Architectural students’ year-out training experience in architectural ofces in the UK

This paper investigates architectural students’ ‘year-out’ learning experiences in architectural offices after completing RIBA Part I study within a UK university. By interviewing and analysing their reflections on the experience, the study examines how individual architecture students perceive and value their learning experience in architectural offices and how students understand and integrate what they have learned through two distinct elements of their training: in university and in offices. The architectural offices that students worked with vary in terms of workforce size and projects undertaken. The students’ training experience is not unified. The processes of engaging with concrete situations in real projects may permit students to follow opportunities that most inspire them and to develop their differing expertise, but their development in offices can also be restricted by the vicissitudes of market economics. This study has demonstrated that architectural students’ learning and development in architectural offices continued through ‘learning by doing’ and used drawings as primary design and communicative media. Working in offices gave weight to both explicit and tacit knowledge and used subjective judgments. A further understanding was also achieved about what architects are and what they do in practice. The realities of their architectural practice experience discouraged some Part I students from progressing into the next stage of architectural education, Part II, but for others it demonstrated that a career in architecture was ‘achievable’. This study argues that creative design, practical and technical abilities are not separate skill-sets that are developed in the university and in architectural offices respectively. They are linked and united in the learning process required to become a professional architect. The study also suggests that education in the university should do more to prepare students for their training in practice. Yun Gao is an architect and Senior Lecturer in the School of Art, Design, and Architecture at the University of Huddersfield. After earning a PhD from the University of Edinburgh in 1998, she practiced architecture in Bristol. Her research has explored teaching and learning in architectural education. Kevin Orr has been Senior Lecturer in the School of Education and Professional Development at the University of Huddersfield since 2006 where his research has mainly focused on work-based learning and professional development of teachers in the lifelong learning and skills sector

Architectural students' year-out training experience in architectal offices in the UK

This paper investigates architectural students’ ‘year-out’ learning experiences in architectural offices after completing RIBA Part I study within a UK university. By interviewing and analysing their reflections on the experience, the study examines how individual architecture students perceive and value their learning experience in architectural offices and how students understand and integrate what they have learned through two distinct elements of their training: in university and in offices. The architectural offices that students worked with vary in terms of workforce size and projects undertaken. The students’ training experience is not unified. The processes of engaging with concrete situations in real projects may permit students to follow opportunities that most inspire them and to develop their differing expertise, but their development in offices can also be restricted by the vicissitudes of market economics. This study has demonstrated that architectural students’ learning and development in architectural offices continued through ‘learning by doing’ and used drawings as primary design and communicative media. Working in offices gave weight to both explicit and tacit knowledge and used subjective judgments. A further understanding was also achieved about what architects are and what they do in practice. The realities of their architectural practice experience discouraged some Part I students from progressing into the next stage of architectural education, Part II, but for others it demonstrated that a career in architecture was ‘achievable’. This study argues that creative design, practical and technical abilities are not separate skill-sets that are developed in the university and in architectural offices respectively. They are linked and united in the learning process required to become a professional architect. The study also suggests that education in the university should do more to prepare students for their training in practice

Comparative study of selected indoor concentration from selective laser sintering process using virgin and recycled polyamide nylon (pa12)

Additive manufacturing (AM) stands out as one of the promising technologies that have huge potential towards manufacturing industry. The study on additive manufacturing impact on the environment and occupational exposure are attracting growing attention recently. However, most of the researcher focus on desktop and fused deposition modelling type and less attention given to the industrial type of AM. Usually, during the selective laser sintering process, recycle powder will be used again to reduce cost and waste. This article compares the PM 2.5, carbon dioxide (CO2) and total volatile organic compound (TVOC) concentration between virgin and recycles powder using polyamide-nylon (PA12) towards indoor concentration. Four phases of sampling involve during air sampling accordingly to the Industry Code of Practice on Indoor Air Quality 2010 by DOSH Malaysia. It was found that PM 2.5 and CO2 concentration are mainly generated during the pre-printing process. The recycle powder tended to appear higher compared to virgin powder in terms of PM 2.5, and CO2. The peak value of PM 2.5 is 1452 μg/m3 and CO2 is 1218 ppm are obtained during the pre-printing process during 8 hours of sampling. TVOC concentration from recycling powder is slightly higher during the post- printing phase where confirm the influence of the powder cake and PA12 temperature from the printing process. In summary, this work proves that elective laser sintering (SLS) machine operators are exposed to a significant amount of exposure during the SLS printing process. Mitigation strategies and personal protective equipment are suggested to reduce occupational exposure

Design of Urban Public Spaces: Intent vs. Reality.

