811 resultados para Teaching in Architecture Design Project. Learning in Architectural Design Project. Design Project
Resumo:
Certain environments can inhibit learning and stifle enthusiasm, while others enhance learning or stimulate curiosity. Furthermore, in a world where technological change is accelerating we could ask how might architecture connect resource abundant and resource scarce innovation environments? Innovation environments developed out of necessity within urban villages and those developed with high intention and expectation within more institutionalized settings share a framework of opportunity for addressing change through learning and education. This thesis investigates formal and informal learning environments and how architecture can stimulate curiosity, enrich learning, create common ground, and expand access to education. The reason for this thesis exploration is to better understand how architects might design inclusive environments that bring people together to build sustainable infrastructure encouraging innovation and adaptation to change for years to come. The context of this thesis is largely based on Colin McFarlanes theory that the city is an assemblage for learning The socio-spatial perspective in urbanism, considers how built infrastructure and society interact. Through the urban realm, inhabitants learn to negotiate people, space, politics, and resources affecting their daily lives. The city is therefore a dynamic field of emergent possibility. This thesis uses the city as a lens through which the boundaries between informal and formal logics as well as the public and private might be blurred. Through analytical processes I have examined the environmental devices and assemblage of factors that consistently provide conditions through which learning may thrive. These parameters that make a creative space significant can help suggest the design of common ground environments through which innovation is catalyzed.
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Introduction - Learning about ageing and the appropriate management of older patients is important for all doctors. This survey set out to evaluate what medical undergraduates in the UK are taught about ageing and geriatric medicine and how this teaching is delivered. Methods An electronic questionnaire was developed and sent to the 28/31 UK medical schools which agreed to participate. Results Full responses were received from 17 schools. 8/21 learning objectives were recorded as taught, and none were examined, across every school surveyed. Elder abuse and terminology and classification of health were taught in only 8/17 and 2/17 schools respectively. Pressure ulcers were taught about in 14/17 schools but taught formally in only 7 of these and examined in only 9. With regard to bio- and socio- gerontology, only 9/17 schools reported teaching in social ageing, 7/17 in cellular ageing and 9/17 in the physiology of ageing. Discussion Even allowing for the suboptimal response rate, this study presents significant cause for concern with UK undergraduate education related to ageing. The failure to teach comprehensively on elder abuse and pressure sores, in particular, may be significantly to the detriment of older patients.
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This paper presents evidence from two survey's to help explain the poor ratings consistently given to the teaching of economics at Australian universities. The evidence suggests that the Poor ratings of economics teaching can be attributed to two related factors: inappropriate pedagogical practices and lack of rewards for allocating additional time to teaching. The survey data oil pedagogy, in economics consist of 205 responses from graduates from two Queensland universities. The time elapsed since graduation ranges from 1 to 10 years. The survey data on academics' time allocation consist of 290 responses from academic economists across a wide range of Australian universities.
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There are tendencies in universities globally to change undergraduate teaching in veterinary parasitology. To be able to give considered advice to universities, faculties, governmental bodies and professional societies about a discipline and to establish how particular changes may impact on the quality of a course, is the requirement to record and review its current status. The present paper contributes toward this objective by providing a snap-shot of the veterinary parasitology courses at the Universities of Melbourne, Sydney and Queensland in eastern Australia. It includes a description of the veterinary science curriculum in each institution, and provides an outline of its veterinary parasitology course, including objectives, topics covered, course delivery, student examination procedures and course evaluation. Student contact time in veterinary parasitology during the curriculum is currently higher in Melbourne (183 h) compared with Sydney and Queensland (106-110 h). In the teaching of parasitology, Melbourne adopts a taxonomic approach (in the pre-clinical period) followed by a combined disciplinary and problem-based approach in the clinical semesters, whereas both Sydney and Queensland focus more on presenting parasites on a host species-basis followed by a problem-based approach. (C) 2002 Elsevier Science B.V. All rights reserved.
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Un dels reptes cabdals de la Universitat s enllaar lexperincia de recerca amb la docncia, aix com promoure la internacionalitzaci dels estudis, especialment a escala europea, tenint present que ambdues poden actuar com a catalitzadores de la millora de la qualitat docent. Una de les frmules dinternacionalitzaci s la realitzaci dassignatures compartides entre universitats de diferents pasos, fet que suposa loportunitat dimplementar noves metodologies docents. En aquesta comunicaci es presenta una experincia en aquesta lnia desenvolupada entre la Universitat de Girona i la Universitat de Joensuu (Finlndia) en el marc dels estudis de Geografia amb la realitzaci de lassignatura 'The faces of landscape: Catalonia and North Karelia'. Aquesta es desenvolupa al llarg de dues setmanes intensives, una en cadascuna de les Universitats. Lobjectiu s presentar i analitzar diferents significats del concepte paisatge aportant tamb metodologies destudi tant dels aspectes fsics i ecolgics com culturals que shi poden vincular i que sn les que empren els grups de recerca dels professors responsables de lassignatura. Aquesta part terica es completa amb una presentaci de les caracterstiques i dinmiques prpies dels paisatges finlandesos i catalans i una sortida de camp. Per a la part prctica es constitueixen grups destudi multinacionals que treballen a escala local algun dels aspectes en els dos pasos, es comparen i es realitza una presentaci i defensa davant del conjunt destudiants i professorat. La llengua vehicular de lassignatura s langls.
