Thesis (M.Arch.) - Carleton University, 2006. / Includes bibliographical references p. 44. Also available in electronic format on the Internet.

Thesis (M.A.)--University of Missouri-Columbia, 2004. / Typescript. Includes bibliographical references (leaves 67-80). Also available on the Internet.

Thesis (M.Arch.) - Carleton University, 2007. / Includes bibliographical references (p. 119-128). Also available in electronic format on the Internet.

Thesis (Ph. D.)--University of Washington, 1996. / Vita. Includes bibliographical references (leaves [189]-194).

Thesis (M.A.)--University of Missouri-Columbia, 2004. / Typescript. Includes bibliographical references (leaves 67-80). Also available on the Internet.

This thesis examines the emergence and evolution of the Vernacular Italianate style of domestic architecture in Britain. The style was introduced in the form of a series of three country houses by John Nash in the first decade of the nineteenth century. It subsequently evolved over the next five decades into a popular template for the modest suburban house, widely disseminated through the medium of the architectural pattern books. The thesis considers the intellectual sources and antecedents which led to the emergence of this style and influenced its characteristics, analyses Nash's particular vision, and explores how the style was able to make a successful transition from villa rustica to villa suburbana, responding to the social and economic pressures which were at play in the expanding towns of the Regency and early Victorian era. It is a style which has been the subject of limited academic study to date, and the extent and significance of its role as a model villa for the new suburb is a theme which has been central to this research. A case is put forward that the style proliferated for two principal reasons: its versatility and adaptability for houses of differing physical scale and location, and its informal charm, inexpensively achieved, which conferred an air of sophistication appropriate to contemporary social aspiration. Nevertheless, as its popularity and accessibility grew over time the intellectual and aesthetic basis which underlay its origins as a product of the Picturesque aesthetic tended to be misunderstood or overlooked entirely, and by the 1860s the style had become diluted, frequently reduced to a matter of exterior detailing, with little reference either to Picturesque composition or to relationship between house and landscape, in contradiction of the tenets of Picturesque architecture propounded in the late eighteenth century, and in complete antithesis to the approach of John Nash in his original and distinctive Italianate interpretation.

