Management into design education: a case study

The design project set in a studio learning environment remains central to much of the under- graduate curriculum activity for the aspiring architect. Yet much recent discussion has identified the need to look beyond this design curriculum horizon and to extend into studies in management. The Burton Report, among others, has encouraged diversity in architectural education. A degree course in Architectural Design and Management has been developed at Northumbria University as a direct response to this encouragement. However, challenges continue as students tend to see supporting studies such as management as peripheral, or even irrelevant and professional accreditation authorities seek evidence of performance via an academic portfolio only. Subsequently, management and professional studies in the programme have been developed as the process within which design happens and which allows a direct link into the studio programme. So, as for the professional practitioner, student design activity happens in teams, and has deadlines, studio design programmes have group projects and deadlines and these are structured with learning outcomes such as teamwork, timekeeping, and reflective learning

Releasing the power: research led learning in a professional practice undergraduate curriculum

There is a challenge for vocational programmes in Higher Education in addressing the needs of a practice based discipline while developing enquiry based abilities in students. Ongoing research is being carried out into the use and suitability of student research-led learning within Built Environment curriculum at Northumbria University. This is aimed at undergraduate professional practice education and its perceived value by staff and students as compared to the use of the more traditional perceived transmission-based pedagogy. A focus group based survey of final years students was carried out to obtain an improved understanding of the value of research-led learning and to seek to highlight and extend staff opportunities and motivation to employ such methods across a wider range of curriculum activity, thus helping to justify the “release” of curriculum ownership to the student. It appears that students struggle to see the value of work which is not directly related to employment and it is suggested that more work is needed in measuring and understanding the enquiry based skills which are being used in the workplace already and using pedagogical approaches in language and practice which are more easily digested by students because research led learning is seen to be practical and have real results in what they perceive as the “real world”. Research-led learning needs to be carefully and sensitively embedded within the student learning experience at undergraduate level

Investigating learning in construction organizations

Learning in construction has received scant attention within extant theories of generic organizational learning. One of the apparently distinct characteristics of construction organization is that its business mainly runs through projects. In contrast, the origin of the organizational learning concept mainly stems from routine-based organizations. The present study investigates how these theories are applied in the construction domain. To be more specific, it focuses on contracting organizations that engage with the UK performance enhancement initiative known as Constructing Excellence. The paper summarises the theoretical perspective on the current state of knowledge about this topic and the full methodology to be adopted. In overall terms, the methodology takes a multifaceted approach involving six major stages. The first phases of this process are now complete. It takes the form of a business audit relating to the type and size of projects currently being undertaken and how the project teams are managed. In themselves, the results contain new empirical data that has informed the direction of the rest study. Two general groups of construction companies were identified: general contractors and specialist/subcontractors. Each of these groups has a different tendency for how they manage their project teams. The former tends to reform for each new project, while the latter favours staying together. The initial premise is that each of these practices implies different learning mechanisms. Further study and analysis will depart from these initial findings

TIM-2 is expressed on B cells and in liver and kidney and is a receptor for H-ferritin endocytosis

T cell immunoglobulin-domain and mucin-domain (TIM) proteins constitute a receptor family that was identified first on kidney and liver cells; recently it was also shown to be expressed on T cells. TIM-1 and -3 receptors denote different subsets of T cells and have distinct regulatory effects on T cell function. Ferritin is a spherical protein complex that is formed by 24 subunits of H- and L-ferritin. Ferritin stores iron atoms intracellularly, but it also circulates. H-ferritin, but not L-ferritin, shows saturable binding to subsets of human T and B cells, and its expression is increased in response to inflammation. We demonstrate that mouse TIM-2 is expressed on all splenic B cells, with increased levels on germinal center B cells. TIM-2 also is expressed in the liver, especially in bile duct epithelial cells, and in renal tubule cells. We further demonstrate that TIM-2 is a receptor for H-ferritin, but not for L-ferritin, and expression of TIM-2 permits the cellular uptake of H-ferritin into endosomes. This is the first identification of a receptor for ferritin and reveals a new role for TIM-2

The complete inventory of receptors encoded by the rat natural killer cell gene complex

The natural killer cell gene complex (NKC) encodes receptors belonging to the C-type lectin superfamily expressed primarily by NK cells and other leukocytes. In the rat, the chromosomal region that starts with the Nkrp1a locus and ends with the Ly49i8 locus is predicted to contain 67 group V C-type lectin superfamily genes, making it one of the largest congregation of paralogous genes in vertebrates. Based on physical proximity and phylogenetic relationships between these genes, the rat NKC can be divided into four major parts. We have previously reported the cDNA cloning of the majority of the genes belonging to the centromeric Nkrp1/Clr cluster and the two telomeric groups, the Klre1–Klri2 and the Ly49 clusters. Here, we close the gap between the Nkrp1/Clr and the Klre1–Klri2 clusters by presenting the cDNA cloning and transcription patterns of eight genes spanning from Cd69 to Dectin1, including the novel Clec2m gene. The definition, organization, and evolution of the rat NKC are discussed

Paired opposing leukocyte receptors recognizing rapidly evolving ligands are subject to homogenization of their ligand binding domains

Some leukocyte receptors come in groups of two or more where the partners share ligand(s) but transmit opposite signals. Some of the ligands, such as MHC class I, are fast evolving, raising the problem of how paired opposing receptors manage to change in step with respect to ligand binding properties and at the same time conserve opposite signaling functions. An example is the KLRC (NKG2) family, where opposing variants have been conserved in both rodents and primates. Phylogenetic analyses of the KLRC receptors within and between the two orders show that the opposing partners have been subject to post-speciation gene homogenization restricted mainly to the parts of the genes that encode the ligand binding domains. Concerted evolution similarly restricted is demonstrated also for the KLRI, KLRB (NKR-P1), KLRA (Ly49), and PIR receptor families. We propose the term merohomogenization for this phenomenon and discuss its significance for the evolution of immune receptors