Teaching Methods in Architectural Design Basics

During its changes, architecture teaching, bump into several concerns from initial academic teaching up to nowand it always tolerates some of them permanently. During recent years, many researches went through thatactions with regard to the content debate and organizing architectural teaching. In this present article, we bestshot to go one-step forward in order to solve one of the problems teacher hit upon through method expression andconsideration of teaching method for Architectural Design Basics Courses. Some of these issues for investigationinclude, which goals nail down Architectural Design Basics Courses in university teaching system in Iran?What are the methods and approaches for teaching these courses? Which factors shall investigated beforestarting class session? Which factors are effective on learning process? According to methodology, we started todo research through observation and gathering poll of three universities holding three levels of teaching record inarchitecture (University of Tehran, Marlik Institute of Higher Education and FakhrRazi Institute of HigherEducation), we out –and- out ideas of students and professors of these courses. In addition, through introducingmethods to teach architecture lessons which investigated by researchers during recent years, we will put forwardfor solutions to improve teaching in Architectural Design Basics. In this article, we took advantage fromscanning investigation, we applied observation, library study, and questionnaire to congregate information, andwe brought off quality analysis through a grounded theory approach. In concordance with investigation results,one of the success factors for Architectural Design Basics is dramatize many practices which fired up byprofessors through bring into play different teaching methods

Burden of disease scenarios for 204 countries and territories, 2022–2050: a forecasting analysis for the Global Burden of Disease Study 2021

Background: Future trends in disease burden and drivers of health are of great interest to policy makers and the public at large. This information can be used for policy and long-term health investment, planning, and prioritisation. We have expanded and improved upon previous forecasts produced as part of the Global Burden of Diseases, Injuries, and Risk Factors Study (GBD) and provide a reference forecast (the most likely future), and alternative scenarios assessing disease burden trajectories if selected sets of risk factors were eliminated from current levels by 2050. Methods: Using forecasts of major drivers of health such as the Socio-demographic Index (SDI; a composite measure of lag-distributed income per capita, mean years of education, and total fertility under 25 years of age) and the full set of risk factor exposures captured by GBD, we provide cause-specific forecasts of mortality, years of life lost (YLLs), years lived with disability (YLDs), and disability-adjusted life-years (DALYs) by age and sex from 2022 to 2050 for 204 countries and territories, 21 GBD regions, seven super-regions, and the world. All analyses were done at the cause-specific level so that only risk factors deemed causal by the GBD comparative risk assessment influenced future trajectories of mortality for each disease. Cause-specific mortality was modelled using mixed-effects models with SDI and time as the main covariates, and the combined impact of causal risk factors as an offset in the model. At the all-cause mortality level, we captured unexplained variation by modelling residuals with an autoregressive integrated moving average model with drift attenuation. These all-cause forecasts constrained the cause-specific forecasts at successively deeper levels of the GBD cause hierarchy using cascading mortality models, thus ensuring a robust estimate of cause-specific mortality. For non-fatal measures (eg, low back pain), incidence and prevalence were forecasted from mixed-effects models with SDI as the main covariate, and YLDs were computed from the resulting prevalence forecasts and average disability weights from GBD. Alternative future scenarios were constructed by replacing appropriate reference trajectories for risk factors with hypothetical trajectories of gradual elimination of risk factor exposure from current levels to 2050. The scenarios were constructed from various sets of risk factors: environmental risks (Safer Environment scenario), risks associated with communicable, maternal, neonatal, and nutritional diseases (CMNNs; Improved Childhood Nutrition and Vaccination scenario), risks associated