Made available in DSpace on 2015-07-22T20:50:28Z (GMT). No. of bitstreams: 0 Previous issue date: 2011-08-23. Added 1 bitstream(s) on 2015-08-11T03:26:33Z : No. of bitstreams: 1 Publico-ElizaneHenriqueMecenas.pdf: 22269759 bytes, checksum: 2fe7b9fa480c0797f46091834d8eb9f9 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Esta pesquisa teve como objetivo compreender as representações que pais, alunos, professores e trabalhadores da educação de uma escola da periferia de uma grande cidade têm sobre o fracasso escolar. A abordagem escolhida considerou as pesquisas urbanas (VELHO e KUSCHNIR, 2003) por acreditar que a escola não é uma instituição apartada da dinâmica social como um todo. Para empreender tal ação, tomou-se como eixo teórico - metodológico o estudo das configurações sociais (ELIAS,2000, LAHIRE,2004), das interdependências e da complexidade das relações sociais que podem existir no fenômeno chamado fracasso escolar de alunos de periferias (LAHIRE, 2004). A etnografia (GEERTZ 2008; WOODS 1987,1999 ), com seus recursos de pesquisa, foi a ferramenta priorizada para se empreender uma pesquisa participante (WHYTE, 2005) que possibilitasse destrinchar as representações que os grupos ouvidos tinham sobre o bairro, a escola e os possíveis perfis de alunos (KAPLAN, 2009) em relação às avaliações do órgão estadual central da educação. Órgão esse que afirmava ver com a avaliação o desempenho de suas unidades escolares como se fosse um retrato. Por isso, na contra-face, a fotografia (DUBOIS, 1993; ADAMS, 2000; SONTAG, 2003; COUTINHO, 2009; SOUTAGE, 2010) também compareceu ao trabalho possibilitando a análise de um discurso imagético que revelou, por um outro ângulo, o lugar, suas pessoas e a escola; forneceu, também, elementos conceituais que possibilitaram maior aproximação com a forma de ver a escola utilizada pelo órgão central.O uso das ferramentas da pesquisa etnográfica, assim como a mediação trazida pela câmera fotográfica terminaram por contribuir para que eu pudesse me aproximar mais dos participantes da pesquisa e fosse aos poucos sendo absorvida pela comunidade numa dualidade de pertencer e me manter, ao mesmo tempo, estrangeira na busca pela compreensão das dinâmicas encontradas. As observações feitas foram anotadas em cadernos de campo, o que se somou aos conteúdos dos questionários estruturado e semi estruturado aplicados, das transcrições de entrevistas. Organizei grupos e pesquisei dados nos arquivos e nos documentos escolares. A pesquisa foi feita numa escola de periferia que foi tida pelo Saresp (Sistema de avaliação do rendimento escolar de São Paulo) como uma das 100 piores escolas do Estado em desempenho no ano de 2007. Foram tomadas como objeto de estudo as turmas do período matutino e vespertino entre 5ª série do ensino fundamental e 3ª série do ensino médio, professores, pais, alunos e funcionários da escola que aderiram a pesquisa propiciaram a análise aqui apresentada. A situação como um todo também foi analisada à luz de BAUMAN (2003,2005,2008,2009); LAHIRE (2004); DUBET (2008). As análises demonstraram que os que fazem a escola cotidianamente têm conhecimento das dificuldades encontradas na busca pelo sucesso escolar, revelaram seus sentimentos, seus confrontos intra e extra muros na busca por vencer o fracasso escolar. / This paper aims to comprehend the representants parents, students, teachers and education professionals from a suburb school in a big city have concerning school failure. The chosen approach considered urban researches (VELHO and KUSCHNIR, 2003) because it is believed the school not as an institution apart from the social dynamic as a whole. In order to engage this action, a theoretical-methodological hub was taken for the social configuration study (ELIAS, 2000, LAHIRE, 2004), of the interdependencies and the social relations complexities that may exist in the phenomenon called school failure from suburb students (LAHIRE, 2004). The ethonography (GEERTZ 2008; WOODS 1987,1999 ), together with its researches sources was the prioritized tool to engage an participative research (WHYTE, 2005) which would be able to unravel the representants of the involved groups had in the neighborhood, the school and in possible students profiles (KAPLAN 2009) towards the evaluations from the central state education organ. This organ states to be able to see with this evaluation the development of its schools units as a portrait (picture). Therefore, in the counter-face, the photography (DUBOIS, 1993; ADAMS, 2000; SONTAG 2003, COUTINHO, 2009; SOUTAGE 2010) was also present in this paper making it possible the analysis of an imagery speech which was shown, on the other hand, the site, the people and the school, also supplied conceptual elements where a greater approach was possible as a way to see the school used by the state organ. The use of the tools in the ethonograpical research, as well as the means brought by the camera contributed to make my approach even closer to the people who participated in this research and for me to be absorbed little by little by the community in a duality of belonging and also keeping me as a foreigner in the search to understand the found dynamics. The observations were written down in field notebooks, which were added to the applied structured and semi-structured survey questions contents and from the interviews transcriptions. I have organized groups and searched data in the files and in the school documents. This research was carried out in a suburb school that was evaluated by Saresp (Evaluation System of School Performance in São Paulo) as one the 100th worst schools from the state of São Paulo in performance in 2007. The study subjects were the groups from the morning and afternoon shifts from the 5th grade from elementary school until the 3rd year of high school , teachers, parents, students, and school professionals who participated in the research and made the analysis possible. The overall situation was analyzed according to BAUMAN (2003,2005,2008,2009); LAHIRE (2004); DUBET (2008). The analysis showed that who make the everyday school know the difficulties found in order to achieve school success, showed their feelings, their conflicts inside and outside the school to overcome the school failure. / TEDE

