Studios for the masses : can student colaboration replace the master-apprentice relationship in design instruction?

This action research project investigated the use of a collaborative learning approach for addressing issues associated with teaching urban design to large, diverse cohorts. As a case study, I observed two semesters of an urban design unit that I revised between 2011 and 2012 to incorporate collaborative learning activities. Data include instructional materials, participant observations, peer-reviews of collaborative learning activities, feedback from students and instructors and student projects. Themes that emerged through qualitative analysis include the challenge of removing inequalities inherent in the diverse cohort, the challenge of unifying project guidance and marking criteria, and the challenge of providing project guidance for a very large cohort. Most notably, the study revealed a need to clarify learning objectives relating to design principles in order to fully transition to and benefit from a collaborative learning model.

Freddy Godshaw working as an apprentice watchmaker; Hannover.

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Initial Report on a LISP Programmer's Apprentice

This is an initial report on the design and partial implementation of a LISP programmers apprentice, an interactive programming system to be used by an expert programmer in the design, coding, and maintenance of large, complex programs.

KBEmacs: A Step Toward the Programmer's Apprentice

The Knowledge-Based Editor in Emacs (KBEmacs) is the current demonstration system implemented as part of the Programmer's Apprentice project. KBEmacs is capable of acting as a semi-expert assistant to a person who is writing a program ??king over some parts of the programming task. Using KBEmacs, it is possible to construct a program by issuing a series of high level commands. This series of commands can be as much as an order of magnitude shorter than the program is describes. KBEmacs is capable of operating on Ada and Lisp programs of realistic size and complexity. Although KBEmacs is neither fast enough nor robust enough to be considered a true prototype, both of these problems could be overcome if the system were to be reimplemented.

Multi-apprentice learning for meta-heuristics parameter tuning in a multi agent scheduling system

The scheduling problem is considered in complexity theory as a NP-hard combinatorial optimization problem. Meta-heuristics proved to be very useful in the resolution of this class of problems. However, these techniques require parameter tuning which is a very hard task to perform. A Case-based Reasoning module is proposed in order to solve the parameter tuning problem in a Multi-Agent Scheduling System. A computational study is performed in order to evaluate the proposed CBR module performance.

The sorcerer's apprentice.

Mickey Mouse está cansado de ser el ayudante del brujo. Por eso, aprovechando un momento en que éste deja su sombrero mágico en el sótano, Mickey se lo coloca en la cabeza y realiza sus propios actos mágicos.Pero no todo sale como él quiere.

Studentification and 'apprentice' gentrifiers within Britain's provincial towns and cities: extending the meaning of gentrification

This paper focuses on processes of studentification, and explores the link between higher education students and contemporary provincial gentrification. The paper provides two main, interconnected, contributions to advance debates on gentrification. First, the discussion appeals for wider temporal analyses of the lifecourses of gentrifiers to trace the formation and reconfiguration of the cultural and residential predilections of gentrifiers across time and space. With this in mind, it is argued that there is a need to rethink the role of students within the constraints of third-wave gentrification, and to consider how 'student experiences' may influence the current and future residential geographies of young gentrifiers within provincial urban locations. Drawing upon recent studies of studentification, it is asserted that this profound expression of urban change is indicative of gentrification. Second, the paper advances Clark's recent call to extend the term gentrification to embrace the wider dominant hallmarks and tendencies of urban transformations. Controversially, in light of a deepening institutionalisation of gentrification, we contend that gentrification can be most effectively employed at a revised conceptual level to act as a referent of the common outcomes of a breadth of processes of change.

The disembodied apprentice : reflections on doctoral exchange

This presentation explores my experience as a full-time on-campus doctoral candidate involved in an international postgraduate exchange. My doctoral work, concerned with the use of networks as a policy mechanism to understand and manage risk for young people, is being completed within an ARC Linkage Project. As such, my doctoral journey is undertaken collaboratively with an industry partner and alongside a community of academics. This stands in contrast to the more common experience of the part-time off-campus Education doctoral candidate largely isolated from an academic community and interacting, to a greater or lesser extent, with only a principal and/or associate supervisor. Lave and Wenger's (1991) theory of legitimate peripheral participation explores the nature of situated learning, moving the focus from the observation and imitation that occurs between the master/apprenticeship to the learning that occurs within the community of which the master forms a part and in which learning occurs as access to practice. The idea of communities of practice is further developed by Wenger (1999) to include both questions of practice, including meaning, community, learning, boundaries and locality and questions of identity including identity in practice, participation, modes of belonging, identification and negotiability. My doctoral process as a disembodied experience of situated learning within a community of practice was highlighted by the opportunity to witness aspects of the academic apprenticeship of higher degree students at the University of Wisconsin-Madison. That comparative experience provides new understandings about the distinctive model of research training that constitutes my academic apprenticeship within Australian higher education.

Challenges of programming apprentice

The present article describes the challenges programming apprentices face and identifies the elements and processes that set them apart from experienced programmers. And also explains why a conventional programming languages teaching approach fails to map the programming mental model. The purpose of this discussion is to benefit from ideas and cognitive philosophies to be embedded in programming learning tools. Cognitive components are modeled as elements to be handled by the apprentices in tutoring systems while performing a programming task. In this process a mental level solution (the mental model of the program) and an implementation level solution (the program) are created. The mapping between these representations is a path followed by the student explicitly in this approach. © 2011 IEEE.

The Pocket companion; or, Every man his own lawyer. Laid down in so plain a manner, that the farmer, mechanic, apprentice, or school boy, can draw any instrument of writing, without the assistance of an attorney. Prefaced with several pages of scrip, showing a correct form in which an instrument of writing should be drawn, and to instruct those who wish to improve their hand writing at leisure hours, at home, without the instruction of a teacher.

Mode of access: Internet.

Text-book of advanced machine work, prepared for students in technical, manual training and trade schools, and for the apprentice and the machinist in the shop,

In 16 sections, each section separately paged, with the section number in heavy face type prefixed to the page numbers.

The Cape Horn breed : my experiences as an apprentice in sail in the full-rigged ship "British Isles" as told to P. R. Stephensen /

Mode of access: Internet.