2,834 research outputs found
Architecture in tension: an examination of the position of the architect in the private and public sectors, focusing on the training and careers of Sir Basil Spence (1907-1976) and Sir Donald Gibson (1908-1991)
No full textIn the early 1900s tensions began to appear within the architectural profession,
as private practitioners struggled to deal with the implications of professional
colleagues moving into public sector employment. Sir Basil Spence and Sir
Donald Gibson began their architectural training in the mid-1920s and, as
tensions between the sectors intensified, Spence entered private practice and
Gibson chose to enter the public sector. Each became an exemplar of his
chosen sector of the profession and yet both have, until recently, escaped
critical attention. The tensions between the public and private sectors of the
profession have been acknowledged within the historiography, but not received
detailed analysis.
This thesis advances the current historiography by presenting an examination
of the division between the sectors, focusing on the relationship between the
RIBA and the public sector union AASTA and assessing the influence of
AASTA on Gibson's Coventry City Architect's Department.
Through an examination of archival material, contemporary published material,
and buildings, this thesis builds on the work of the Sir Basil Spence Archive
Project, adding detailed accounts of his early life, architectural training, and
RIBA presidency, presenting new information and correcting certain aspects of
the accepted historiography. It likewise presents new information on Gibson's
early life and training and his central role in achieving improved status and
representation for the public sector. An analysis of selected projects provides a
comparative study of their contrasting approaches to architecture: the
technically informed, collaborative team-work of Gibson and the individual
artistry of Spence.
Both men played pivotal roles in reforming the RIBA and in changing public and
professional perceptions of the architect, nevertheless, the long lineage and
complex nature of tensions within the profession meant that the public/private
division was never be bridged and issues of status and representation
remained essentially immutable
Julie Young, Dorothy Spence, and Richard Kellie Little:
No full textThe panel displays the text "Julie Young, Dorothy Spence, and Richard Kellie Little."
This is panel 102, section 5
MS Syracuse University Von Ranke 90 and the Libellus of Telesphorus of Cosenza
No full textSpence Richard. MS Syracuse University Von Ranke 90 and the Libellus of Telesphorus of Cosenza. In: Scriptorium, Tome 33 n°2, 1979. pp. 271-274
History, Criticism and Place:Rory Spence and Richard Leplastrier in Conversation
No full textRory Spence and Richard Leplastrier shared a conversation and friendship that lasted 20years until Spence's death in 2004. The discussions focused largely upon issues of place, distilled through the practice of Leplastrier
Spence, Richard interview conducted by Campbell/Spillane
No full textRichard Spence, PhD, MSSW, is a Research Professor in the Steve Hicks School of Social Work at the University of Texas at Austin. He is director of the Addiction Research Institute and co-director of the South-Southwest Addiction Technology Transfer Center. He is also principal investigator for the evaluation and technical assistance contract for the Recovery Support Services program funded by the Texas Health and Human Services Commission. Dr. Spence and the research team at the School of Social Work’s Addiction Research Institute are working with Texas Department of State Health Services to design, implement, and evaluate activities conducted under Substance Abuse and Mental Health Services Administration’s (SAMHSA’s) Mental Health Transformation funding for Texas. Under the leadership of Spence and co-director Philip Orrick, the center will also work with colleges and universities throughout the five-state region to recruit and assist a diverse pool of students seeking to become qualified substance abuse counselors, with a special focus on African American, Mexican American and American Indian students. Sources: https://alliedacademies.com/profile/Richard%20Spence Accessed 17 Mar 2023. https://socialwork.utexas.edu/projects/mental-health-transformation/ Accessed 17 Mar 2023. https://research.utexas.edu/showcase/articles/view/bringing-the-latest-to-addiction-treatment-and-recovery-2National Science Foundation; College on Problems of Drug Dependence; University of Michigan Substance Abuse Research Center; University of Michigan Institute for Research on Women and Gender; Wayne State University; University of Florida College of Liberal Arts and Scienceshttp://deepblue.lib.umich.edu/bitstream/2027.42/192850/1/01_Spence_R__Griffiths_R_part1.mp3http://deepblue.lib.umich.edu/bitstream/2027.42/192850/2/09_Spence_R_part2.mp3http://deepblue.lib.umich.edu/bitstream/2027.42/192850/3/Spence_Richard_bio.docxhttp://deepblue.lib.umich.edu/bitstream/2027.42/192850/4/Spence_Richard_photo.pnghttp://deepblue.lib.umich.edu/bitstream/2027.42/192850/5/Spence_Richard_transcript_ADD.do
Richard B. Spence, Boris Savinkov, Renegade on the Left, Boulder: Columbia University Press, 1991 (East European Monographs; 316)
No full textHäfner L. Richard B. Spence, Boris Savinkov, Renegade on the Left, Boulder: Columbia University Press, 1991 (East European Monographs; 316). Jahrbücher für Geschichte Osteuropas. 1993;41(3):458-460
Fort Fraser, B.C.: On the New Ocean to Ocean Grand Trunk Pacific Railroad in the Land Where Dreams Come True:
No full text"Why don't you make some of these good honest dollars?: Fort Fraser, B.C. : on the new ocean to ocean Grand Trunk Pacific Railroad in the land where dreams come true.
[Spence Wall 1, 2007]
No full textPhotograph of a concrete wall on the side of Alex W. Spence Middle School. There is an old film border around the edges of the photograph
[Spence Middle School Façade, 1999]
No full textPhotograph of a "Drug Free Gun Free School Zone" sign positioned in front of Alex W. Spence Middle School
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