3,252 research outputs found

    Mapping Critical Practice In A Transdisciplinary Urban Studio

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    Architecture and Planning exist to make positive changes to our environment. Future practitioners in these disciplines will be responsible for how our cities develop and are managed - they will be required to exercise their professional judgement in complex and unpredictable contexts. There is increasing interest in transdisciplinary urbanism, but implementation in academic contexts has to date been relatively limited. This thesis aims to build on these examples, through a detailed account of one academic design studio which operates across architecture and urban planning; in doing so it aims to make the case for transdisciplinary, problem and place-based studio teaching. The study considers how a transdisciplinary studio environment supported students to develop a critical approach to practice through collaborative discourse. It looked at studio methods/practices; what it means to practice ‘critically’ in the context of design; and the role ‘going public’ by sharing ideas in public fora might play in developing critical positions. The study was undertaken in collaboration with nine students, a single cohort undertaking the final year of a hybrid master’s qualification in Architecture with Urban Planning. It adopts socio-material and spatial approaches to follow how the studio environment and the students’ emerging interdisciplinary identities shaped both their individual and their shared work. It mapped how their approach to their practice evolved through observations, interviews, and informal conversations, and through their drawings, models and journals. In carrying out these observations, and their analysis, I have returned to drawing methods common in architecture. This allowed me to explore and record aspects of studio practice which might otherwise be missed and revealed the importance of visual and spatial thinking to my own practice. Observations revealed how material spaces, tools and artefacts acted to structure social relations in the studio, and how these relations shaped individual approaches to critical practice

    The Craft Hub Journey:Project Catalogue

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    Introducing the Craft Hub project and the International Exhibition ‘Investigating Craft Practices across Europe’, including its journey across Europe, the artistic curation and set-up methodology for a replicable, accessible and sustainable design, adapting to seven unique exhibition spaces and content. The recurring themes, Heritage, Sustainability, Experimentation, Technological Innovation, Empowerment and Social Inclusion create common threads running through the activities and research carried out by each Craft Hub partner

    Fantasia on a Theme of Purpose: Using a Music-Guided Scribble Technique to Support Meaning-Making in Older Adult Retiree Musicians

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    Within the population of older adults, overall well-being corresponds with the ability to self-actualize and seek meaning, but age-related changes combined with ageism and isolation can negatively impact this capacity to maintain a sense of purpose, especially following retirement. It may be that retired musicians are especially vulnerable to this experience later in life due to a loss of the primary method of creative engagement and community that is facilitated by musical performance in a group setting. Integrating phenomenological and ethnographic approaches, this study utilized a qualitative design to understand how music-guided art-making incorporating the scribble technique could support a sense of purpose among older adult retiree musicians. In an art-based intervention that collected art and interview data, participants responded to self-selected music with a variety of fluid and resistive drawing materials categorized as Media Dimension Variables (MDV). Data analysis was executed in conjunction with theories of Acceptance and Commitment Therapy (ACT) and the Expressive Therapies Continuum (ETC). Results obtained via thematic analysis suggested that the intervention facilitated access to creative intentionality in support of a sense of purpose. The process of self-selecting music that was rich with personal significance provided an optimal frame of reference in a novel art experiential that engaged individual strengths, values, and expertise. Responding to music in real-time with a kinesthetically-focused drawing technique presented a non-threatening approach to visual composition; the spontaneity in this process also offered opportunities for self-discovery and contact with the present moment

    UMSL Bulletin 2023-2024

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    The 2023-2024 Bulletin and Course Catalog for the University of Missouri St. Louis.https://irl.umsl.edu/bulletin/1088/thumbnail.jp

    3D Innovations in Personalized Surgery

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    Current practice involves the use of 3D surgical planning and patient-specific solutions in multiple surgical areas of expertise. Patient-specific solutions have been endorsed for several years in numerous publications due to their associated benefits around accuracy, safety, and predictability of surgical outcome. The basis of 3D surgical planning is the use of high-quality medical images (e.g., CT, MRI, or PET-scans). The translation from 3D digital planning toward surgical applications was developed hand in hand with a rise in 3D printing applications of multiple biocompatible materials. These technical aspects of medical care require engineers’ or technical physicians’ expertise for optimal safe and effective implementation in daily clinical routines.The aim and scope of this Special Issue is high-tech solutions in personalized surgery, based on 3D technology and, more specifically, bone-related surgery. Full-papers or highly innovative technical notes or (systematic) reviews that relate to innovative personalized surgery are invited. This can include optimization of imaging for 3D VSP, optimization of 3D VSP workflow and its translation toward the surgical procedure, or optimization of personalized implants or devices in relation to bone surgery

    UMSL Bulletin 2022-2023

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    The 2022-2023 Bulletin and Course Catalog for the University of Missouri St. Louis.https://irl.umsl.edu/bulletin/1087/thumbnail.jp

