Research in Architecture: Looking Backward and Forward: Forty-Year Experience in Architectural Research at the Faculty of Architecture STU

The introduction of my contribution contains a brief information on the Faculty of Architecture of the Slovak University of Technology in Bratislava (FA STU) and the architectural research performed at this institution. Schemes and priorities of our research in architecture have changed several times since the very beginning in early 50’s. The most significant change occurred after “the velvet revolution” in 1989. Since 1990 there have been several sources to support research at universities. The significant part of my contribution is rooted in my own research experience since the time I had joined FA STU in 1975 as a young architect and researcher. The period of the 80’s is characterized by the first unintentional attempts to do “research by design” and my “scientific” achievements as by-products of my design work. Some of them resulted in the following issues: conception of mezzo-space, theory of the complex perception of architectural space and definition of basic principles of ecologically conscious architecture. Nowadays I continue my research by design within the application of so called solar envelope in urban scale with my students.

Plagiarism, contract cheating and final year projects

Presentation on pre-emption, detection and redirection in the context of the contract cheating form of plagiarism.

Perceptions of the first year experience at university

Until recently the issues of transition to university have been largely ignored in educational research. However, in recent years economic factors have meant that Governments require universities to be more publicly accountable and efficient than in the past. As a result, increased emphasis has been placed on the retention and transition of university students. Students new to tertiary study face a range of challenges in making the adjustment from school to university. They are expected to learn challenging material and to develop independent thought while adjusting to different teaching and expanded social environments (McInnis and James, with Mc Naught, 1995). In the context of first year accounting studies, the importance of the first year experience has been emphasised in the United States by the Accounting Education Change Commission (AECC) (1992). The AECC (1992, p.1) states that "the [first] course shapes [potential accounting majors'] perceptions of (1) the profession, (2) the aptitudes and skills needed for successful careers in accounting, and (3) the nature of career opportunities in accounting." Adams et al. (1994) and Cohen and Hanno (1993) provide empirical support for the importance of a positive experience in the first accounting course.

Communication and meaning : the first year experience of off-campus study

The substantive field of the thesis is the sociology of distance education. The issues investigated centre on the relationship between off-campus students and the institutions of higher education with which they enrol, in which the first year experience is construed as an encounter between the students’ personal contexts and institutional cultures. A theoretical framework is constructed which synthcsises elements of phenomenology, hermeneutics and feminist theory. The author reports research into the way a small sample of people experienced off-campus study. The students selected resided in Victoria, Australia, and were enrolled with one of two Victorian tertiary institutions: the (then) Gippsland Institute of Advanced Education and Deakin University. Using a case study approach, the subjective experiences of the students were studied by means of a series of interviews which took place at their homes or places of employment in the period January 1988 to November 1989. Methodological issues relating to the application of hermeneutic principles to the use of interviews in educational research are explored. The results of the interpretation of the interview material are presented in terms of an integrationist model of socialisation. The thesis argued is that certain theoretical and practical issues in distance education are best understood as social and cultural phenomena rather than as technical problems. The implications of the findings about the effects of gender and culture on student experience are discussed in relation to the issues of access and equity, student support, and models of teaching and learning.

Employability skills : student perceptions of an IS final year capstone subject

This paper reports on a qualitative study aimed at investigating whether Australian Information Systems (IS) students undertaking a team-based capstone subject with real clients believed the subject had enhanced their employability skills. This research is important because UK and Australian governments and industry are increasingly pressuring universities to focus more on developing employability skills. The paper makes a contribution to the literature since there are few empirical studies examining students’ perceptions of capstone subjects and none, to our knowledge, focusing on employability skills. Our study suggests that students believed the capstone subject did improve a broad range of employability skills and it also demonstrates the interrelated nature of these skills. We conjecture that the team-based, real-client model of capstone is particularly useful, compared to other capstone models, because it is especially effective at integrating the range of employability skills such as teamwork, communication, problem solving and self-management.

BE (Hons) final year project assessment - leaving out the subjectiveness

Final year projects for BE(Hons) programmes are the linkage between the academic and the industrial domains. Projects are often judged by respective employers as the measure by which students are considered and are also closely surveyed by professional bodies when accreditation is sought. In some instances, final year projects can lead to publications in conferences and journals and also allow students to continue their academic study into research degrees. However, the assessment of both the final thesis and the process of conducting the project are often subjective and open to challenge. This paper discusses a comprehensive strategy for removing some of the inconsistencies and proposes a transparent and robust assessment model which can be applied in similar areas elsewhere. This approach has been developed at the School of Engineering at AUT University in Auckland.