with major non-communicable diseases (NCDs; Improved Behavioural and Metabolic Risks scenario), and the combined effects of these three scenarios. Using the Shared Socioeconomic Pathways climate scenarios SSP2-4.5 as reference and SSP1-1.9 as an optimistic alternative in the Safer Environment scenario, we accounted for climate change impact on health by using the most recent Intergovernmental Panel on Climate Change temperature forecasts and published trajectories of ambient air pollution for the same two scenarios. Life expectancy and healthy life expectancy were computed using standard methods. The forecasting framework includes computing the age-sex-specific future population for each location and separately for each scenario. 95% uncertainty intervals (UIs) for each individual future estimate were derived from the 2·5th and 97·5th percentiles of distributions generated from propagating 500 draws through the multistage computational pipeline. Findings: In the reference scenario forecast, global and super-regional life expectancy increased from 2022 to 2050, but improvement was at a slower pace than in the three decades preceding the COVID-19 pandemic (beginning in 2020). Gains in future life expectancy were forecasted to be greatest in super-regions with comparatively low life expectancies (such as sub-Saharan Africa) compared with super-regions with higher life expectancies (such as the high-income super-region), leading to a trend towards convergence in life expectancy across locations between now and 2050. At the super-region level, forecasted healthy life expectancy patterns were similar to those of life expectancies. Forecasts for the reference scenario found that health will improve in the coming decades, with all-cause age-standardised DALY rates decreasing in every GBD super-region. The total DALY burden measured in counts, however, will increase in every super-region, largely a function of population ageing and growth. We also forecasted that both DALY counts and age-standardised DALY rates will continue to shift from CMNNs to NCDs, with the most pronounced shifts occurring in sub-Saharan Africa (60·1% [95% UI 56·8–63·1] of DALYs were from CMNNs in 2022 compared with 35·8% [31·0–45·0] in 2050) and south Asia (31·7% [29·2–34·1] to 15·5% [13·7–17·5]). This shift is reflected in the leading global causes of DALYs, with the top four causes in 2050 being ischaemic heart disease, stroke, diabetes, and chronic obstructive pulmonary disease, compared with 2022, with ischaemic heart disease, neonatal disorders, stroke, and lower respiratory infections at the top. The global proportion of DALYs due to YLDs likewise increased from 33·8% (27·4–40·3) to 41·1% (33·9–48·1) from 2022 to 2050, demonstrating an important shift in overall disease burden towards morbidity and away from premature death. The largest shift of this kind was forecasted for sub-Saharan Africa, from 20·1% (15·6–25·3) of DALYs due to YLDs in 2022 to 35·6% (26·5–43·0) in 2050. In the assessment of alternative future scenarios, the combined effects of the scenarios (Safer Environment, Improved Childhood Nutrition and Vaccination, and Improved Behavioural and Metabolic Risks scenarios) demonstrated an important decrease in the global burden of DALYs in 2050 of 15·4% (13·5–17·5) compared with the reference scenario, with decreases across super-regions ranging from 10·4% (9·7–11·3) in the high-income super-region to 23·9% (20·7–27·3) in north Africa and the Middle East. The Safer Environment scenario had its largest decrease in sub-Saharan Africa (5·2% [3·5–6·8]), the Improved Behavioural and Metabolic Risks scenario in north Africa and the Middle East (23·2% [20·2–26·5]), and the Improved Nutrition and Vaccination scenario in sub-Saharan Africa (2·0% [–0·6 to 3·6]). Interpretation: Globally, life expectancy and age-standardised disease burden were forecasted to improve between 2022 and 2050, with the majority of the burden continuing to shift from CMNNs to NCDs. That said, continued progress on reducing the CMNN disease burden will be dependent on maintaining investment in and policy emphasis on CMNN disease prevention and treatment. Mostly due to growth and ageing of populations, the number of deaths and DALYs due to all causes combined will generally increase. By constructing alternative future scenarios wherein certain risk exposures are eliminated by 2050, we have shown that opportunities exist to substantially improve health outcomes in the future through concerted efforts to prevent exposure to well established risk factors and to expand access to key health interventions

