1,720,978 research outputs found
Restoration of Historic Monuments and Architectural Restoration in Italian Architecture Faculties /Restauro dei monumenti, restauro architettonico nelle Scuole di Architettura italiane (2015)
No full textIl dibattito sul restauro architettonico e sull’insegnamento di esso, fin dalla metà del secolo XIX, con l’unificazione nazionale, presenta in Italia una ricchezza ed un’articolazione particolarmente ricca e vivace. Dopo un lungo dibattito in sede culturale e istituzionale e numerosi tentativi fino al primo ventennio del Novecento per la messa a punto di una Scuola superiore di architettura, nella quale si provvedesse alla completa formazione dell’architetto (e si unificasse in un unico percorso specifico la parte di formazione artistica, svolta nelle Accademie di Belle Arti e con l’istruzione tecnico-scientifica, svolta negli Istituti tecnici o nelle facoltà di matematica) grazie al decisivo apporto di Gustavo Giovannoni, la specifica identità dell’insegnamento del restauro nella formazione degli architetti si consolida negli anni Venti-Trenta del Novecento nell’ordinamento degli studi connesso alla creazione delle prime Scuole di architettura, poi divenute Facoltà di architettura (Roma, Venezia, Firenze, Napoli, Milano e Torino nei rispettivi Politecnici). Da quel periodo, l’insegnamento del restauro architettonico nell’università rimane in linea di massima invariato per almeno tre decenni, anche se le rivolte studentesche degli anni Sessanta-Settanta a Milano, Roma e nelle principali sedi universitarie italiane portarono in generale a uno scardinamento e a tentativi per di introdurre nuove modalità di insegnamento oltre alle tradizionali lezioni ex cathedra ed esercitazioni (laboratori, seminari ecc.). A partire da quegli anni, inoltre, la riflessione teorica sul restauro (che era già stata profondamente messa in crisi dopo la seconda guerra mondiale di fronte ai nuovi problemi posti dalla ricostruzione post-bellica e dal mutato scenario culturale, sociale ed economico del Paese), ha portato a differenti e spesso contrapposte declinazioni del concetto di restauro inteso ora come restauro ‘critico’, ora concepito come ‘conservazione materiale’ della fabbrica, ora come ‘ripristino del significato dell’architettura’ (sulla scia dell’eredità viollettiana). In relazione alle figure di riferimento culturale, rappresentative di queste differenti visioni della disciplina, gli insegnamenti dell’area del restauro all’interno degli ordinamenti e dei piani di studi delle diverse facoltà, specie quelle di più antica tradizione, come Milano e Roma, hanno riflesso evidentemente tali concezioni teoriche nell’orientamento della formazione al punto da far parlare di ‘scuola milanese’ della conservazione e di ‘scuola romana’, identificata con l’eredità culturale del restauro ‘critico’, oltre a quella orientata al ‘ripristino del significato dell’architettura’. Con le riforme dell’istruzione universitaria tra la fine degli anni Novanta del Novecento e il primo decennio di questo secolo, le modalità e le articolazioni dell’insegnamento del restauro hanno riflesso, sia a livello di ordinamenti statali, sia a livello di organizzazione dei piani di studi nelle singole sedi, un progressivo ampliamento degli insegnamenti che costituiscono l’area di interesse del restauro, affiancando a quelli ‘caratterizzanti’ il restauro i cosiddetti settori disciplinari ‘affini’, ovvero quell’insieme di insegnamenti che convergono in modo più specialistico al quadro interdisciplinare nel quale si colloca il progetto di restauro attuale. Le prospettive che oggi ci si presentano nel quadro del periodo di crisi generale prefigurano da una a parte una contrazione del numero degli studenti e delle sedi, dall’altro uno scenario sociale, economico e culturale nel quale l’insegnamento del restauro, riferito a un sapere sempre più dotato e bisognoso di connessioni interdisciplinare richiede una nuova riflessione e una svolta che, forte del ricco patrimonio di tradizione ed esperienza accumulati nel suo lungo percorso, possa proporsi come riferimento propulsivo per la cultura e la società che si vanno delineando in questo complesso momento storico.The italian debate about architectural restoration and its teaching, since the unification of Italy in the mid-nineteenth century, is particularly rich and vibrant in its articulation. After a long discussion within the institutions and the cultural seats, and several attempts, until the first decades of the twentieth century, to establish a Superior School of Architecture - aimed to assure a complete education of the architects (and able to unify into a single specific path the artistic training, which took place in the Academy of the Fine Arts, with the technical and scientific instruction provided by technical schools and mathematic faculties) - thanks to the decisive contribution of Gustavo Giovannoni the specific identity of the teaching of restoration in the vocational training of architects consolidates only in the twenties and Thirties of the Twentieth century with the establishment of the first architectural Schools, then become Faculties of Architecture (Roma, Venezia, Napoli, Firenze, Milano e Torino in their respective Politechnics). Since then, the teaching of architectural restoration remained broadly unchanged for at least three decades, even if the student riots during the Sixties and Seventies - in Milan, Rome and in the major italian universities - led in general to an undermining of the old habits, together with attempts to introduce new teaching methods in addition to the traditional ex cathedra lectures and exercises (workshops, seminars, etc.). Starting from that period, the maturing of theoretical reflection (which was already deeply into crisis after the Second World War because of the new problems posed by the post-war urban planning and building reconstruction, and by the new political, social and economic development of the Country) led to different - and often conflicting - interpretations of the concept of restoration, sometimes conceived as ‘critical’ restoration, otherwise as ‘preservation of building heritage’, or else as ‘reconstruction’ (in the wake of Viollet’s inheritance). In relation to the main figures of cultural reference, each representative of the above-mentioned different visions of the discipline, the teaching of architectural restoration within the organization and the programming of the various Universities - especially those of most ancient tradition, like Milan and Rome - clearly reflected these divergent theoretical conceptions, so much that we usually talk about ‘Milanese school’ of conservation, on one side, and ‘Roman school’ (identified with the cultural heritage of ‘critical’ restoration) on the other, as well as that of the ‘meaning revival’ on the other still. With the reforms of the university education, between the late Nineties of the Twentieth century and the beginning of the new century, the methods of teaching architectural restoration reflected - both in terms of national educational system, and in the organization and programming of each faculty - a gradual expansion of the different articulations that compose the ‘area of interest’ of the discipline, adding the so-called ‘similar’ subjects (i.e. the range of sectorial teachings that converge in the interdisciplinary framework within which the restoration project is set today) to the traditional ‘characterizing’ subjects. The outlook that we face today, within the context of this period of general crisis, prefigures on the one hand a remarkable decrease in the number of students and university seats; on the other, a social, economic and cultural scenery in which the teaching of architectural restoration requires both new reflections - in relation to knowledges and skills more and more equipped and in need of interdisciplinary connections - and, primarily, a decisive turning point for the discipline, in order to propose itself, with the rich heritage of tradition and experience accumulated over its long career, as a propulsive reference for the new culture and society emerging in this complex moment of our history
The Teaching of Restoration at the Architecture School of the Politecnico di Milano. Traditions and Perspectives
No full textThe School of Applied Architecture at the Politecnico di Milano was set up in 1865 by Camillo Boito who also inspired the socalled Italian approach to restoration. And in the Milan School the Restoration of architecture has been taught since its foundation; later on, the “patrimony” to be protected has been envisaged, in the widest sense, as a cultural resource. That long tradition has a complex history which has involved the School in relations with the public bodies and institutions responsible for such protection. However, it has also generated fertile collaboration with other areas of scientific enquiry and numerous centres of applied research. The significance of such teaching must be reassessed in the light of circumstances which are profoundly different to those of a few decades ago, and which continue to change rapidly. Bearing in mind that Italy has a long tradition of seeing architects rather than civil engineers as the key figures in such restoration, of central importance here is the issue of the role of the architecture in contemporary society, and of the discipline of restoration within the School itself. The inevitable crises and difficulties in teaching models, past and present, must then be examined. One must, once again, looks at the scale and definition of “patrimony” in the various regions of Europe, reviewing the strategies to be adopted in order to maintain that cultural wealth and hand on to future, and examine how one is to approach the process of planning which – given its object is the built environment – has to draw upon a wide range of disciplines. The huge variety in the cultural background, skills and expectations of the students now training as architects also poses a new challenge. One way to meet this challenge might be to strengthen and extend the networks linking places of education and research, both within Europe and beyond – networks which themselves include the huge patrimony of public sites and buildings that offer an extraordinary mass of material for study, examination and experimentation
Twist points of planar domains
No full textWe establish a potential theoretic approach to the study of twist points in the boundary of simply connected planar domains
A potential theoretic approach to twisting
No full textTheta Series in Advanced Mathematics, vol. 4; D. Bakry et al., eds
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
A potential theoretic approach to twisting
No full textThis paper introduces a geometric, potential theoretic approach to the study of twist point in the boundary of a planar domain. It introduces a map h from a domain D to harmonic functions such that, when z tends to a boundary point w, the limit behaviour of h determines if w is a twist point or is sectorially accessible. The construction is based only on potential-theoretic methods and does not use the Riemann mapping theorem
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Full text linkWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
- …