Made available in DSpace on 2014-06-11T19:27:50Z (GMT). No. of bitstreams: 0 Previous issue date: 2005-08-29Bitstream added on 2014-06-13T20:36:20Z : No. of bitstreams: 1 xavier_dp_me_rcla.pdf: 5029122 bytes, checksum: f5fa51a5113c68ced23093640e8d202a (MD5) / Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / O período histórico atual é caracterizado por uma valorização desigual dos homens e dos lugares, havendo assim, uma recriação continuada de espaços centrais e espaços periféricos diante da nova ordem global. No território brasileiro isso não se dá de forma diferente. Encontramos aqui, tanto os espaços de uso privilegiado - aqueles espaços densos em técnica, ciência e informação; o lugar da realização das ações hegemônicas, como também encontramos aqueles lugares em que o uso é mais determinado pelas relações de proximidade, solidariedade, lentidão - cuja razão é outra que não aquela racionalidade instrumental que rege a ordem global.Um exemplo de outras possibilidades de uso do território pode ser apreendido através do uso que os pobres fazem do espaço urbano, em especial dos espaços periféricos. O conceito de periferia para a Geografia pode ser apreendido através do Movimento Hip Hop, que se constitui em um conjunto de ações, razões e usos alternativos do território. Expressão do discurso dos pobres, da maneira de verem o mundo e de usarem o território, o movimento Hip Hop é tomado para este estudo como manifestação dos novos sentidos da periferia na cidade de São Paulo. / The current historic period is described by its unequal valorization of the men and the places, then there is a continued recriation of spaces that practice the centralization and peripheric spaces front of the global order. In the national territory this situation is not different. We find here, the spaces of privileged use, the dense spaces of technique, science and information; the place of the achievement of the hegemonic actions, we also find those places where the use is more determined by the relations of proximity, solidarity, slowness- the reason is the instrumental rationality that govern the global order. An example of other possibilities of use of the territory can be learned through the use that poor people do of the urban space, in special the peripheric spaces. The concept of the suburbs for Geography can be learned through the Hip Hop movement, that is based in a group of actions, reasons and alternative use of the territory. Expression of the speech of poor people, their manner to see the world and use the territory, the Hip Hop movement is used in this study as the demonstration of new sense of São Paulo's suburb.

Diploma work is about suburbanization and suburbs in the near hinterland of the city of České Budějovice. It monitors development of these suburbs in socialist and post-socialist period, whereas suburbs are divided in suburbs of urban and country landscapes, towns and small towns of agglomeration and distant suburbs except agglomeration. More detail attention is presented northwest and northeast sector of the hinterland of the city. We analyse statistics data about numbers of resident population between 1950 - 2009, data about numbers of settled houses from single periods of construction time, which we elicited from cross-country research and we also analyse statistics data about construction time of flats between 1997 - 2009. Another part of diploma work is focused on evaluation architectural, urban and urban planning positives, negatives and problems connected with suburbanization in solid area, which we elicited from cross-country research and questioning mayor of suburban municipalities. Third part of work is about involvement suburban migrants to life in suburbs and suburban municipalities. Data were found out from questioning mayor of suburban municipalities. As components there are thematic maps with illustration of analyzed data according suburbs.

abstract: Tempe political and business leaders implemented a series of strategies, composed of interconnected economic, political, and cultural factors that contributed to the city's growth over time. Influenced by a new economic opportunities and challenges, changing ideas about redevelopment and the role of suburbs, and Tempe's own growth issues after 1960, Tempe leaders and citizens formed a distinct vision for downtown redevelopment. Modified over time, the redevelopment strategy depended on effective planning and financing, public-private collaboration, citizen participation, and a revised perception of growth. After 1980, the strategy gained momentum enabling leaders to expand their ambitions for downtown. Redevelopment manifested through riverfront redevelopment, art and culture, and historic preservation redirecting the city's growth, creating economic development, and revitalizing downtown as Tempe began flourishing as a mature supersuburb. The strategy showed considerable economic success by 2012 and the completion of the Rio Salado Project, the Tempe Center for the Arts, and the preservation of the Hayden Flour Mill made downtown an attractive and diverse urban destination. / Dissertation/Thesis / M.A. History 2014