A holistic blended design studio model: Exploring and expanding learning opportunities

While the studio environment has been promoted as an ideal educational setting for project-based disciplines, only a few comprehensive qualitative studies of the design studio have been undertaken; even fewer emphasise educator and student perceptions of this environment. As highlighted in this study, such a situation is problematic given the changes and challenges facing higher education, including those associated with new technologies such as online learning. This study responds to this need for a comprehensive study of the studio environment by adopting Grounded Theory methodology in a qualitative comparative way. It explores the limitations and benefits of a face-to-face design studio and virtual design studio as experienced by architecture students and educators at an Australian university in order to better understand the potential of a blended environment to maximise learning. The main outcome is a holistic multidimensional blended learning model that, through the various modalities, provides adaptive capacity in a range of settings. The model facilitates learning through self-determination, self-management, and the personalisation of the learning environment. Another outcome–a conceptual design education framework–provides a basic tool for educators to evaluate existing learning environments and to develop new learning environments with enough flexibility to respond effectively to a highly dynamic and increasingly technological world

Integrating Technology Subjects with Design Studio Teaching:Comparing Curriculum of Architecture Education in Australia and Iran

Purpose: Design studio and technology subjects are two dominant parts of the architecture curriculum. How to integrate these different parts of the curriculum is one of the important challenges in architecture education around the world. With increasing internationalisation of both the profession and higher education, an understanding of similarities and differences across the globe is important. This paper illustrates two different approaches to such integration in two very different contexts: case studies at the Queensland University of Technology (QUT) in Australia and the University of Tehran (UT) in Iran. Design/methodology/approach: The study implemented a case study approach based on document analysis methods. This paper explores the integrated role of technology subjects in architecture education, followed by a critique of the teaching of technology within the design studio. The analysis is conducted across four significant features of the curriculum. Findings: Overall, in both programmes, the aim is for students to develop architectural knowledge and skills; although the Iranian programme has a stronger focus on knowledge, the Australian programme has a stronger focus on the application of knowledge and skills, particularly within the design studio projects. Originality/value: The comparative analysis of architectural education in these two different contexts offers an insight into alternative approaches to teaching technology. Such an insight may offer guidance in curriculum development to support the exploration of new hybrid approaches as well as supporting international student mobility.</p

A comparison study of integrating theoretical and practical components of the architecture education curriculum in Iran and Australia

Integrating different parts of the curriculum is one of the important challenges in architecture education. Curriculum development has an important role in linking theoretical subjects into practical design studios. This study focuses on an analytical comparison of two architecture curricula in different contexts of Australia and Iran. The purpose is to find the limitations and benefits of each curriculum through educational systems, teaching time for theoretical and practical subjects, and the map of courses and subjects. This paper contributes to the literature of architecture education through analysis of integrating different subjects. This study implements a document analysis method and a comparative case study method. The comparison indicates that although the architecture curriculum in Iran benefits from an extensive education with more subjects, wider content, and triple teaching time, it provides less opportunity for integrating theoretical and practical subjects. Furthermore, course structures at Australian universities benefit from greater flexibility and choice for students to individualise their course through elective subjects. Architecture education is a problem-based and project-based learning, so the results of this research have a wide application in research on higher education. Also, the findings of this study can assist design schools to improve their curricula through linking theory to practice

Effects of Vernacular Climatic Strategies (VCS) on Energy Consumption in Common Residential Buildings in Southern Iran: The Case Study of Bushehr City

This study aims to use the vernacular climatic strategies (VCS) of traditional dwellings in Bushehr, in the common residential buildings of this southern Iranian city (which is characterized by its hot and humid climate), and provide answers to the following question: What effects do VCS have in terms of energy consumption in these buildings? This study has been conducted at three levels. At the first level, three context-based climatic solutions including shading, natural ventilation, and insulation of external walls and roofs were identified and selected based on bibliographic study. At the second level, a case study reflecting the current typology of common residential buildings in Bushehr city was selected. A combination of the mentioned climatic solutions was used in the baseline case to create a developed model. Based on the space layout of the developed model and some design criteria, a series of proposed models was also created and modeled. The selected case study building was also used to establish a local weather station at a height of 12 m based on the roof, collecting local climate data which were then used for simulation to improve simulation accuracy. Finally, all models were simulated with the use of Design Builder software under natural ventilation conditions during moderate climatic periods of the year while split air-conditioning systems were used during hot and humid periods. The results showed reductions of 16% in energy consumption and 22% in CO2 emissions for the developed model, and reductions of 24–26% in energy consumption and 32–34% in CO2 emissions for the proposed models, as compared with the baseline model. Furthermore, all proposed models achieved lower annual energy consumption when compared with a selection of international sustainable low energy standards and domestic energy performance references for the Middle East region. Further studies are also recommended, and there is potential for combining VCS with other solutions such as on-site renewable energies

Bending and blurring blended learning boundaries [Extended Abstract]

This presentation presents a blended learning model that provides greater opportunity for learning to be self-managed and personalized

Effect of Anti-Epileptic Drugs on Serum Level of IgG Subclasses

Objective: There are some controversial studies on effects of anti-epileptic drugs (AEDs) on serum IgG subclasses; however, the role of these medications is still unclear. The aim of this study was evaluation the effects of anti-epileptic drugs on serum concentration of IgG and its subclasses. Methods: Serum IgG and IgG subclasses of 61 newly diagnosed epileptic patients were measured at the beginning of monotherapy with carbamazepine, sodium valproate, and phenobarbital, and 6 months later. Measurement of IgG and its subclasses was performed using nephlometry and ELISA techniques, respectively. Findings: Reduction of at least one IgG subclass was found in 6 patients 6 months after treatment with AEDs. Among 27 patients receiving carbamazepine, decrease in at least one serum IgG subclass level was found in 5 patients. Among 20 patients using sodium valproate, only one patient showed decrease in IgG2 subclass. None of the 14 patients using phenobarbital revealed significant decrease in IgG subclasses. No infection was seen in the patients with reduction of subclasses. Conclusion: Although in our study, children with selective IgG subclass deficiency were asymptomatic, assessment of serum immunoglobulin levels could be recommended at starting the administration of AEDs and in serial intervals afterward in epileptic patients