An Examination Of The Benefits And Constraints Of Adaptive Reuse Of Surplus School Sites

There is an increasingly pressing issue in Canadian cities related to under-enrolment and the consolidation of schools, which has recently been recognised in the City of Toronto. As a result, a number of school buildings must be closed and sold. This paper addresses the trend of adaptive reuse as an alternative to demolition and new development of surplus school sites. Through an analysis of three case studies: Stinson School in Hamilton, Saint Michael’s High School in Niagara Falls and Queen Elizabeth Park High School in Oakville, the benefits and constraints of adaptive reuse of surplus school sites are detailed. Recommendations are made for future adaptive reuse of school sites in order to capture the potential benefits and mitigate the constraints. These recommendations can enhance the adaptive reuse process in municipalities, specifically in Toronto, to redevelop existing built-up areas and reinforce policies of sustainability, smart growth, intensification and place-making.

An Examination Of The Benefits And Constraints Of Adaptive Reuse Of Surplus School Sites

There is an increasingly pressing issue in Canadian cities related to under-enrolment and the consolidation of schools, which has recently been recognised in the City of Toronto. As a result, a number of school buildings must be closed and sold. This paper addresses the trend of adaptive reuse as an alternative to demolition and new development of surplus school sites. Through an analysis of three case studies: Stinson School in Hamilton, Saint Michael’s High School in Niagara Falls and Queen Elizabeth Park High School in Oakville, the benefits and constraints of adaptive reuse of surplus school sites are detailed. Recommendations are made for future adaptive reuse of school sites in order to capture the potential benefits and mitigate the constraints. These recommendations can enhance the adaptive reuse process in municipalities, specifically in Toronto, to redevelop existing built-up areas and reinforce policies of sustainability, smart growth, intensification and place-making.

Effectiveness of School Site Decisions on Land Use Policy in the Planning Process

The school site is a key element of the educational process, as children spend a large amount of their time there. Schools that are well-located, designed within a systematic plan, safe, and operated in an efficient manner contribute to the development of society. Since land is a scarce resource, optimal land use is a spatial necessity. In developed societies, these usage preferences are planned and presented to decision-makers according to criteria, such as distance, slope, population, land use, etc., that are related to industry and agriculture. Suitable investment areas are often not mapped in development plans. This deficiency arising from planning also appears in the determination of school site locations. In this research, a real case study was conducted to solve the problem presented. The most used school sites’ criteria were determined from the literature and those criteria were weighted with the analytical hierarchy process method. A cost–surface map of the study region was produced and associated with the implementary development plan. It was obtained from the cost surface map that suitable school sites are planned for urban, commercial, or different purposes. Additionally, possible locations for the school site in the region were determined and mapped for a future planning purpose, and the sizes of existing school campus sites in the region were analyzed. When existing campus areas were evaluated according to the number of school students, we found that only 40% of the schools were suitable. As one of the major findings, 210 possible school sites with a size of at least 2 ha were determined and mapped in Giresun, Turkey. For these reasons, clearly identifying the investment areas and transferring them to the plans is essential for sustainability.

Disciplinary language at school: Sites of integration in content-and-language-integrated learning (CLIL)

The teaching of languages in Europe emphasises the learning of English, increasingly with a view towards using it in a professional and academic environment. One development over the last few decades in response to this demand for more specialised English proficiency has been the introduction of Content-and-Language-Integrated Learning (CLIL). One of the major benefits of CLIL lies in its potential in fostering language abilities that relate directly to the school subjects taught through the integrated learning of new content and new aspects of the foreign language. I aim to contribute here to our conceptualisation of this nexus by positing and presenting evidence for a dual perspective of disciplinary language. This definition embraces both the production of lexico-grammatical and discursive patterns appropriate to the subject being taught and the verbal and multimodal practices associated with acquiring them.