Architecture Degrees Online

The course will offer an applied qualification with an academic/technical and design/artistic basis.
On the one hand, the aim of the Bachelor degree is to teach students the abilities and skills required for carrying out planning tasks and, on the other hand, to give them a comprehensive insight into the area of construction and planning. Furthermore, methodological and analytical knowledge and basic structural knowledge will be taught as a basis for acquiring further qualifications acquiring methods, expertise and skills in the field of structural architecture students will be qualified for activities at all performance levels of the HOAI (official scale of fees for services by architects and engineers) under the direction of an architect. Moreover, further professional fields of activity will arise in the areas of urban regeneration, construction
management, rented property management, property management and in public planning and construction authorities.

The ever-increasing requirements of individual high quality mobility and transportation of people and goods make the automotive industry a necessity in our society. Global warming and environmental challenges push for innovations from a holistic view as well as the need for vehicle manufacturers to meet new customer demands, safety legislation and the pressure to produce vehicles at the lowest possible cost.

Therefore, the need of skilled Automotive Engineers is immense.

The aim of the Automotive Engineering programme (AE) is to prepare students for a professional career with a broad knowledge of automotive engineering while offering specialisations central to the industry and research to meet these requirements.

Programme
The AE programme comprises a block of basic automotive courses which are compulsory for all students. The learning objective of these courses is to provide an automotive engineering knowledge platform from which the students can immerse themselves more deeply in a specialisation, be a part of an automotive project or choose to study courses from linked master programmes, all depending on interest.

The AE-programme should provide the students with potential to develop enhanced skills for analysis, synthesis and management of the automotive development process.

MATRIX COURSE CURRICULUM NIGHT: We added to the site on March 4, 2009, the nursing curricula of CuSO Night and other useful information for students in day shift. Go to the Contents and click on nursing curricula.

ATTENTION STUDENTS COURSE NIGHT: Soon there will be adjustments to the insertion site with details of the composition of the College, the Curriculum Matrix and the teacher to act as Academic Advisor.

ATTENTION STUDENTS CONCLUINTES: Pay attention to deadlines for your work Completion of course (CBT), the file listed below. Download the file and is attentive to meeting the deadlines.

DATES-LIMITE_DE_TCC.pdf: These time limits refer to all deadlines for students who are conducting their searches of CBT in 2008.2 and also for students who are finishing the development of their projects for the defense in 2009.1.
ON ADDITIONAL ACTIVITIES: Now worth equivalence in hours!

On December 16, 2008 this site was added to the “Resolution 01/2008 (09dez2008)”, which deals with standardization and equivalence of points on hours of activities performed and / or performed by students of Archivology of ICI.

Activities are defined as the set of experiences and academic experiences freely chosen by the students, made exclusively for the duration of the course, which may be offered by UFBA or other institutions with the aim of expanding the possibilities of learning theory and practice through the use of extracurricular studies, such as research, special programs, courses, training, curriculum activities in communities (ACC), seminars, roundtables, lectures, conferences, workshops, debates, seminars, meetings, workshops, exhibitions, technical and artistic productions , integrated laboratories, field work, and others with similar characteristics.

IMPORTANT DOCUMENTS:

Below you can have access to important documents produced by the College of Archivology and at the end of this page, the CBT itself.

Download the files below and read carefully, alerting your advisor to do the same.

Resolução_01-2008_ATIVIDADES_ (09122008). Doc: In this document you can build to accompany the scores, with values equivalent to hourly loads, corresponding to activities that carry out, perform, participate along their course.

Resolução_02-2007_TCC_ (REVISÃO_05dez2008). Doc: IMPORTANT: This resolution was revised on 05 December 2008. In this document you must rely to carry out its work of Conslusão Course (TCC) and meet the requirements for this type of curricular component. His most recent revision date of 09 December 2008. The changes are in red.

Regulamento_de_Estagio_Curricular_ (REVISAO_11072008). Doc: In this document you must rely to carry out their training and meet the requirements for this type of curricular component.

Manual_de_Orientacao_Academica_ (REVISAO_12122007). Doc: In this Manual you can take your questions on the importance and significance of academic orientation.

Regimento_do_Colegiado_de_Arquivologia_ (REVISAO_15102007). Doc: The document you’ll learn how are the rules governing the College of Archivology, which includes part of the procedures for their academic life in the course.

Related studies
The study programmes jas certain common features with Spatial Planning because they work with the same plan levels. The differences are that Landscape Architecture emphasises the physical design, while Spatial Planning focuses more on the implementation aspects and means, for instance from a legal perspective. The specialisation Green Space and Landscape Management will have some common features with the study programme Plant Sciences (with specialisation in Green areas and Horticulture science) since both emphasise management, maintenance and plant science. The differences are that Landscape Architecture focuses on the aesthetic and functional aspects, while Gardening and Horticulture Science will be more biologically orientated.

Learning goals
The students are to know how to project, plan and manage both the urban and the rural landscape in accordance with the intentions in the European Landscape Convention. They should also know how to register and analyse the human-created and natural conditions as a basis for this work. They shall know how to formulate problems for discussion, prepare programmes and concepts and suggest solutions. They are also to be able to understand and plan changes in the town and the landscape, such as town improvement, urban renewal, placing of buildings and roads in the landscape and development of the cultural landscape through maintenance and management. The suggestions shall meet functional, aesthetic, social, legal, ecological and economic requirements. The students should also be able to cooperate with others, outside of the academic limits and with the general public. It is stressed that the students shall develop the ability to independently consider the academic challenges, and to pass their ideas on in an understandable way that reveals the consequences.

Teaching and evaluation methods
The aim of the programme is for the students to acquire most of the understanding and knowledge, skills and attitudes that are necessary to become a landscape architect. Therefore, the programme emphasises to a large extent project- and problem-based work as close up to reality as possible. Students shall solve concrete design or planning assignments. Since both independence and cooperation skills are emphasised, the students work both individually and in groups. Much time is put aside for supervision individually and in groups. The lectures and the projects are linked, but topics that give a wider theoretic, social and historical understanding are also emphasised. To practice the three-dimensional and artistic understanding, the students work on free-hand drawing and design in different scales and different materials. When doing this, they use both modelling workshops and computer labs. IKT (information and communication technology) is a central tool for landscape architects, and is used both to visualise projects and as a project tool. The landscape and the people living and working there, either in urban or rural areas, are the basis for the landscape architect\’s work. The education therefore emphasises field work and excursions both in Norway and in other countries.The examination is either based on final examinations (independent work or written examination) or continuous assessment (project work or local written examination). The examiners are used in two ways: 1. To evaluate each students examination work and 2. To evaluate the course. When a course starts up, the students will be given an overview over the basis for evaluation that is made especially for each course according to the grading scale A-F or passed/failed. In planning and project courses, plus in design and drawing courses, so-called mid-semester and final evaluations are arranged where the students in plenary get feedback on their work. When necessary and required, an examiner is present at the evaluation.

The landscape architect works in the intersecting point between nature, design and human needs where the aim is to form and manage our surroundings in a sustainable and long-term perspective that corresponds to the aims in the European Landscape Convention that Norway has ratified.The study programme is profession-orientated, and a close cooperation with the profession landscape architect is emphasised. The students shall therefore become qualified for working with problem matters relating to landscape architecture both in public and private activities. The tasks are numerous, and vary from detail drawing of building areas, urban spaces and parks to regional planning, investigation tasks and green space management.