How architects incorporate ESD criteria into the design process

This paper will seek to answer; "How do architects in Victoria incorporate Ecologically Sustainable Development (ESD) criteria into the design process?" For the purpose of this paper, "Ecologically Sustainable Development" is defined in line with the judging criteria used by the Royal Australian Institute of Architects for the 'Sustainable Architecture Award'. The RAIA states that (Maddison, 2003 p.7), "the goal of sustainable architecture is to achieve development that improves the total quality of life, in a way that maintains the processes on which life depends. The project assessment covers ecologically sustainable development and energy efficient design:' By researching exemplary building projects that have been awarded a Victorian Sustainable Architecture Award, this paper will enlighten a design methodology for the pursuit of excellence in ecologically sustainable development. Key elements in the design process will be determined by comparing and analysing the processes of different architectural practices. This will be achieved through the study of published literature on the award winning designs, qualitative analysis of interviews with the architects who designed the selected projects and quantitative analysis of questionnaires completed by the architects.

Chronicles of architectural internships : student experiences versus practitioner expectations

This paper presents preliminary analysis and data gathered for a master of architecture by research study which seeks to explore the value of student work experience in architecture. It describes the theoretical framework upon which internships provide certain technical and professional knowledge and are regarded as an integral element of professional education. Until the last decade, internship in the architecture profession has received surprisingly little attention from researchers. Structural constraints unique to the architectural profession present challenges to how student work experience/internships can be sustained and it is pertinent to examine its precise relevance for the future. Vignettes of student learning experiences are presented and discussed against vignettes of practitioner expectations. The data in this study have been collected using combined methods of semistructured and open interviews and a qualitative approach to analysis of data. The opportunity to test the results in the architectural practice experience unit currently offered as a one credit earning elective for the architecture degree program at Deakin University will be discussed. It expects to prompt exploration into the potentially potent and broader pedagogical outcomes of a form of work-integrated learning (WIL) framework for students of built environment professions in the future.

A review of the scope of scientific studies relating indoor environment and student performance

In 2006-7 the Australian government will invest $9.3 billion in state government and nongovernment educational facilities (DEST 20061). One area of particular interest to both government and school designers is maximising this investment through providing students with healthy and
productive indoor learning environments. The lack of post-occupancy evaluations carried out in schools (Lackney 2001) means that designers are reliant on “best practice” indoor environment quality guidelines developed primarily from scientific studies. The problem with scientific evaluation is that often the complexity of the influences upon student performance is simplified in order to gather information, rather than necessarily providing a more holistic and realistic explanation of any improved outcomes. This paper examines the scope of various studies of classroom indoor environment qualities that have thus far contributed to current understanding of their impact on student learning outcomes. The review demonstrates the lack of comprehensive research into the full range of influences on student performance and offers a better understanding of the limitations of knowledge about indoor environment qualities. This information provides valuable input to research development and post-occupancy evaluation that can better integrate the full range of influences upon students of school facilities and test the assumptions made about “best practice”.

Playing a critical role: experiential learning resources and analytical media studies in higher education

This article compares two Information and Communication Technologies (ICTs) used in the Faculty of Arts, Deakin University Australia, and investigates the relationships between technology, pedagogy and key issues in the teaching and practice of public relations, in a media studies context. The online role-play ‘Save Wallaby Forest’ and the e-simulation ‘PRessure Point! Getting Framed (GF), in their different ways, afford learning  environments with capabilities that present public relations and media students with opportunities to discover a critical consciousness, break out of naturalised world-views, and explore alternative approaches to organisational communication. Furthermore, they present students with complex ethical issues to investigate based around the idea that media industries are powerful discursive producers and reproducers of social norms, values and beliefs which in turn shape notions of identity and influence the formation of public opinion in society (Fairclough 1999; Habermas 1995). This article explores the intersections and differences between these distinct ICTs in their relationships to a constructivist learning approach and ethical questions about how public relations both produces and reproduces world views through practice. This interacting nexus – between technology, pedagogy and theme – is significant because “what happens in the learning process” relates to the learning outcome and therefore has the potential to develop holistic reflexivity in studies of public relations (Laurillard 2003, p.42).

A case for blended and collaborative learning as strategies for teaching editing and publishing within a postgraduate writing program

Several recent studies have called for the breakdown of' arbitrary distinctions between virtual and "face-to-face" classrooms' (Comeaux & McKenna-Byington 2003: 348; see also McDonald 2002; Rosset, Douglis & Frazee 2003; Morse 2003). In 2004 the Professional and Creative Writing discipline at Deakin University added Editing and Publishing (which had previously been available as on-campus-only units at our institution) to an established list of online postgraduate writing units taught via the auspices of the new (to our university) WebCT technology. This paper describes and evaluates our experience of challenging the 'arbitrary distinctions' between our two cohorts of students by incorporating blended and collaborative learning strategies into our course via two specific projects.

