RESTORATION TECHNIQUES FOR THE HERITAGE BUILDING / KIRKUK QISHLA AS A CASE STUDY
Notice bibliographique
Résumé
National heritage buildings are considered as the memory of the cities and its civilization’s legacy. Such buildings are receiving more attention these days especially from architectures who are trying to restore them by using the proper techniques to bring them back to their former appearance to serve the community in the present time. From that point, the general goal of this research is to concentrate on the used techniques of restoring national heritage buildings by using the proper materials for the damaged or the collapsed parts as the restoration process differs from a building to another. All these points should be done according to the laws and protocols of UNSCO and ICOMOS to keep the authentic features of the building and pass it on to the next generations. This research deals specifically and practically with restoring the Qishla building in Kirkuk as a restoration sample. Some parts of that building collapsed recently and the research aims to save that building by studying the techniques of restoring it using the materials and building techniques of the era the building was built in. This research rises an important point, which is finding a general prospective of scientific and technical ways in restoring cultural heritage buildings which are made from stone specifically. From all that above the main issue that this research deals with is “The unclear techniques of restoring cultural heritage buildings in general and the restoration process of Qishla building with stone in specific”. Accomplishing the aim of this research lies in two points: First: Studying the rules which govern the restoration process of cultural heritage buildings. Second: Studying the restoration process of Qishla building and that includes; the restoration process with stone should be done by examining the chemical and physical features of the stone, durability of the used stone, conducting chemical tests in international labs as (ACMAE ANALYSES/ Canada) and the last step is to analyze and discuss the results to take final decisions.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,001 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».