Forms and Reforms of Doctoral Education in Schools of architecture in Europe

The context and dilemma An exploration of doctoral education within schools of architecture at this point in time appears to be particularly apposite. Given the recognition and growing acceptance of the potential for research to drive development and innovation in both architectural practice and education, exactly how doctoral training and study might be aligned and structured to help develop research behaviours and thinking becomes a critical question for all higher education institutions. This also reflects the shift, particularly marked in the UK, for universities to become mixed economies of teaching research and consultancy, as opposed to the historical model of institutions’ activity and income stemming from and biased largely towards teaching. While this has typically been led by necessity to diversify to achieve greater financial viability and sustainability, it has prompted many institutions to reconsider the place of research and consultancy within their portfolio of activities. The potential for doctoral research and training to provide both momentum and focus to research activity within institutions, while also growing researcher capacity both there and within the architectural profession, is enormous. However this requires any institution to consider doctoral provision in particular in a far more strategic way, and to consider how to lead the development of this field rather than merely responding incrementally and in a reactive manner. This is a significant departure from the past, and parallels other significant shifts and changes in the higher education context. One of the key questions therefore is how can schools contribute significantly to architectural research and innovation, and to what extent do they have to rethink their output particularly in relation to doctoral education to be able to achieve this

Contemporary Kitsch: An examination through creative practice

This exegesis examines the theoretical concept of contemporary kitsch within a creative practice that incorporates sculptural and installation art. Kitsch is a distinct aesthetic style. Once designated to the rubbish bin of culture, kitsch was considered to be low class, bad taste cheap fakes and copies (Greenberg, 1961; Adorno & Horkheimer, 1991; Calinescu, 1987; Dorfles, 1969). I argue, however, that this is no longer the case. This research critically examines the way in which contemporary kitsch now plays a vital and positive role in social and individual aesthetic life. Although there are conflicting points of view and distinct variations between recent cultural commentators (Olalquiaga, 1992; Binkley, 2000; Attfield, 2006) on what kitsch is, there is a common sentiment that “the repetitive qualities of kitsch address . . . a general problem of modernity” (Binkley, p. 131). The research aligns the repetitive qualities to what sociologist Anthony Giddens (1991) refers to as “dissembeddedness” (1991) or “the undermining of personal horizons of social and cosmic security” (Binkley, 1991, p.131). The research investigates: how the sensory affect of sentimentality imbued in the kitsch experiences, possessions and material objects people covet and collect, offer a way of the individual moving from disembeddedness to a state of being re-embedded; and locates the ways in which the artist can facilitate the re-embedding experience. Through this lens it is demonstrated that kitsch has become firmly rooted in our “lifeworlds” (Habermas, 1971), as an aesthetic that reveals “how people make sense of the world through artefacts” (Attfield, 2006, p. 201) and everyday objects; that the sensory affect of sentimentality on connections to possessions and material objects that contemporary kitsch offers is shared across cultures and societie

Insider not Outsider; Integrating Environmental Thinking in Thesis Design

This paper examines strategies evolved to support architecture students in developing sustainable thesis proposals during their final year of professional architectural education. While in recent years we have had considerable success in establishing an integrated approach in encouraging sustainable thinking to become embedded within the third year of the undergraduate architecture programme, it has proved much more difficult to replicate the same outcome within the graduate programme. In their fifth and final year students are expected to be able to undertake and sustain as a self-directed design project, the design of a thoroughly researched building of reasonable complexity and ambitious architectural intention, encapsulating a critical architectural position and maturity of judgment. Although offering a degree of freedom not present in earlier years, the final year is also where students demonstrate their ability to meet key criteria at the threshold of professional practice and approaching qualification. This paper explores strategies developed within the current fifth year studio, locating students within a series of European cities with differing environmental conditions, demanding the development of an understanding of appropriate sustainable responses while producing proposals which integrate context, programme and technology. Through a series of steps, including an analytical study, the building of large-scale model, an extended field trip and discussions with local practitioners, the structure aims to provide a working method that can be adapted and customized depending on the conditions encountered. The methodology also aims to encourage students to develop their powers of observation, awareness of the local, and although moving from familiar territory to develop an approach allowing them to operate as insiders rather than mere tourists

