Architecture Canada n°3 2nd semestre 2007
Architecture Canada n°3 2nd semestre 2007
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  • Parution : n°3 de 2nd semestre 2007

  • Périodicité : semestriel

  • Editeur : Naylor Canada

  • Format : (213 x 276) mm

  • Nombre de pages : 56

  • Taille du fichier PDF : 5,2 Mo

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ARCHITECTURAL METAL FENCES As the largest manufacturer of architectural metal fences in the world, Ameristar offers all the perimeter fence systems needed for property protection, access control, and direction of pedestrian traffic flow, while maintaining an open look that enhances architecture and landscaping. ORNAMENTAL STEEL Ameristar’s steel fences are galvanized and double-coated with epoxy primer and UV-resistant finish to ensure durability and freedom from maintenance. IMPASSE Wide steel pales (2-3/4 ») provide moderate screening and strong resistance to vandals. Unlike easily cut chain link fences, Impasse ornamental steel security fences will delay intruders for several minutes, giving valuable time to initiate and implement ample countermeasures. AEGIS II & AEGIS PLUS Heavy-duty square steel pickets (1 » or 3/4 ») provide both perimeter protection and visability for surveillance. Ameristar’s Aegis systems employ the ForeRunner rail to add security and beauty by hiding the picket fastening system internally. MONTAGE PLUS Strength, the number one factor in fence life, is ensured by high-tensile steel pickets (3/4 ») and rails that are fusion welded at every intersection. Montage Plus ATF (All Terrain Fence) is the only welded steel fence with the capability to follow severe grade changes. ORNAMENTAL ALUMINUM ECHELON II Echelon II industrial aluminum fences are ideal for environments subject to high levels of moisture or salt-spray. The rail is reinforced with an internal stabilizer insert that multiplies the strength of the heavy-duty aluminum and creates the internal ForeRunner retaining system. DISTRIBUTORS THROUGHOUT CANADA - CALL 1-800-321-8724 Ameristar Fence Products 1555 N. Mingo Rd. Tulsa, Ok 74116 www.AmeristarFence.com 319952_Ameristar.indd 1 3/12/07 01:07:10 PM The Made in Canada Menzies Blue Seal has a blue high-impact, super-strong nylon inner core with highquality EPDM for the compression seal. The screws are stainless steel. The nuts are brass non-twist. Available in 3 », 4 », 5 » and 6 » sizes. The RCABC requires that all drains installed in the warranty program have a mechanical seal to prevent water backup problems. The Menzies Blue Seal is the solution to water backup problems and soundly meets RCABC requirements. Also available – Menzies retrofit drains with a cast aluminum strainer that is mechanically attached to the drain (Vandelproof) as standard. For more information about Menzies Drains and the new Menzies Blue Seal, talk to a Menzies representative or visit the Menzies web site. SPUN ALUMINUM DRAINS, SPUN COPPER DRAINS, and CLAMP-TITE DRAINS are compatible with Menzies Blue Seal. Menzies Metal Products « innovative answers since 1978 » MENZIES METAL PRODUCTS 19370 60th Avenue Surrey, BC Canada V3S 3M2 Ph : (604) 530-0712 Fax : (604) 530-8482 Toll Free : 1-800-665-8840 Web Site : www.menzies-metal.com E-mail : info@menzies-metal.com 38 ■ THE ROYAL ARCHITECTURAL INSTITUTE OF CANADA/L’INSTITUT ROYAL D’ARCHITECTURE DU CANADA 324919_Reed.indd 1 3/29/07 11:36:56 AM 322634_Menzies.indd 1 4/4/07 1:51:06 PM
Building the Community Learning Centre LLeading educational reformers in North American cities are challenging schools to reconnect with the places where students live. Also, schools need to address the interests and issues of the students and their parents ! The response is a movement towards communitybased learning strategies, creating a flexible framework for lifelong learning, bridging the gap between how students live and how they learn. The rationale has roots in the pedagogy John Dewey (see below) developed almost a century ago. Dewey called for the unity of theory and practice, and proposed a model of schooling in which a young person « becomes a member of a community life in which he feels that he participates, and to which he contributes. » He argued students were more likely to engage in learning when teachers found ways to reinstate into experience the subject matter of the curriculum. Leading educators cite the continuing relevance of Dewey’s work in relation to communitybased learning strategies in today’s school systems. Strategies like civic education, community service and environment-based education engage students by using their own communities as the source and focus of learning. This is in stark contrast to the physical isolation of the fortress/temple model — meant to represent a central repository of knowledge where most learning takes place. This expanded territory challenges architects to design for a diffuse model of education to serve students of allages. In Canada, this experiment is under way. A recent example is Vellore Village, located in Vaughan, Ontario. Built to serve the community By Eric Mann, MRAIC of this northern Toronto suburb, this jointly funded facility includes a 90,000-square-foot Recreation Centre (gym, pool, daycare and community rooms) and a Park run by the City, as wellas a Secondary School run by the local Catholic School Board. In this village, learning is intended as a two-way street, expressed in formby the long internal hall that connects program elements. On the exterior, the identity of each partner is described by architecture, separate entrances and parking. By pooling resources, the school board and recreation centre benefit from a more efficient use of shared gymnasiums, library, and cafeteria, while reducing the overall size of the building and the budget. Although in this model all of the functions of the traditional school remain on one site, ownership and programming is shared by community partners, providing new opportunities for learning that engage various segments of the community in the day-to-day life of students and naturally enable project-based learning. Further afield, in Melton, Australia, the Brookside Centre locates learning at the centre of the community. A common piazza serves both the school and the community at large, and facilities such as an art studio, a library, and a fully equipped technology centre are shared between two private schools and a government school. The gym, meanwhile, is a joint venture between local government, a nonschool sports group, and the schools. The playing fields represent a partnership between the community, the schools and a local soccer club. In Minneapolis, Minnesota, the Interdistrict Downtown School (IDDS) showcases a model John Dewey (October 20, 1859 — June 1, 1952) was an American philosopher, psychologist, and educational reformer, whose thoughts and ideas have been greatly influential in the United States and around the world. He, along with Charles Sanders Peirce and William James, is recognized as one of the founders of the philosophical school of Pragmatism. He is also known as the father of functional psychology ; he was a leading representative of the progressive movement in U.S. education during the first half of the 20th century. Source : Wikipedia ARCHITECT : ZAS/PHOTOS : BRENDA LIU, AFRAME Vellore Village façade and pool PHOTOS : BRENDA LIU, AFRAME COURTESY OF CUNNINGHAM ARCHITECTS LTD. Building the Community Vellore Village site plan Interdistrict Downtown School site plan in which the community is conceived as the learning lab itself. Instead of building gymnasiums, auditoriums and other specialized facilities, IDDS partnered with a nearby theatre ; a centre for the arts ; the local YMCA ; a public library ; and numerous downtown businesses. In contrast to the notion of a school as the primary centre of learning, these resources describe an educational « orbit » spread throughout the city, allowing senior students to spend about half of their time at off-site learning labs. In return, these institutions gain access to a flexible facility designed to accommodate meeting, adult learning and other event functions in the evening. As we move deeper into the 21st century, educational institutions must find meaningful ways to connect the curriculum to the lives of young people. Schools of the future should connect individual aspirations with joint visions. The places in which children and adults learnshould be blended into lifelong learning centres that enrich the lives of allage groups. ■ THE ROYAL ARCHITECTURAL INSTITUTE OF CANADA/L’INSTITUT ROYAL D’ARCHITECTURE DU CANADA ■ 39 www.raic.org/2007



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