Approaches to learning adopted by students of architecture – a classification

The paper explores the ongoing PhD research work being done to classify the students’ approaches to learning in architectural education through an international perspective. The research hypothesis and Phenomenography - the qualitative methodology used for this research are explored; in addition to learning approaches in architectural education are reviewed. The results of the pilot study conducted to understand the phenomenographic approach are discussed with reference to earlier studies in higher and university education. The paper attempts to present ‘the way forward,’ by initiating a discussion within the research community on this research journey adopted in search of this classification

Exchange of Metal Ions on Dowex A-1(H+)

437-43

Approaches to learning adopted by students of architecture – a classification

The paper explores the ongoing PhD research work being done to classify the students’ approaches to learning in architectural education through an international perspective. The research hypothesis and Phenomenography - the qualitative methodology used for this research are explored; in addition to learning approaches in architectural education are reviewed. The results of the pilot study conducted to understand the phenomenographic approach are discussed with reference to earlier studies in higher and university education. The paper attempts to present ‘the way forward,’ by initiating a discussion within the research community on this research journey adopted in search of this classification

Classification of the approaches to learning adopted by students of architecture in their design coursework

Students’ approaches to learning has been classified through their experiences in the design coursework within the larger context of architectural education. What are the learning approaches being adopted by students in architectural design and how does the introduction of the first year design coursework impact on their approaches to learning in the subsequent years are key to this classification. This research reflects on why learning approaches evolve from the first to the final year of the architecture program. Approaches to learning is well-understood in other disciplines including engineering, information technology, mathematics and sciences to name a few, but less-researched in architectural education. This research endeavours to fill this gap. The students are introduced to design theory as a part of their architectural design coursework. This research vehicle of the architectural design is identified as a more appropriate way of classifying learning approaches instead of history, critical theory and technology as design coursework plays a central role in the studio-based program. The academic context has been reviewed through existing literature with a focus on learning approaches within pedagogical research in architectural education, in addition to other fields and disciplines including established research on ‘surface and deep’ approaches in text-based fields through the qualitative research method of phenomenography. This classification is the further consolidation of the pilot study on students’ learning comparing the first and fourth year of the architecture program through phenomenography. The learning context for this classification includes four architectural institutions from the United States of America, United Kingdom and India. The intention of this research is to present the phenomenographic results as meta-categories by depicting the evolution of the learning approaches in architectural design. This research currently intends to further represent these findings and interpret these meta-categories within real world examples of architectural pedagogy and education through an illustrative account of nine students of architecture and their learning approaches in evolution

A phenomenographic study in understanding architecture students’ approaches to learning the coursework of architectural design

This article looks at architecture students' changes in approach to design learning between the first and fourth years of the architecture programme; charting the variation in the said approaches and exploring the reasons for the differences. The study, which aimed to use phenomenography to understand such approaches with the objective of exploring the variation from a qualitative perspective, was undertaken using a sample of 39 students in two colleges of architecture in India. The semi-structured interviews were carried out using phenomenography and focused on the students' approaches to learning the coursework of architectural design from the first year and fourth year using an architectural design project as the learning context. The study was conducted to chart the learning approaches that emerged and relate them to deep and surface approaches to learning. The study was carried out on the lines of earlier phenomenographic studies that aimed to understand the variation in the approaches to learning of fashion design students based in various institutions in the United Kingdom

Torsion of Appendix Epiploica: A Rare Cause of Acute Right Iliac Fossa Pain

Abstract Acute appendicitis is the most common cause of right iliac fossa pain. However, if the appendix is normal at surgery, the surgeon has to search for other causes of acute abdominal pain including rare etiologies. Awareness of all causes of acute right iliac fossa pain and a high index of suspicion is essential for diagnosis of rare causes like torsion of appendix epiploica In addition, in some patients, two pathologies causing acute pain may coexist. It is to the authors' knowledge that the simultaneous occurrence of torsion of appendix epiploica and acute appendicitis in a patient has not been previously reported, and is therefore discussed in this report. From th

GW190412: Observation of a Binary-Black-Hole Coalescence with Asymmetric Masses

We report the observation of gravitational waves from a binary-black-hole coalescence during the first two weeks of LIGO’s and Virgo’s third observing run. The signal was recorded on April 12, 2019 at 05∶30∶44 UTC with a network signal-to-noise ratio of 19. The binary is different from observations during the first two observing runs most notably due to its asymmetric masses: a ∼30 M_⊙ black hole merged with a ∼8 M_⊙ black hole companion. The more massive black hole rotated with a dimensionless spin magnitude between 0.22 and 0.60 (90% probability). Asymmetric systems are predicted to emit gravitational waves with stronger contributions from higher multipoles, and indeed we find strong evidence for gravitational radiation beyond the leading quadrupolar order in the observed signal. A suite of tests performed on GW190412 indicates consistency with Einstein’s general theory of relativity. While the mass ratio of this system differs from all previous detections, we show that it is consistent with the population model of stellar binary black holes inferred from the first two observing runs