Use of log normal transformation in environmental statistics

The log normal transformation is commonly used in the analysis of environmental data. The sample histogram of observed contaminant concentrations from a Superfund site typically appears to be log normal and the concentration data is log-transformed so that the classical statistical methods based on normal distribution can be used. USEPA guidance documents on statistical evaluation of attainment of cleanup standards for soils suggest using the log normal transformation in case the contaminant concentration data appears to be log normal. There are two basic problems with using a transformation in data analysis: (i) interpretation of results, and (ii) in transforming a formula based on the assumption of normality of the data so that it can be applied to transformed data; The present thesis will address the second problem associated with the log transformation. In addition, the performance of some of the common normal-theory based procedures applied on original concentration data when the data distribution is in fact log normal will be investigated. Real Superfund site characterization data and simulated data will be used to provide examples

A Tapestry of Voices: Using Elder Focus Groups to Guide Applied Research Practice - Report Series # 1

The exclusion of older adults as active participants in the production of knowledge regarding issues that concern them is a subtle form of ageism. This qualitative study used 15 focus groups as a forum to identify the areas of applied research that elders themselves see as relevant and important. In addition to eliciting significant data to guide future research initiatives at the Sheridan Elder Research Centre (SERC), the elders validated the principle of self-determination, which is fundamental to the Social Work Code of Ethics. This 2002 study demonstrated that, if given the opportunity to participate in decision making about the scope and nature of applied research, older adults significantly contribute to the research process

GoWell East Headline Indicators Comparison Report

This report outlines results for our GoWell East study within four separate chapters, that are focused on the Scottish Government, Commonwealth Games legacy themes: 1) Active; 2) Flourishing; 3) Sustainable; and 4) Connected. Results are presented for the longitudinal cohort analysis, wave 1-wave 2, and in addition, within the chapters focusing on the Active and Flourishing themes, data will be presented by gender and age. The findings highlight that the vast majority of people living near the Games venues in the East End continue to be supportive of the fact that Glasgow hosted the Games, and that most of those who experienced inconvenience at the time of the event thought it was worth it

Emotional homework: a systematic literature review of patients’ intersession experiences.

Patients’ processing of therapy between sessions can be planned and deliberate (homework) or spontaneous and incidental (intersession experiences). Aiming to inform clinical practice and future research, this review synthesizes empirical findings relating to intersession experiences, including their types, prevalence, and associations with patient characteristics, therapeutic processes, and outcomes. Searches of electronic databases identified 781 journal articles, 14 met the inclusion criteria of investigating adult psychotherapy patients’ unplanned between-session experiences relating to their therapy and therapist, a further 4 were identified through hand searches and contact with authors. All 18 articles included in the review were written in either English or German language, 17 used quantitative and 1 qualitative methods. Their methodological quality was assessed using tools developed for the purpose of this review. Most patients report a range of intersession experiences, including recreating therapeutic dialogue, imagining interactions, images and dreams. Intensity and type were associated with patient personality, diagnosis, phase of therapy, alliance and outcome. Study limitations included small sample sizes, the exploratory nature of some designs, and the limited generalizability of results. Clinical implications include the potential of intersession experiences to provide information about the therapeutic relationship, and their association to treatment outcomes and possible post-therapy gains

Redesigning Domesticity; Creating Homes for the Elderly

Our homes are the settings for much of our lives. They provide opportunities for us to develop a sense of our individuality, shared aspirations as a family or an extended community. Increasingly, architects recognise that the potential of the home as a positive influence requires reconsideration when designing for the elderly or for those heading towards later life. Our homes are distinct from our housing; while housing can provide large-scale standardised solutions, whether in social housing or the speculative market, the home is always a unique outcome, a reflection of its occupants. Given the importance of our homes, and their relation to our lives, how are architects developing designs that can accommodate the desires and aspirations of the ageing population? How are they recognising the demands of the postwar generation who are increasingly active in old age, and have significantly different life experience and expectations to those of their parents’ generation

How do we care for others if we don't care for ourselves?

How do we care for others if we don't care for yourselves? This presentation considers how self esteem and confidence can be engendered within architectural students, during an extended education which is intellectually challenging dealing with ambiguity and alterity, yet personally and financially demanding. What role does empathy, kindness and ethical thinking play in the development of the next generation of architects? How can schools provide the circumstances to support this

Review of Social Work Education : To What Extent Should Social Work Education have a Stronger Focus on Community Development and Engagement?

How is community development and community engagement currently taught within social work programmes in Scotland? How might this be strengthened across existing programmes as a means to support implementation of current Scottish Government policies around strong, resilient and supportive communities? What role do social workers adopt in community development and engagement in other countries and how is this supported by their education and training