    Architectural Drawings as Investigating Devices

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    Architectural Drawings as Investigating Devices explores how the changing modes of representation in architecture and urbanism relate to the transformation of how the addressees of architecture and urbanism are conceived. The book diagnoses the dominant epistemological debates in architecture and urbanism during the 20th and 21st centuries. It traces their transformations, paying special attention to Le Corbusier and Ludwig Mies van der Rohe’s preference for perspective representation, to the diagrams of Team 10 architects, to the critiques of functionalism, and the upgrade of the artefactual value of architectural drawings in Aldo Rossi, John Hejduk, Peter Eisenman, and Oswald Mathias Ungers, and, finally, to the reinvention of architectural programme through the event in Bernard Tschumi and the Office for Metropolitan Architecture (OMA). Particular emphasis is placed on the spirit of truth and clarity in modernist architecture, the relationship between the individual and the community in post-war era architecture, the decodification of design process as syntactic analogy and the paradigm of autonomy in the 1970s and 1980s architecture, the concern about the dynamic character of urban conditions and the potentialities hidden in architectural programme in the post-autonomy era. This book is based on extensive archival research in Canada, the USA and Europe, and will be of interest to architects, artists, researchers and students in architecture, architectural history, theory, cultural theory, philosophy and aesthetics

    AP Statistics Students’ Conceptions of Engagement and Technology in a Flipped Classroom: A Phenomenographical Study

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    The purpose of this dissertation was to study student engagement and disengagement within an AP Statistics course using flipped classroom strategies. Vygotsky’s Zone of Proximal Development and Scaffolding, Dewey’s Active Learning Theory, the Microsystem of Student Engagement in a Flipped Classroom, and the Framework for Engagement with Mathematics were the theoretical foundation for this study. A phenomenographical methodology was followed to answer the question: How do AP Statistics students experience engagement in the flipped classroom? as well as the sub questions: Which learning experiences help to engage students and why? And which learning experiences contribute to student disengagement and why? Data was collected through student interviews and journals. Interviews were analyzed phenomenographically, and student journals were analyzed using thematic analysis. This analysis was done iteratively as a whole and in parts to establish categories of description, which developed an outcome space to form the students’ conceptions of engagement. This outcome space included social, cognitive, and affective dimensions of engagement; students’ internal motivation was also included. Student journals supported elements of the outcome space. This study also found elements of student affective, cognitive, and behavioral disengagement. Social engagement was coded the most often in student interviews and journals. Students’ engagement came from collaborative, active learning activities and projects. These findings helped address the lack of studies in K-12 settings on social engagement, especially in a secondary math classroom and support that engagement is a multi-dimensional construct with behavioral, affective, cognitive, and social dimensions, with social engagement being the most important to students. Teachers should actively engage students in classroom activities that allow them to work with their peers, incorporate technology, and provide them with choices and opportunities to apply the knowledge they learned with authentic real-world activities. Moreover, statistics teachers can engage students by providing opportunities for students to collect and use data in learning. Future directions for research are also discussed

    Understanding Patient Learning in a Stroke Rehabilitation Setting: An Ethnographic Exploration

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    Background and purpose: Learning is fundamental to recovery following stroke but little is known about how stroke survivors learn in the rehabilitation setting, how learning contexts are communicated and what impact they have on engagement with rehabilitation. This research used ethnographic methods to explore learning and being a learner in rehabilitation. / Methods: Study 1: A meta-ethnography to synthesise research on patients’ perceptions of education and teaching on engagement with, and adherence to, independent therapy-based practice. Study 2: An ethnography with observation and shared conversations to explore learning within a neurorehabilitation setting in the early to late subacute stages post stroke. / Findings: Study 1: Synthesis from 18 papers resulted in three interrelated themes focussing on the person as learner, the therapist as teacher, and the guidance received. Teaching and learning in the prescription of independent therapy-based exercises were found to be interdependent. Practice that considers one without the other may have a negative impact on outcomes. Study 2: Observation over 53 days and serial conversations with 14 stroke survivors showed that recovery involved a complex process of new learning. Stroke survivors looked for alignment between the teaching they received and what they expected and wanted to learn. Coherence between teaching and learning positively impacted rehabilitation engagement and emotional well-being. / Conclusion: This study has improved understanding of learning from the perspective of stroke survivors and advanced the theory of learning in neurorehabilitation. Findings suggest that engagement with learning activities such as rehabilitation-based practice may be compromised when there is a mismatch between patients’ learning expectations and clinicians’ planned content. An openly inviting, visible and unifying rehabilitation curriculum that aligns expectations and delivery may enhance engagement. The concept of a rehabilitation curriculum is new and requires further exploration and development to determine its value within practice

    Gene Editing in pig models of inherited retinal diseases

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