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5·12地震后,中国保护大熊猫研究中心成为灾后异地重建项目,业主为四川卧龙国家级自然保护区管理局,投资方是香港特区政府,建设投资估算为1.97亿元,属援建资金.建设目标是以大熊猫保护与科研为主旨,建立一流的科学研究与自然保护的教育基地,实现可持续发展.
基地位于距成都130km的卧龙国家级自然保护区内,高耿达乡约2km,用地规模为150.76hm2,总建筑面积为1.98x104m2.整个区域由人工繁育及环境教育区(本工程的核心)、野化培训区、野化放养区组成.其中,人工繁育及环境教育区用地26.82 hm2,建筑面积1.91x104m2;野化培训区用地28.33hm2,建筑面积590.56m2;野化放养区用地46hm2,建筑面积110.50m2. 相似文献
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国家网球中心及国家曲棍球场建筑设计方案竞赛综述 总被引:1,自引:0,他引:1
一、概况与规划条件本项目位于北京国家奥林匹克体育中心南区,是2008年奥运会网球及曲棍球比赛用场。用地北至现状国家奥林匹克体育中心,南至土城北路,东至安定路,西至北中轴路,总用地约42.4hm2,其中国家网球中心用地规模约10hm2,国家曲棍球场用地规模约12hm2,其余为体育配套设施、公交场站和公共绿化用地。项目规划容积率不超过0.5,绿地率不小于30%,建筑高度不超过24m,地上总建筑面积不超过21.2万m2(预留公交场站建筑面积另计,地下建筑面积不超过地上建筑面积的1/3),其中网球中心建筑面积约30,000m2(不含临时设施的建筑面积)。内含10个比赛… 相似文献
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《城乡建设》2015,(12)
一、项目概况
游艺路综合停车场项目位于研口区游艺路与顺道街交汇处,临近武汉轨道交通1号线,周边分布武汉二十七中学、游艺社区、天翔灯饰城及许多老旧社区.游艺路综合公共停车场于2012年4月开工建设,项目规划用地总面积6020m2,总建筑面积20559m2,其中地上建筑面积11019m2,地下建筑面积9540m2,公共停车位321个;项目于2014年8月8日完工并投入运营,竣工验收核实总建筑面积20981m2,其中地上建筑面积11400m2,地下建筑面积9581m2;项目估算投资31850万元,其中征地拆迁15450万元,建安费用12400万元,土地出让金等费用4000万元. 相似文献
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1项目概况
"5·12"大地震中,向峨小学、向峨中学是成都地区受灾最严重,罹难人数最多的学校.新建向峨小学是上海市政府在都江堰市对口援建项目中首个开工的学校项目,规模为12班山区小学,学生人数为540人,住宿生150人.同济大学建筑设计研究院(集团)有限公司提供免费设计;校舍主体采用木结构体系,由加拿大林创(中国)公司捐赠所用木材;由美国路易维尔基金管理委员会捐赠雨水收集利用系统. 相似文献
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这是两所位于四川5.12地震灾区的学校,由苏州市政府对口援建。因此建筑设计除了遵循教育建筑本身应有的特点外,同时还反映了对灾难的思考对两地文化的尊重,以及作为政府群体行为的政治性特征。 相似文献
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《Planning》2016,(Z3)
<正>Hello,everyone.I’d like to talk about my school.I study at Luoyang Middle School.It’s a big and beautiful school.There are eighteen classrooms in our school.And my favorite place is the library.I like reading books there.I like the playground,too.I like playing football with my classmates.And of course,I like all the subjects.My favorite subject is Maths because it’s interesting.I live near the school.So I go to school 相似文献
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只要你步入Hellerup学校,就会发现它有非常特殊的氛围。门口摆放着很多鞋,因为学生和教师入校时需换成室内鞋。因此学生们可以在地板上学习,更可以在地板上热闹嬉戏。楼面地板不是平的,而是根据台地、高地、露台和桥梁的形象制作了一个大模型,孩子们可以在上面坐下,来回跳 相似文献
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在马赛南郊,有一座名叫康缇尼的古堡,负责儿童事业的罗西·欧巴克想在它旁边建一所野外学校,像战前由勃端和娄德在Suresnes建的那种.我便给她画了几张草图:是几栋屋顶为梯形的建筑.为了适应当地的气候,我设计所有的教室和露台都朝南并且避风.
这个想法虽然被不少教育家看好,但却找不到经费实施.最终找到经费的是Pol Simon先生,一位推崇"新式教学法"的小型私校校长.但这笔钱不足以实现我的梯形建筑计划,只够在古堡内部做一些简单的改造,以创办一所拥有六个班级的"新式学校". 相似文献
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Noreen C. McDonald 《Journal of the American Planning Association. American Planning Association》2013,79(2):184-198
Problem: The United States is embarking on an unprecedented era of school construction even as debate continues over where schools should be located and how much land they should occupy. Purpose: My three goals for this study were to trace the evolution of school siting standards, to explain the factors currently influencing school facility location decisions, and to identify what local and regional planners could contribute to school siting decisions. Methods: I reviewed the land use planning and educational facilities literatures on school siting and conducted in-depth interviews with school facility planners from 10 counties in Maryland and northern Virginia to assess their perspectives on the school planning process. Results and conclusions: I discovered that different groups use very different definitions of community school. Smart growth proponents advocate community schools that are small and intimately linked to neighborhoods, while school facility planners expect community schools to meet the needs of entire localities. I recommend that individual communities consider the tradeoffs associated with different school sizes and make choices that meet local preferences for locations within walking distance of students, potential for sports fields, school design, and connections to neighborhoods. State school construction and siting policies should support flexibility for localities. Takeaway for practice: Local and regional planners should work with school facility planners to conduct exercises and charettes to help each community determine how to realize its own vision of community schools. Research support: The School of Architecture at the University of Virginia and the Department of City and Regional Planning at the University of North Carolina at Chapel Hill supported this research. 相似文献