Editing architecture: architect as mediumistic being

The creation of architecture is based on the relationship the designer has with media. Making media requires both a technical proficiency and a capacity to understand how the medium itself informs the architect and the creative work. I will explore through this thesis how the creation of media is not only a metaphor for the process of architecture, but the act of architecture itself. In addition to the making of media, this work will analyze editing media as a provocative interface of design. Finally, this work will focus on digital media-specifically digital video and the opportunities it may have to inform architecture and the education of architects. Based on the assumption that architecture itself is in fact media, the building itself, is merely a by-product of the process undergone through the manipulation of media. Given this perspective, the product can become different based on the media used in its creation. Architectural media can be created in many formats and for the sake of focus this work will concentrate on video, the manipulation of video, and the conceptual link between video editing and the making of architecture. Of the various forms of media that exist in contemporary culture, video and the manipulation of video stand out as an untapped resource for architecture. Architecture has an opportunity to benefit from moving images-how these images inform spatial perception, how the series of images may represent time and how relationships between spaces and ideas can be articulated through this medium. While the visual benefits of video may seem obvious, the way video is constructed offers another way to access an understanding of idea generation

(A) history of the sonnet, with special reference to England and America

Thesis (M.A.)--Boston University, 1931. This item was digitized by the Internet Archive

Collagen-hyaluronic acid scaffolds for adipose tissue engineering.

Three-dimensional (3-D) in vitro models of the mammary gland require a scaffold matrix that supports the development of adipose stroma within a robust freely permeable matrix. 3-D porous collagen-hyaluronic acid (HA: 7.5% and 15%) scaffolds were produced by controlled freeze-drying technique and crosslinking with 1-ethyl-3-(3-dimethylaminopropyl)-carbodiimide hydrochloride. All scaffolds displayed uniform, interconnected pore structure (total porosity approximately 85%). Physical and chemical analysis showed no signs of collagen denaturation during the formation process. The values of thermal characteristics indicated that crosslinking occurred and that its efficiency was enhanced by the presence of HA. Although the crosslinking reduced the swelling of the strut material in water, the collagen-HA matrix as a whole tended to swell more and show higher dissolution resistance than pure collagen samples. The compressive modulus and elastic collapse stress were higher for collagen-HA composites. All the scaffolds were shown to support the proliferation and differentiation 3T3-L1 preadipocytes while collagen-HA samples maintained a significantly increased proportion of cycling cells (Ki-67+). Furthermore, collagen-HA composites displayed significantly raised Adipsin gene expression with adipogenic culture supplementation for 8 days vs. control conditions. These results indicate that collagen-HA scaffolds may offer robust, freely permeable 3-D matrices that enhance mammary stromal tissue development in vitro.This was supported by the Biotechnology and Biological Sciences Research Council

Using Learning Activity Management Systems (LAMS) with pre-service secondary teachers: An authentic task.

Within an authentic learning framework, second year pre-service teachers were introduced to LAMS (the Learning Activity Management System) as part of one of the information and communication technology (ICT) units they are required to complete as part of their course. Using case study methodology, the students returned some interesting results: LAMS helped the students plan all aspects of their lesson and allowed them to preview their lesson from the learner’s perspective. Additionally, the software provided a visual overview of the lesson which assisted them to identify the learning styles that were addressed with the activities employed. Students also saw the benefit in the production of standardised templates of activities that could easily be modified for future re-use

Learning designs: A pre-service teacher perspective

Novice teachers are often looking for good learning designs on which to model their own teaching and learning environments. Additionally, they need the opportunity to discuss and reflect on their original designs and the designs of others to gain confidence and skills in teaching (Cameron, 2006; Kearney, 2007). However, as the research this paper describes found, our pre-service teachers are not been given this opportunity in their practicum schools. Encouraging these pre-service teachers to share and discuss their learning designs will facilitate these inexperienced teachers’ evaluation of the efficiencies, value and limitations of the individual learning designs and their experience in using them. If given this opportunity, these teachers would then take these insights with them into their professional lives

Introducing learning design and LAMS to pre-service teachers: When is the best time to do this?

Pre-service education students are exposed to a variety of technology while studying at university. This generally occurs as part of the course they study, while on practicum and informally, both at home and socially. This paper focuses on the experiences of students studying an educational technology course at one Australian university in Sydney and using data from two different studies and presents a case for determining the best time that pre-service education students are exposed to learning design and the Learning Activity Management System (LAMS). The data suggests that students may be more able to integrate skills learnt with content knowledge in later years at university

Alla ricerca... dei rifiuti interrati

Alcune metodologie geofisiche permettono di individuare rifiuti interrati illegalmente nel sottosuolo e di studiare alcune forme di inquinamento sotterraneo. Tali tecniche sono state sviluppate presso il Laboratorio di Geofisica Ambientale dell’Istituto Nazionale di Geofisica e Vulcanologia e vengono applicate su richiesta dei Carabinieri per la Tutela dell’Ambiente e del Corpo Forestale dello Stato. I rifiuti tossici interrati illegalmente nel sottosuolo sono molto pericolosi perché inquinano il terreno e le falde acquifere; inoltre queste sostanze tossiche possono entrare nella catena alimentare e nuocere alla salute umana

High-Low

The card game High-Low is a cooperative game that provides a unique problem of where all players have partial information and build off other players guesses to win the game. This problem lends itself to creating an AI bot that can play the game with other human players. By making decisions that change as the other players make guesses through the rounds, we have created an AI bot that plays the game with a good degree of accuracy