Death masks and professional masks: community, values and ethics in legal education

This article is a case-study of simulation as a way of learning values and ethics, an approach implemented curriculum-wide within a postgraduate, professional legal educational programme, the Diploma in Professional Legal Practice, in Scotland. It involves learning face-to-face using conventional print resources, and also involves online digital resources. While the use of the web to simulate a professional environment is nothing new in itself, the implementation of it (first in the Glasgow Graduate School of Law and then Strathclyde Law School) and on this scale is fairly unique. The article explores the genesis of this approach, its interdisciplinary bases, and its use in various law schools, its effects in building learning communities and facilitating ethical self-revelation

Exploring perceptions and attitudes towards teaching and learning manual technical drawing in a digital age

This paper examines the place of manual technical drawing in the 21st century by discussing the perceived value and relevance of teaching school students how to draw using traditional instruments, in a world of computer aided drafting (CAD). Views were obtained through an e-survey, questionnaires and structured interviews. The sample groups represent professional CAD users (e.g. engineers, architects); university lecturers; Technology Education teachers and student teachers; and school students taking Scottish Qualification Authority (SQA) Graphic Communication courses. An analysis of these personal views and attitudes indicates some common values between the various groups canvassed of what instruction in traditional manual technical drafting contributes towards learning. Themes emerge such as problem solving, visualisation, accuracy, co-ordination, use of standard conventions, personal discipline and artistry. In contrast to the assumptions of Prensky's thesis (2001a&b) of digital natives, the study reported in this paper indicate that the school students apparently appreciate the experience of traditional drafting. In conclusion, the paper illustrates the perceived value of such learning in terms of transferable skills, personal achievement and enjoyment

К вопросу формирования корпоративной культуры российских газодобывающих компаний

Статья посвящена проблемам формирования корпоративной культуры в российских газодобывающих компаниях, преимуществам организационной структуры, корпоративных ценностей, человеческого капитала.Article is devoted to problems of formation of corporate culture in gas producing companies of Russia, advantages of organizational structure, corporate values, and human capital

Painting an elevation by light

Night illuminations of historical architectural objects have been discussed. In order to simulate light effects on the existing object of the Royal Palace in Łobzów, renderings with a defined illumination were made. The author proves that illumination is not only a matter of engineering, but also an art. The possibility to influence the reception of architecture through illumination and the possibilities to simulate illuminations using computer software are investigated. It tries to answer the question whether the method of work, which requires utilization of precise data, deprives the designer of artistry

Producing place atmospheres digitally: Architecture, digital visualisations practices and the experience economy

Computer generated images have become the common means for architects and developers to visualise and market future urban developments. This article examines within the context of the experience economy how these digital images aim to evoke and manipulate specific place atmospheres to emphasize the experiential qualities of new buildings and urban environments. In particular, we argue that CGIs are far from ‘just’ glossy representations but are a new form of visualising the urban that captures and markets particular embodied sensations. Drawing on a two year qualitative study of architects’ practices that worked on the Msheireb project, a large scale redevelopment project in Doha (Qatar), we examine how digital visualisation technology enables the virtual engineering of sensory experiences using a wide range of graphic effects. We show how these CGIs are laboriously materialised in order to depict and present specific sensory, embodied regimes and affective experiences to appeal to clients and consumers. Such development has two key implications. Firstly, we demonstrate the importance of digital technologies in framing the ‘expressive infrastructure’ (Thrift 2012) of the experience economy. Secondly, we argue that although the Msheireb CGIs open up a field of negotiation between producers and the Qatari client, and work quite hard at being culturally specific, they ultimately draw “on a Westnocentric literary and sensory palette” (Tolia-Kelly 2006) that highlights the continuing influence of colonial sensibilities in supposedly postcolonial urban processes.This research was funded by the ESRC (RES-062-23-0223)

Music Technology Education and a Plugin-Based Platform as a Tool to Enhance Creativity, Multidisciplinarity, Creative Design, and Collaboration Skills

Music technology is known to have the ability to enhance creativity and creative development among students. A high level of engagement has been shown among students who studied and developed musical projects, and among students who were intellectually involved in the process of meaningful exploration. When students develop a music technology project, they use their software design skills to build and combine different artistic and computational components. Here we present a creative education method for computer science and software engineering students, it uses Muzilator, a plugin-based web platform that enables developers to develop a project as a set of independent web applications (plugins). Students can share their plugins with others or use plugins developed by others. We examined 75 projects of teams of computer science students who participated in a Computer Music course. We studied the characteristics of these projects and Muzilator’s effectiveness as a creative education and collaboration tool. Some of our results show that Muzilator-based projects received higher creativity and multidisciplinarity ratings than did other projects, and that high-risk projects were more creative and artistic than low-risk ones. We also found a gender-dependency: women tended more than men to develop interactive applications, while men tended to choose more theoretic (algorithmic), non-interactive projects. Keywords: educational method, creativity, music education, software design, multidisciplinarity. DOI: 10.7176/JEP/12-11-01 Publication date: April 30th 202

miMic: The microphone as a pencil

miMic, a sonic analogue of paper and pencil is proposed: An augmented microphone for vocal and gestural sonic sketching. Vocalizations are classified and interpreted as instances of sound models, which the user can play with by vocal and gestural control. The physical device is based on a modified microphone, with embedded inertial sensors and buttons. Sound models can be selected by vocal imitations that are automatically classified, and each model is mapped to vocal and gestural features for real-time control. With miMic, the sound designer can explore a vast sonic space and quickly produce expressive sonic sketches, which may be turned into sound prototypes by further adjustment of model parameters

QAA subject benchmark statement architecture : version for consultation December 2019

The Statement is intended to guide lecturers and course leaders in the design of academic courses leading to qualifications in architecture, it will also be useful to those developing other related courses. Higher education providers may need to consider other reference points in addition to this Statement in designing, delivering and reviewing courses. These may include requirements set out by the Architects Registration Board (ARB), the Royal Institute of British Architects (RIBA) and the Institute for Apprenticeships and Technical Education (IfATE). Providers may also need to consider industry or employer expectations. Individual higher education providers will decide how they use this information. The broad subject of architecture is both academic and vocational. The bachelor's award for architecture is the first stage of the typical education of an architect. This is typically either a BSc or a BA degree. The second stage of academic qualification is a master's level degree, typically in the form of a two-year MArch, which is defined as an undergraduate master's award. Architecture qualifications typically require a total of 360 (Credit Accumulation and Transfer Scheme, or CATS) credits at bachelor's level and 240 (CATS) credits within a master's level degree. While this may equate to five years of 120 (CATS) credits each, higher education providers may construct alternatives to enable flexibility in student learning. This Statement seeks to encapsulate the nature of a rich and diverse academic discipline. It is not intended to prescribe a curriculum, but rather describes the broad intellectual territory within which individual higher education providers will locate their courses of study in architecture