نظراً لتضخم المشكلة الإسكانية بمصر والعالم العربى، لذا ظهرت مبادرات من بعض أعضاء هيئة التدريس بأقسام العمارة والتخطيط بالجامعات المصرية باضافة مقررات لكل من طلاب البكالوريوس والدراسات العليا بحيث تهتم بمشكلة وسياسات وأنماط ومقترحات الحلول للإسكان على كل من المستوى العالمى والقومى والمحلى. ونظرا لتشعب وكثرة الموضوعات التى تتضمنها دراسات الإسكان بل وارتباط قضايا التخطيط العمرانى والتنمية الاقتصادية والاجتماعية والبيئية بها لذلك يثير هذا البحث تساؤلا هام حول نقاط الاختلاف والاتفاق بين المحتوى العلمى لمقرر الاسكان بأقسام العمارة والتخطيط بجمهورية مصر العربية. وتحاول الورقة البحثية أن تطرح فرضياتها فى صيغة أسئلة بحثية محورية: هل يمكن التوصل إلى إطار فكرى مشترك يعنى بتدريس مقرر الإسكان بأقسام العمارة والتخطيط بالجامعات المصرية؟ وهل يمكن تطوير تدريس مقرر الإسكان والارتقاء بها من خلال تطبيق هذا الإطار المشترك؟ لذا، استعرض البحث المقارنات التى تمت بين العينة المختارة من هذه الأقسام من حيث أسلوب تدريس مقرر الإسكان ومحتوى المقرر والمخرجات التعليمية المستهدفة منه. تمت تلك المقارنات من خلال حوارات مع القائمين على تدريس المقرر بالأقسام المختارة وتوصيف المقررات والمحاضرات وأدوات تقييم المقررات الدراسية طبقا لمعايير الجودة والاعتماد العالمية. وتهدف الورقة البحثية إلى إمكانية التوصل إلى إطار فكرى مشترك لصياغة منهج مقرر الإسكان بشكل يستوعب أفضل ما فى الاجتهادات التى تمت فى أقسام العمارة والتخطيط بالجامعات الحكومية المصرية.

History of Architecture is the discipline that records, studies and interprets heritage architecture. It studies its forms, purposes, and most importantly its evolution. Studying the History of Architecture is extremely important because it enables architecture students to understand the society and culture of the past they represent which is very useful when working as a contemporary architect. This paper proposes a means whereby the students can be integrated with, and part of, this past. Virtual reality is a technology with important applications in the teaching world. In a discipline like History, and more specifically History of Architecture, thanks to virtual reality, students can understand the architecture of a heritage building and the elements that comprise it in a more natural and intuitive way, using all the senses as if on a real visit. Students can freely move around historical spaces and scenes virtually reconstructed by computer. They can even enter the building on their own accord, make their own decisions regarding itinerary, the pace, the time they wish to devote to the visit, the aspects they want to pay attention to and the angle they wish to view from. This paper argues that changing the educational tools of teaching the course of History of Architecture -at the Department of Architecture, Assiut University- increases the acquired knowledge about the architectural content and bridges the gap between past and present. If the students could become the actual designers of virtual architectural heritage buildings, this allows them to become the protagonists of what happening, and this will give them better degree of freedom and creativity. This can be happen by merging two courses; History of Architecture and Computer Application II in order to increase the motivation that arouses students, more motivation equals more learning. The degree of interest and satisfaction while carrying out the didactic activities, modeling heritage buildings, is considered essential and fundamental to positive learning. This potential idea may provide the Egyptian tourism market with a series of primitive 3D models of Egyptian heritage buildings to be evolved and then to be utilized in the domains of virtual heritage and digital tourism.

It is believed that social media applications have already being accepted by young generations as a platform to socialize, collaborate and learn in an informal and flexible manner. Social networking sites (SNSs) such as Facebook have become extremely popular recently. The number of Facebook users in the Saudi Arabia has approximately quadrupled in the last three years (early 2010 – early 2013), increasing from 1.39 million users to 5.85 million users. Youth (between the ages of 15 and 29) continue to make up around 60% of Facebook users in the kingdom. They prefer SNSs to access information as it reduces physical strain, speak freely and improve self-confidence and character-building. Road traffic accidents (RTAs) in Saudi Arabia are becoming a serious public health problem, especially among teenagers and youth. Human factors are responsible for about 85 percent of all car accidents in the kingdom. Education and awareness are playing a promising role in traffic safety. Types of awareness concerning traffic safety varied widely. That is why the study aims to introduce the potential contribution of SNSs to raise the awareness of traffic safety among the Saudi youth, and to reduce the ratio of RTAs in the kingdom. The paper emphasizes the effective role of social media; communication using social media is viewed to be personalized depending on the method of interaction with digital content (such as images, video, audio, and the written word). The paper introduced a potential utilization of SNSs as a one step forward towards achieving traffic awareness among Saudi youth to protect them from the potential damage caused by traffic accidents resulting of human factors.

Augmented reality (AR) has been touted as the bridge between the physical and virtual worlds, as new technologies add information to real-world environments. This paper examines how an augmented reality guide can enrich museum visits by facilitating interaction and navigation. It seems that AR is an interesting tool for helping the visitor to do an active visual survey and to identify relevant facts, as well as looking at the artworks in a new insight. The study argues that the superimposing function of AR encourages the visitor to learn more about the context of cultural objects. This include: (a) comparing the distinctive aspects of an object or an artwork with other works; (b) exploring the creation process of objects by indicating the relevant or hidden details; and (c) supplying visitors with information that are usually accessible only to museum professionals. The aforementioned situations prompt the visitors to discover cultural objects, sculptures or any artwork in a playful, exciting and more memorable way. The paper has been concluded by proposing some applications about the future utilization of augmented reality in Egyptian museum context. The paper also sheds light on the ways by which using AR guide systems can alter, transform or enhance the museum visiting experience and the relations of Egyptian museums with their public.

Problem statement: The problem can be summarized in the absence of clear vision for management and preservation of Egyptian cultural heritage sites, which means the lack of information and also the lack of coordination between the governmental bodies, other organs which are concerned with the culture heritage sites in Egypt, researchers, and the public for management the cultural heritage sites and their preservation. Approach: The paper has tried to put some of pivotal research questions: Who are responsible organs for management and conservation plans for cultural heritage sites in Egypt? Is it possible to reach a common framework means the management and preservation of cultural heritage sites in Egyptian cities which will be identical for local conditions and international standards? Could the application of this common framework on one of the local cultural heritage sites help to develop and upgrade this framework? Results: The possibility of reaching a framework for the formulation of management and preservation of cultural heritage sites in Egyptian cities which will be identical for local conditions and international standards. Also, the possibility of application this framework on “Al-Qesariya” in old Asyut city, which contains many of historical buildings, in which it is possible to feel the real spirit of old Islamic city during the Mamluk era. Conclusion: the paper tried to put a management plan to apply the framework on the selected case study, this plan consisted of three main axes: Political and administrative axis, Technical axis, and Executive axis.