Academic Computing Newsletter: Fall 1999

Academic Computing Newsletter for Fall 1999. Contents include: New CIO 1 New Computing Staff 1 Computer Skills Lab 1 Hardware/Software Update 2 TopClass 2 Teachnet 3 New Test Scoring Procedures 3 Upcoming Technology Events 4 Anne Chancellor’s Award 4 Where are they Now? 4 Fall 1999 Workshops Schedule 5 ACS General Information 6https://digitalcommons.brockport.edu/lits_news/1002/thumbnail.jp

Comparative analysis of the productivity levels achieved through the use of panelised prefabrication technology with those of traditional building system : a thesis submitted in fulfilment of the requirements for the degree of Doctor of Philosophy (PhD) in Construction, School of Engineering & Advanced Technology, Massey University, Albany, New Zealand

Several studies have documented benefits of prefabricated building system compared to the traditional approach. Despite the acknowledged benefits of prefabrication, its application is generally low in the New Zealand construction industry. This low uptake is largely attributed to the fact that the documented benefits of prefabrication technology are anecdotal, or based on investigations of isolated case studies. This study aims to contribute to filling this knowledge gap by analysing cost savings, time savings, and productivity improvement achievable by the use of panelised prefabrication in place of the traditional building system. A two-phased mixed method of research was adopted for the study. The first phase involved the use of case study-based archival research to obtain qualitative data from records of 151 completed building projects in three cities of New Zealand – Auckland, Christchurch and Wellington. The second phase involved the use of questionnaire survey to obtain feedback from industry stakeholders. Results showed that the use of panelised prefabrication in place of traditional building system contributed to 21 percent cost saving, 47 percent time saving and 10 percent average improvement in the productivity outcomes in the building projects. Results further showed that 17 factors could significantly influence the levels of benefits achievable with the use of prefabrication technology. ‘Building type’ and ‘location’ were the factors having the most significant influence on the benefits achievable by the use of panelised prefabrication in place of the traditional building systems. Other factors that influence the benefits of prefabrication included (in diminishing order of influence): logistics, type of prefabrication, scale/repeatability, standardisation, contractor’s level of innovation, environmental impact, project leadership, type of procurement, whole of life quality, site conditions, site layout and client’s nature

Do bold shakeups of the learning-teaching agreement work? A commognitive perspective on a LUMOS low lecture innovation

Mathematics undergraduates, and their lecturers, often describe the transition into university mathematics as a process of enculturation into new mathematical practices and new ways of constructing and conveying mathematical meaning (Nardi, 1996). Whatcharacterises the breadth and intensity of this enculturation varies according to factors such as (Artigue, Kent & Batanero, 2007): student background and preparedness for university level studies of mathematics; the aims and scope of each of the courses that thestudents take in the early days of their arrival at university; how distant the pedagogical approaches taken in these courses are from those taken in the secondary schools that the students come from; the students’ affective dispositions towards the subject and their expectations for what role mathematics is expected to play in their professional life. On their part, lecturers’ views on their pedagogical role may also vary according to factors such as (Nardi, 2008): length of teaching experience; type of courses (pure, applied, optional, compulsory etc.) they teach; perceptions of the goals of university mathematics teaching (such as to facilitate access to the widest possible population of participants in mathematics or select those likely to push the frontiers of the discipline); and, crucially, institutional access to innovative practices, e.g. through funded, encouraged and acknowledged research into such practices.In this paper I draw on my experiences as a member of the International Advisory Board of the LUMOS project (Barton & Paterson, 2013) to comment on aspects of aforementioned student enculturation. Here I see this enculturation as the adaptation of different ways to act and communicate mathematically. I take a perspective on these ways to act and communicate as discourses and I treat the changes to the mathematical and pedagogical perspectives of those who act as discursive shifts. To this purpose, I deploythe approach introduced by Anna Sfard (2008) and known as the commognitive approach