This study investigated how two public spaces for sport and recreation were utilized by different user groups, and how this aligned with the initial design objectives for these spaces. Two newly built urban spaces situated in Copenhagen, Denmark, provided the context for this investigation. The System for Observing Play and Recreation in Communities (SOPARC) was used to examine the physical activity of users in these two urban spaces. The architects responsible for designing each space were interviewed to ascertain the intended target group of each space and to unravel the reasons behind the design decisions. The SOPARC observations revealed that males were more vigorously active than females when using the recreation facilities, and the observed users did not align with the intended target groups. The interviews suggested that design decisions were based on minimal interdisciplinary knowledge, and that expert knowledge was chosen randomly. These findings point to a systematic lack of evidence-based practice when designing sport and recreational facilities. This article has implications for landscape architects and urban planners; a new method must be developed to embed interdisciplinary knowledge in the planning process of future sport and recreation projects. This must be done in a systematic way to make the design process transparent

CESEC Chair – Training Embedded System Architects for the Critical Systems Domain

Increasing complexity and interactions across scientific and tech- nological domains in the engineering of critical systems calls for new pedagogical approach. In this paper, we introduce the CESEC teaching chair. This chair aims at supporting new integrative ap- proach for the initial training of engineer and master curriculum to three engineering school in Toulouse: ISAE, INSA Toulouse and INP ENSEEIHT. It is supported by the EADS Corporate Foundation. In this paper, we highlight the rationale for this chair: need for sys- tem architect with strong foundations on technical domains appli- cable to the aerospace industry. We then introduce the ideal profile for this architect and the various pedagogical approaches imple- mented to reach this objective

Open-Vocabulary Semantic Parsing with both Distributional Statistics and Formal Knowledge

Traditional semantic parsers map language onto compositional, executable queries in a fixed schema. This mapping allows them to effectively leverage the information contained in large, formal knowledge bases (KBs, e.g., Freebase) to answer questions, but it is also fundamentally limiting---these semantic parsers can only assign meaning to language that falls within the KB's manually-produced schema. Recently proposed methods for open vocabulary semantic parsing overcome this limitation by learning execution models for arbitrary language, essentially using a text corpus as a kind of knowledge base. However, all prior approaches to open vocabulary semantic parsing replace a formal KB with textual information, making no use of the KB in their models. We show how to combine the disparate representations used by these two approaches, presenting for the first time a semantic parser that (1) produces compositional, executable representations of language, (2) can successfully leverage the information contained in both a formal KB and a large corpus, and (3) is not limited to the schema of the underlying KB. We demonstrate significantly improved performance over state-of-the-art baselines on an open-domain natural language question answering task.Comment: Re-written abstract and intro, other minor changes throughout. This version published at AAAI 201

Education for a smarter profession

We must build for this nation a big passion for innovation. We must make the development of the creative mind a national agenda. Unless we get really serious about cultivating creativity and promoting innovation, the transformation to an innovation economy will not really happen

The Future for Architects?

In this study Building Futures sets out to explore the future role of architects, asking: who will design our buildings in 2025; what roles will those trained in architecture be doing then and how will architectural practice have changed as a result? Through a series of one-to-one interviews and round table sessions the study aims to examine the breadth of those who shape the built environment: including traditional architects and those working in expanded fields of practice, as well as clients, consultants and contractors. The resulting speculations should be an opportunity for discussion and interrogation- an exploration of the imminent changes likely to affect the industry over the next 15 years