meaning to our individual lives but also form the basis of genuinely edifying spiritual community. The task of reimagining the sacred calls each of us to do our part-a project every bit as bold as the building of the great cathedrals. What will you build with your life?
Pontefract combines years of experience and research on employee engagement to create a work about the three crucial areas of purpose: individual, workplace role, and organizational. When one area is lacking, this three-legged barstool starts to wobble, and the results range from disengagement to bankruptcy. A business leader that is committed to purpose will create purpose for his/her employees. An employee that feels his/her sense of purpose on the job will be an invaluable asset to productivity and success. An organization centered on purpose will benefit every stakeholder, from employees to society in general. This “sweet spot” of purpose creates a reciprocal relationship between all three areas, and sits at the center of Pontefract’s work.
Architecture is an art, expressing most clearly the values of its age, as in the great cathedrals of the Middle Ages or the corporate headquarters of today. Buildings work directly on our emotions, filling us with awe or serenity; they also help us to organize our crowded lives.
"Teaching and learning communities are communities of practice in which a group of faculty and staff from across disciplines regularly meet to discuss topics of common interest and to learn together how to enhance teaching and learning. Since these teaching and learning communities can bring together members who might not have otherwise interacted, new ideas, practices, and synergies can arise. The role of librarians in teaching and learning has been reexamined and reinvigorated by the introduction of the ACRL Framework for Information Literacy for Higher Education, which offers a conceptual approach and theoretical foundations that are new and challenging. Building Teaching and Learning Communities: Creating Shared Meaning and Purpose goes beyond the library profession for inspiration and insights from leading experts in higher education pedagogy and educational development across North America to open a window on the wider world of teaching and learning, and includes discussion of pedagogical theories and practices including threshold concepts and stuck places; the Scholarship of Teaching and Learning (SoTL); disciplinary approaches to pedagogy; the role of signature pedagogies; inclusion of student voices; metaliteracy; reflective practice; affective, behavioral, and cognitive aspects of learning; liminal spaces; and faculty as learners. This unique collection asks each of the authors to address this question: What do we as educators need to learn (or unlearn) and experience so we can create teaching and learning communities across disciplines and learning levels based on shared meaning and purpose? Six fascinating chapters explore this question in different ways ... Building Teaching and Learning Communities is an entry into some of the most interesting conversations in higher education and offers ways for librarians to socialize in learning theory and begin 'thinking together' with faculty. It proposes questions, challenges assumptions, provides examples to be used and adapted, and can help you better prepare as teachers and pursue the essential role of conversation and collaboration with faculty and students."--
Each of these Analysing Architecture Notebooks is devoted to a particular theme in understanding the rich and varied workings of architecture. They can be thought of as addenda to the foundation volume Analysing Architecture, which first appeared in 1997 and has subsequently been enlarged in three further editions. Examining these extra themes as a series of Notebooks, rather than as additional chapters in future editions, allows greater space for more detailed exploration of a wider variety of examples, whilst avoiding the risk of the original book becoming unwieldy. Shadows may be insubstantial but they are, nevertheless, an important element in architecture. In prehistoric times we sought shade as a refuge from the hot sun and chilling rain. Through history architects have used shadows to draw, to mould form, to paint pictures, to orchestrate atmosphere, to indicate the passing of time ... as well as to identify place. Sometimes shadow can be the substance of architecture.
"This program helps students unlock the meaning of over 60% of the words they encounter in the classroom and beyond with a systematic approach to teaching vocabulary using Greek and Latin prefixes, bases, and suffixes. Students are introduced to one new root per lesson with daily activities to ensure that they learn the root and the many English words it generates. The teacher's guide includes lesson plans with detailed notes about words from each root, overhead transparencies for introductory activities, standards-based connections, and differentiation strategies."--Publisher website.