A haptically enabled low-cost reconnaissance platform for law enforcement

Traditionally, the control system of a modern teleoperated mobile robot consists of one or more two-dimensional joysticks placed on a control interface. While this simplistic interface allows an operator to remotely drive the platform, feedback is limited to visual information supplied by on-board cameras. Significant advances in the field of haptics have the potential to meaningfully enhance situational awareness of a remote robot. The focus of this research is the augmentation of Deakin University's OzBot trade MkIV mobile platform to include haptic control methodologies. Utilising the platform's inertial measurement unit, a remote operator has the ability to gain knowledge of the vehicle's operating performance and terrain while supplying a finer level of control to the drive motors. Our development of a generic multi-platform ActiveX allows the easy implementation of haptic force feedback to many computer based robot controllers. Furthermore, development of communication protocols has progressed with Joint Architecture for Unmanned Systems (JAUS) compliance in mind. The haptic force control algorithms are presented along with results highlighting the benefits of haptic operator feedback on the MklV OzBot trade chassis.

Modelling the diffuse fraction of global solar radiation on a horizontal surface

For various applications it is necessary to know not only global solar radiation values, but also the diffuse and beam components. Because often only global values are available, there have been several models developed to establish correlations between the diffuse fraction and various predictors. These typically include the clearness index, but also may include the solar angle, temperature and humidity. The clearness index is the proportion of extraterrestrial radiation reaching a location, where the extraterrestrial value used in the calculation varies with latitude and time of year. These correlations have been developed using data principally from latitudes greater than 40°, often using only data from a few locations and with few exceptions have not used solar altitude as a predictor. Generally the data consist of hourly integrated values. A model has been developed using hourly data from a weather station set up at Deakin University, Geelong. Another model has also been developed for 15 minute data values in order to ascertain if the smoothing generated by using hourly data makes a significant difference to overall results. The construction of such models has been investigated, enabling an extension to the research, inclusive of other stations, to be performed systematically. A final investigation was carried out, using data from other Australian locations, to explain some of the considerable scatter by adding apparent solar time as a predictor, which proved to be significantly better than solar altitude.

Bribery and networking: Is there a difference?

Nature of bribery contrasted with the practice of networking - whether the different moral and legal treatment of the practices is based on principle or simply cultural preference - bribery and the form of networking known as expenditure networking both have the affect of distorting the proper functioning of the market economy by encouraging business decisions to be made on the basis of economically irrelevant considerations - the objective of both practices is to gain a market advantage by providing a 'sweetener' to a person responsible for delegating the provision of goods and services - expenditure networking does have the positive side effect of drawing people together in a social setting.

The yoking of unconscionability and unjust enrichment in Australia

Given problems with, and judicial criticism of, unjust enrichment as a principle, it is necessary and appropriate that unjust enrichment be subsumed by the expanding doctrine of unconscionability - could create a unifying concept which can be applied to achieve justice in a variety of different contexts - triggers for equitable intervention to reverse or adjust transfers of resources on the basis of unconscionability - where there is neither real consent or real consideration - where either variable is absent and it is unclear whether the other is satisfied - approach would inject principle into unconscionability and explain and justify the need for reversing or adjusting the transfer of property or other resources in some circumstances.

Reciprocal mentoring across generations: sustaining professional development for english teachers

This article draws on a collaborative research project entitled Teachers Investigate Unequal Literacy Outcomes: Cross-generational Perspectives, funded by the Australian Research Council 2002-2004 and awarded to Barbara Comber, University of South Australia and Barbara Kamler, Deakin University. The university researchers invited early career teachers in their first five years of teaching, and late career teachers with at least twenty-five years experience, to collaboratively explore the problem of unequal outcomes in literacy. Over a period of three years, the teacher researchers conducted audits of their classroom literacy programs and the effects on different children; case studies of students they were most concerned about; and redesigns of their literacy curriculum and pedagogy.  Bev Maney and Ivan Boyer collaborated as research partners in the context of their work together as English teachers at Portland Secondary College, Victoria. This paper is based on transcripts of their many conversations with one other and the research team and is represented as an interrupted conversation with the university researchers. Here they critique current models of professional development and the effects of standardised testing and argue for the importance of serious teacher conversations and ongoing school-based research.

Reflections on teaching and learning online: quality program design, delivery and support issues from a cross-global perspective

This reflective paper began with a discussion of the online program design and delivery experiences of three senior faculty members at the University of Calgary (Canada) and Deakin University (Australia), which was recorded at Deakin University. After drawing on this recording in their research and practice, one faculty member from each institution decided to review and expanded upon their intervening experiences in terms of issues of quality program design, delivery, and support issues when teaching, and learning in different cultural contexts. The authors discovered that these issues are as important today as they were when they met to record the interview, and have concluded their discussion here with thoughts about the teaching, student, and administrative supports that institutions engaged in online program delivery cross-culturally must address in order to successfully deliver quality online programs worldwide.