Collaboration Down Under : investigating team learning in Australia in architecture and related design contexts

This position paper reports on an Australian Learning Teaching Council (ALTC) funded project – “Enhancing and Assessing Group and Team Learning in Architecture and Related Design Contexts.” This is a two-year project, commencing in November 2011, which is investigating best practice in Australian higher education for the teaching of teamwork in the design disciplines, with a focus on Architecture. At the time of the conference presentation, data on current practices will be reported on that has been collected and analysed from four universities in Australia. The project aims to: highlight and develop innovative approaches to collaborative studio-based learning; structure team learning within curricula; develop graduate attributes for teamwork; and inform assessment of team design that supports team-working skills and increased learner confidence.

Conceptualizing teamwork and group-work in architecture and related design disciplines

This paper reports on the early findings of an Australian Learning Teaching Council (ALTC/OLT) funded project – “Enhancing and Assessing Group and Team Learning in Architecture and Related Design Contexts.” This is a two-year project investigating good practice in Australian higher education for the teaching of teamwork in the design disciplines, with a focus on architecture. Drawing upon a review of the literature and discussions with teachers and practitioners, the paper considers how teamwork is conceived in the context of the design disciplines. The paper explores notions of team and group design activities in the literature, identifying the key elements and characteristics of effective teams and groups. While a great deal of research exists on effective teamwork in organizational, management and general education literature, this research found a clear gap in knowledge relating to teaching teamwork in architecture and related design contexts. Suggestions are made about the ways in which theories on effective teamwork in organisations might elucidate teaching and assessment of effectively functioning student design teams. The literature review prompted five key questions, outlined here, around the conceptualisation of teamwork in design education that were subsequently discussed with educators and practitioners, thus allowing the identification of issues, problems and solutions common to all fields of design.

Chemiluminescence detection of piperazine designer drugs and related compounds using tris(2,2?-bipyridine)ruthenium(III)

 An exploration of the chemiluminescence from reactions of a large number of benzyl and phenylpiperazine analytes with tris(2,2’-bipyridyl)ruthenium(III) was carried out providing information towards the emission intensity of this chemiluminescent reagent and the structure of analytes it interacts with.

Cannabis use and related harms in the transition to young adulthood: a longitudinal study of Australian secondary school students

The current study documents the changing rates of cannabis use, misuse and cannabis-related social harms among Australian adolescents as they grow into young adulthood. It utilised data from a longitudinal study of young people at ages 15, 16, 17, and 19. The rates of cannabis use were found to increase as participants aged; past year use increased from 7.5% at age 15 to 29.8% at age 19. Further, at ages 17 and 19, cannabis use was more prevalent among males than females. Among those who reported cannabis use, the rates of cannabis-related harms were low to moderate, and did not increase with age in the same manner as rates of cannabis use. The most prevalent self-reported cannabis-related harm was anxiety/depression; affecting between 20–30% of the cannabis users at each age. These findings may assist in understanding the extent of cannabis-related problems among youth, and in planning relevant services.

The occupiers' burden: tackling food shortage and related health problems in post-war Germany 1945-47

The end of the Second World War brought much relief to its combatants, but a range of problems remained that would plague post-war Europe for years to come. Chief among them was food shortage. The breakdown of agricultural systems, essential services, and the state itself laid fertile ground for food shortage to develop in parts of post-war Germany occupied by the victorious powers. There is much to be gained from comparing the occupiers’ responses to this Horseman of the Apocalypse. The most fruitful comparison lies between the Soviets and British. Unlike the Americans whose economic might in the post-war period allowed them to better feed and supply Germans living in their occupation zone, domestic economic weaknesses hamstrung both Soviet and British responses to the more severe advent of food shortage which confronted them. Their responses were very different—some successful, others not—but all instructive for understanding the impacts of natural and policy factors on the development of food shortage and the consequences to the health of the population. The variety of these impacts have been obscured by the absence of this comparison in the literature, which is now made more feasible by the greater availability of the extensive resources that each occupier devoted to recording food and health data, particularly in the Soviet case. The data is not only relevant to the occupation period from 1945 to 1949, as it suggests long-term health impacts on those most exposed to the risk of food shortage then, and most at risk to the consequences of malnutrition decades later. In fact, as the available data defines regional differences in food rations and, accordingly, comparative food shortages in Soviet and British occupation zones, the situation in post-war Germany provides an excellent platform for future research linking differences in early nutrition to adult health outcomes.