<p> Place is shaped by history, culture, and memory. Each person who enters a place experiences it uniquely. The city is the embodiment of place. Contained within it are the memories and stories of people passed, &ldquo;nothing is experienced by itself, but always in relation to its surroundings, the sequence of events leading up to it, the memory of past experiences&rdquo;. The city is a combination of places strung together by individual experiences. But when the memories of these places are lost, so too is their power of place. A place that seems routine today may have been a place of passion a hundred years ago. People attempt to mark these places, but their significance is still lost on the everyday person, if only because the mark shows no power or passion. </p><p> In order to counter the effect (or lack of effect) of the current day historic site, one must reach into the past and bring it jarringly into the present consciousness. It is not enough to have a text or graphic panel explaining what significant historical event happened at some location, there needs to be experience attached to it. The historic marker often highlights more than just a location; it can mark an event or a person who has contributed greatly to the story of that place. Place making has been around for centuries, but it only seems to be creating places of the present. Historic markers in cities have become mundane street furniture, when they should be beacons and pathways to the past. </p><p> The design proposal for creating relevance and significance at historic places is not an easy one. By using a city that is already filled with historic sites, Philadelphia, the common historic marker can be revolutionized to create significant places and human connection. The case study of Philadelphia, with its deep and colorful history, creates a basis for implementation in myriad cities. This city is already filled with markers making note of important people and places of the past. These markers are mostly inconspicuous, blue and gold metal signs too high to read unless you are fifteen feet away. This proposal takes a handful of the significant places in Philadelphia and weaves them together to tell the story of life in the city throughout the 19th Century. These stories connect people of the present with the stories and people of the past in innovative ways. </p><p> The stories focus on three different aspects of history: Arts &amp; Commerce, People &amp; History, and Industry &amp; Technology. The sites are located where significant buildings once stood, and use various layers of design to create a unique sense of place. Graphics, story, and experience unify the sites. The environmental interventions include kiosk structures, projections, paving, and signage, as well as lighting and aural solutions. The installations are created for the people who live and work in the city. This audience already has a connection with the place; the markers serve as a tool to strengthen this connection. They allow the city and its residents to &ldquo;move into the future without abandoning the past&rdquo;. </p><p> In order to keep up with current trends, a mobile application will be developed to accompany the physical interventions. The application serves as an additional layer of design by using video and augmented reality formats. The application is a database for all the markers and allows the user to chart their progress on their journey to the sites. It allows users to explore additional content related to the sites and interaction with their environment in a unique way. </p><p> This proposal creates a new way of experiencing historic sites within Philadelphia, but its implications are worldwide. The visitors to the sites become more aware of their surroundings and gain a stronger connection with their city&rsquo;s history and the people of the past. It allows residents of the city to experience Philadelphia in ways that could not have been imagined before. By creating places for history to come alive and renewing memories long forgotten, the site interventions create spaces that link personal stories to the city, pushing its histories into the present, and perhaps finally answering the question, &ldquo;Do people make place, or does place make people?&rdquo; </p>

Thesis (M. S.)--Mechanical Engineering, Georgia Institute of Technology, 2008. / Committee Chair: Shelton, Samuel; Committee Member: Bras, Berdinus; Committee Member: Jeter, Sheldon.

No description available.

Notre thèse prend appui sur la recherche Arithmétique et Compréhension à l’École Élémentaire (ACE-ArithmÉcole) dont l’objectif est de produire un curriculum en mathématiques au CP. Notre étude se focalise sur le processus d’élaboration d’une partie de ce curriculum, le domaine « Situations » qui propose des séances sur la construction du nombre. Ce domaine s’est construit au sein d’une ingénierie didactique coopérative. Elle regroupe une équipe de recherche, conceptrice des séances et des professeurs du groupe expérimental. Notre travail s'inscrit dans la continuité des recherches produites dans les approches comparatistes en didactique et en particulier dans le cadre du développement de la Théorie de l'Action Conjointe en Didactique. Sur le plan théorique, nos analyses sont menées à l’aulne des notions de : jeux d’apprentissage, système de capacités, de la double dialectique contrat/milieu et réticence/expression. Cette recherche explore trois volets d’analyses. Le premier étudie le dialogue d’ingénierie entre l’équipe de recherche et les professeurs expérimentaux. Elle donne à voir l’importance de la construction d’une continuité de l’expérience des élèves à travers les systèmes de représentation du nombre. Le second volet étudie les modifications opérées par l’équipe de recherche sur les textes de la progression après ce dialogue d’ingénierie. L’avancée du temps didactique que les textes de progression infèrent y est étudiée. Nous mettons en évidence la construction progressive d’un jeu représentationnel réciproque avec des allers-retours entre représentations concrètes et abstraites pour aborder les comparaisons entre les nombres et la notion de différence. Ces analyses donnent à voir comment les représentations deviennent des garants de la continuité didactique par un jeu de traduction représentationnel tout au long de ce curriculum. Nous montrons ainsi comment peuvent se concevoir des ressources en mathématiques dans le cadre d’un travail coopératif chercheurs/professeurs. Nous articulons ces deux premiers volets avec une étude fine de séances effectives, mises en oeuvre à partir des textes de progression. Ces séances sont menées par deux professeures stagiaires et la professeure titulaire de la classe, membre de l’équipe de recherche. Nous montrons comment se construit la continuité de l’expérience des élèves dans l’action conjointe par l’usage des systèmes de représentation. Cette continuité est nécessaire pour une réelle expérience mathématique des élèves. Nous identifions précisément certains gestes d’enseignement nécessaires pour la construction de cette continuité à travers l’usage des systèmes de représentation. / Our research is based on the ACE-ArithmÉcole (Arithmetic and Comprehension at Elementary School) project. The aim of this research is to build a curriculum for mathematics at 1st grade. We focus our study on how this curriculum is elaborated, particularly on the unit entitled “Situations”, that includes lessons on quantities. This unit has been built within a cooperative didactic engineering process, by a team comprising researchers and teachers of the experimental group. Our study is grounded in the theoretical framework developed within the comparative approach of didactics, notably the Joint Action Theory in Didactics. In order to conduct our theoretical analyses, we refer to the following set of notions: learning games, system of capacities, the contract-milieu dialectics and the expression-reticence dialectics. The analysis work is divided into three parts. First, we examine the engineering dialogue between the research team and the experimental teachers. This part aims at showing the importance of the students' continuity of experience through the systems that represent numbers. Second, we study how the research team modifies the unit texts after this dialogue, and how these texts impact the progress of didactic time. We highlight the progressive building of a reciprocal representation game. So as to tackle comparisons between numbers and the notion of difference, a constant back and forth between concrete and abstract representations is needed. These analyses aim at showing how representations are essential to didactic continuity, through a representation translating game all along the curriculum. So, we show how resources in mathematics within the framework of a cooperative work researchers / teachers can be designed. Then, we articulate the two parts with a fine study of effective lessons, implemented according to the unit texts. These lessons are conducted by two trainee teachers and by the class teacher, who is a member of the research team. We demonstrate how the students’ continuity of experience is built, through joint actions, by the use of representation systems. This continuity is necessary to a true mathematical experience for the students. We particularly identify some teaching gestures that are necessary to build this continuity through the use of representation systems.