- Page 1 and 2: OECD BUILDING FOR SCHOOL AND COMMUN
- Page 3 and 4: OECD PROGRAMME ON EDUCATIONAL BUILD
- Page 5: PREFACE CONTENTS THE DEVELOPMENT OF
- Page 8 and 9: strictly speaking a case study repo
- Page 11 and 12: INTRODUCTION 1. Change and the deve
- Page 13 and 14: different groups within the communi
- Page 15 and 16: Congress passed the National Defens
- Page 17 and 18: programs continued through the 1940
- Page 19 and 20: 36. There are now approximately 1 1
- Page 21 and 22: Secretary of the Department of Heal
- Page 23: 53. All of these trends have combin
- Page 28 and 29: 2. For all the above reasons, appro
- Page 30 and 31: ights and freedom and the welfare o
- Page 32 and 33: and learning through and in relatio
- Page 34 and 35: comparable programs, e.g. in Pontia
- Page 37 and 38: Part One CO-ORDINATION IN SINGLE PR
- Page 39 and 40: participation of the users seems to
- Page 41 and 42: 26. The strategy of letting people
- Page 43 and 44: i) to create equal opportunities fo
- Page 45 and 46: 4> Center a) P. Whitmer Human Resou
- Page 47 and 48: 35. From the very outset of plannin
- Page 49 and 50: ) The Thomas Jefferson Junior High
- Page 51 and 52: visited in the course of the study
- Page 53 and 54: FIRST FLOOR
- Page 55 and 56: THIRD FLOOR
- Page 57 and 58: 49. After revisiting all three cent
- Page 59 and 60: addition to education as will be sh
- Page 61 and 62: Celebration of fetes and art educat
- Page 63 and 64: Figure 5 SITE PLAN OF PAUL LAURENCE
- Page 65 and 66: The pedestrian street on the upper
- Page 67 and 68: a schedule/plan diagram for T„J.
- Page 69 and 70: Figure 9 DIAGRAMMATIC PRESENTATION
- Page 71 and 72: specific descriptions of how saving
- Page 73 and 74: NEW USES FOR EMPTY SCHOOLS 73. In v
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The Whittier Elementary School in A
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programs, demanded that the buildin
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Future plans: both Touhey's contrac
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94. The objective of the programs i
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communication between the central d
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- various agencies co-operated in t
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g) Although the goal of community e
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113. The willingness of the Mott Fo
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growth" and "planned intervention".
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the rest of the school. Additional
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Even though the document is unique
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) The SAND Project 128. Although th
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community focal point and. the audi
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Figure 12 ORGANISATIONAL STRUCTURE
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e necessary in the future, the scho
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106 PEB Secretariat
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138. The Everywhere School is a par
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period. Sharing the costs are: HUD
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this growth is unplanned in the for
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152. In order to provide the Board
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"The central administration should
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of school districts in the United S
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and interest, etc., the school beco
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Multi-purpose room in the old renov
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Figure 15 SITE PLAN OF MACK SCHOOL
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a community center. With its lawns
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to be provided. In contrast to Mack
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178. The conclusions of an in-depth
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180. Community High School got star
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SAND warehouse have been shaped and
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Margrit Kennedy, Die Schule als Gem
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"Arlington Public Schools" - "Fact
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Hartford, Connecticut "The Greater
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USER PARTICIPATION IN PLANNING AND
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as the mainsprings of science. Inst
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20. The successful student, certifi
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25. But the United States is not un
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41. . Every community, rich or poor
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city; that skill development applie
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QUEENSGATE II TOWN CENTER, CINCINNA
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epresentatives of the public depart
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d) But the case studies already cit
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1 the Mayor 2 4 the Public 5 the Co
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- the elderly are often retired peo
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critical path which was designed \f
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- discuss the issues and priorities
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60. The foregoing is a simplified v
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What "becomes immediately revealing
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horizontal line through the appropr
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74. Several examples of this kind o
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Children mapping as part of plannin
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ecome literate. Vldeoliteracy, like
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84. The Design Center was opened so
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THIS DESIGN FOR THE MIDDLE SCHOOL A
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Design Centers plus Television 93.
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official planners and education adm
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the northwest, bounded by Edythe, M
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these schools covers not only sever
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First Neighborhood Center, Gananda
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Part Three CONCLUSIONS 121. What em
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- there must be recognizable accoun
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OECD SALES AGENTS DEPOSITAIRES DES