Best assessment practices of final year engineering projects in Australia

Barriers and enablers to learning during team-based clinical simulations: reflective interviews with final year undergraduate nursing students

Background: Contemporary approaches to clinical simulation can enhance educational outcomes. However, simulation approaches do have limitations with possible compromises for learning and teaching. This paper aims to identify barriers
and enablers to learning in simulated clinical settings.
Methods: A generic qualitative design was applied. Semi-structured group video debriefing interviews were held with Australian final-year nursing students who completed three patient deterioration scenarios with a standardized patient.
Audio-recorded interviews were transcribed and analysed to identify emergent themes.
Results: Interviews with 15 teams of three students (n = 45) from three universities were analysed. Learning enablers were ‘Realism of the simulated environment’; ‘Practicing: we should do this at uni’; ‘Learning from reflection and expert feedback’, and ‘How to become competent: know the gaps’. Barriers to learning included ‘Increased stress from inexperience; ‘Expectations when pretending’ and ‘Lack of assistance’. Skills practice in team-based settings with applicable reflection and debriefing was regarded as beneficial. Simulated patients enhanced fidelity but were unable to replicate actual clinical signs. High stress levels were perceived as a barrier to learning.
Conclusions: Applicably designed high fidelity simulations with video-based reflective review offer repeated rehearsal of clinical situations to enable learning. This educational strategy may reduce the time it takes undergraduate students to
reach competency.

Multidisciplinary approach to chronic pain from myofascial pain dysfunction syndrome: A four-year experience at a Brazilian center

Chronic pain is the major complaint of myofascial pain dysfunction syndrome (MPDS) and is a complex problem which involves physical, psychological and social aspects, the etiology of MPDS is multifactorial and the multidisciplinary approach is essential for differential diagnosis and for comprehensive treatment planning, In 1993, the Dental School of Piracicaba-UNICAMP, Brazil, opened a Center for Pain Studies (CPS), staffed by health care providers including, dentists, psychologists, physicians, physiotherapists and phonoaudiologists. The major aims of the CPS are to provide clinical care and to develop basic and applied research, Sixty-two MPDS patients had been admitted to the CPS by 1997, There were 60 females and 2 males, mean age -32.5 years, the mean duration of chronic pain was 48 months. Pain intensity and unpleasantness were measured employing the Visual Analogue Scale, the tendency to develop stress-related diseases was assessed by the Social Readjustment de Scale, There was a mean reduction of chronic pain of 69.89% and 71.78% relative to intensity and unpleasantness, respectively, the experience of clinical attendance at a multidisciplinary center showed the relevance of a team consisting of health care providers from different specialties with well-established aims, completely integrated and sensitive enough to understand the painful complaints of MPDS patients.

Spontaneous resolution rates of vesicoureteral reflux in Brazilian children: A 30-year experience

Objective: We evaluated clinical characteristics of primary vesicoureteral reflux (VLJR) in infants in a 30-year period in Brazil with special reference to the relation of renal parenchymal damage to urinary tract infection and gender. Materials and Methods: From 1975 through 2005, 417 girls (81.6%) and 94 boys (18.4%) with all grades of reflux were retrospectively reviewed. Patients were categorized by the worst grade of reflux, maintained on antibiotic prophylaxis and underwent yearly voiding cystourethrography until the reflux was resolved. VUR was considered resolved when a follow-up cystogram demonstrated no reflux. Surgical correction was recommended for those who fail medical therapy, severe renal scarring or persistent VUR. Results: Grades I to V VUR resolved in 87.5%, 77.6%, 52.8%, 12.2% and 4.3%, respectively. Renal scars were present at presentation in 98 patients (19.2%). Neither gender nor bilaterality versus unilaterality was a helpful predictor of resolution. The significant difference was found among the curves using the log rank (p < 0.001) or Wilcoxon (p < 0.001) test. Conclusion: Despite the current use of screening prenatal ultrasound, many infants are still diagnosed as having vesicoureteral reflux only after the occurrence of urinary tract infection in our country. Scarring may be associated to any reflux grade and it may be initially diagnosed at any age but half of the scars are noted with higher grades of reflux (IV and V). The incidence of reflux related morbidity in children has significantly diminished over the last three decades.

Impact of the Internet on Final Year Students' Research: A Case Study of Covenant University, Ota, Nigeria

The 21st century is characterized by advancements in information and communication technology (ICT), including the Internet. Final year students of Covenant University implore the use of the Internet in writing their projects. This paper examines the extent of accessibility and use of the Internet by these students and the impact the Internet has on their projects. A questionnaire was used for data collection. A total of 150 questionaires were distributed to students from each of the three colleges in the university. The results show that all respondents used the Internet for their project work. Nearly all indicated that the Internet has an impact on their projects, especially in the areas of quality of work, speed, time economy, and recency of materials. Recommendations for improvement include provision of wireless Internet access points and training and retraining of students to acquire computer and Internet search skills.