Resumo:
This qualitative study analyzed, from the teacher’s perspective, if the principle of comprehensiveness is included in child healthcare teaching in nursing education. The participants were 16 teachers involved in teaching child healthcare in eight undergraduate nursing programs. Data collection was performed through interviews that were submitted to thematic content analysis. The theory in teaching incorporates comprehensive care, as it is based on children’s epidemiological profile, child healthcare policies and programs, and included interventions for the promotion/prevention/rehabilitation in primary health care, hospitals, daycare centers and preschools. The comprehensive conception of health-disease process allows for understanding the child within his/her family and community. However, a contradiction exists between what is proposed and what is practiced, because the teaching is fragmented, without any integration among disciplines, with theory dissociated from practice, and isolated practical teaching that compromises the incorporation of the principle of comprehensiveness in child healthcare teaching.
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RESUME L'tude de la mdecine la Facult de l'Universit de Lausanne est un cursus de six ans. Depuis la rforme gnrale du curriculum en octobre 1995, le programme de la deuxime anne consacre l'tude de l'tre humain sain a t transform. L'enseignement intgr par systme ou organe a t introduit en remplaant l'enseignement par discipline. Paralllement, un systme d'valuation de l'enseignement par les tudiants a t propos. Il a t amlior au fil des annes et depuis l'anne acadmique 1998-99, l'valuation est devenue systmique et rgulire. Notre tude prsente et compare les rsultats des valuations de l'enseignement et des enseignants de neuf cours intgrs dispenss en deuxime anne durant deux annes acadmiques (1998-99 et 1999-2000). Une forte corrlation entre les rsultats des deux annes conscutives ainsi qu'une importante disparit des estimations l'intrieure de chacune de deux annes ont t observes. Ceci dmontre un engagement srieux des tudiants dans le processus d'valuation, rvle la pertinence de leur analyse et leur bonne capacit de discernement. L'analyse de nos rsultats montre que les valuations effectues par les tudiants peuvent constituer une source fiable d'informations et contribuer l'amlioration du processus d'enseignement.
Resumo:
Tyss oli tavoitteena suunnitella globaali sovellusarkkitehtuuri, joka ohjaa teollisen huoltoyrityksen sovellusten kehitystyt. Sovellusarkkitehtuuri kuvaa tietokoneohjelmien toiminnallisuuteen loppukyttjien nkkulmasta ja sen laatiminen on osa strategista tietojrjestelmsuunnittelua. Arkkitehtuurin tehtvn on varmistaa, ett tietojrjestelmt suunnitellaan kokonaisuutena tukemaan organisaation toimintaa. Arkkitehtuurin tekemist ohjasi strategisen tietojrjestelmsuunnittelun periatteet ja mallit. Tekniikat olivat samoja kuin projektikohtaisessa tietojrjestelmsuunnittelussa. Sovellusarkkitehtuurin tekeminen alkoi tutustumalla yrityksess vallitsevaan tilanteeseen sek liiketoiminta- ja tietotekniikkastrategioihin. Tarkastelun kohteena olivat pasiassa liiketoimintaprosessit ja kytss olevat sovellukset. Tutustuminen tapahtui lhinn haastatteluin ja dokumentteihin tutustumalla. Seuraavaksi johdettiin vaatimukset tulevaisuuden sovelluksille haastatteluista ja edellisen vaiheen materiaalin perusteella. Liiketoiminnan kannalta trkeimmt vaatimukset valittiin tytettvksi arkkitehtuurilla. Varsinaisen arkitehtuurin tekeminen oli lhinn sovellusten valitsemisesta ja niiden keskinisten suhteiden mrittely. Arkkitehtuurin perusteella mritettiin kehityshankeet.
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Tmn tutkimusraportin suomenkielinen versio on osoitteessa: http://urn.fi/URN:ISBN:978-951-29-4509-2
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The aim of this dissertation is to bridge and synthesize the different streams of literature addressing ecosystem architecture through a multiplelens perspective. In addition, the structural properties of and processes to design and manage the architecture will be examined. With this approach, the oftneglected actorstructure duality is addressed and both the position and structure, and action and process are under scrutiny. Further, the developed framework and empirical evidence offer valuable insights on how firms collectively create value and individually appropriate value. The dissertation is divided into two parts. The first part comprises a literature review, as well as the conclusions of the whole study, and the second part includes six research publications. The dissertation is based on three different reasoning logics: abduction, induction and deduction; related qualitative and quantitative methodologies are utilized in the empirical examination of the phenomenon in the information and communication technology industry. The results suggest firstly that there are endogenous and exogenous structural properties of the ecosystem architecture. Out of these, the former ones can be more easily influenced by a particular actor whereas the latter ones are taken more or less for granted. Secondly, the exogenous ecosystem design properties influence the value creation potential of the ecosystem whereas the endogenous ecosystem design properties influence the value appropriation potential of a particular actor in the ecosystem. Thirdly, the study suggests that there is a relationship between endogenous and exogenous structural properties in that the endogenous properties can be leveraged to create and reconfigure the exogenous properties whereas the exogenous properties prose opportunities and restrictions on the use of endogenous properties. In addition, the study suggests that there are different emergent and engineered processes to design and manage ecosystem architecture and to influence both the endogenous and exogenous structural properties of ecosystem architecture. This study makes three main contributions. First, on the conceptual level, it brings coherence and direction to the fast growing body of literature on novel interorganizational arrangements, such as ecosystems. It does this by bridging and synthetizing three different streams of literature, namely the boundary, design and orchestration conception. Secondly, it sets out a framework that enhances our understanding of the structural properties of ecosystem architecture; of the processes to design and manage ecosystem architecture; and of their influence on the value creation potential of the ecosystem and the value capture potential of a particular firm. Thirdly, it offers empirical evidence of the structural properties and processes.
