Technical Skills for Students of Architecture

Architects employ science in order to understand the structural and environmental performance of their products, and apply technology in order to assemble them. And although the role of the architect has changed/evolved even within recent history, the relationship between engineering science, construction technology and the design of the built environment has been at the core of architectural practice throughout history. 2000 years ago, Marcus Vitruvius Pollio (80-15 BC) commenced The Ten Books on Architecture with a chapter on “The Education of The Architect”, where he states: “The architect should be equipped with knowledge of many branches of study and varied kinds of learning, for it is by this judgement that all work done by the other arts is put to the test”. Vitruvius proceeds to explain and differentiate between practice and theory with the need for an architect to have “a thorough knowledge of both”.1 This paper describes the pedagogic approach of the Technical Studies department at the University of Westminster to the architecture course for degree (B.A.) students. It demonstrates the product of this approach in the form of a small sample of student work over a period of roughly ten years

Use of industrial simulation to facilitate work based skills for building surveying, an introduction to the rationala for research

Research to establish pedagogy for imparting work based skills to students studying higher education courses in building surveying is being undertaken by the author at Sheffield Hallam University. An overview of the work thus far is provided. The pathway undertaken by typical building surveying industry entrants is outlined, along with the need for work based skills to be gained before employment commences. Research is based upon requirements expressed by the four stakeholders to building surveying education, (learner, education provider, employer and professional body). The rationale for provision of work based skills alongside academic learning is established. Use of a modified action research based methodology is proposed and justified, by reference to existing literature and the required research outcomes. Use of an enquiry based learning model using industrial simulation is proposed and justified. Factors influencing successful delivery of industrial simulations and enquiry based learning are identified, and the measures requiring to be addresse

Algebras of multiplace functions for signatures containing antidomain

We define antidomain operations for algebras of multiplace partial functions. For all signatures containing composition, the antidomain operations and any subset of intersection, preferential union and fixset, we give finite equational or quasiequational axiomatisations for the representation class. We do the same for the question of representability by injective multiplace partial functions. For all our representation theorems, it is an immediate corollary of our proof that the finite representation property holds for the representation class. We show that for a large set of signatures, the representation classes have equational theories that are coNP-complete.Comment: 33 pages. Added brief discussion of square algebra

Regulating and resisting queer creativity: community-engaged arts practice in the neoliberal city

This article draws from and advances urban studies literature on ‘creative city’ policies by exploring the contradictory role of queer arts practice in contemporary placemarketing strategies. Here I reflect on the fraught politics surrounding Radiodress’s each hand as they are called project, a deeply personal exploration of radical Jewish history programmed within Luminato, a Toronto-based international festival of creativity. Specifically, I explore how Luminato and the Koffler Centre, a Jewish organisation promoting contemporary art, regulated Radiodress’s work in order to stage marketable notions of ethnic and queer diversity. I also examine how and why the Koffler Centre eventually blacklisted Radiodress and her project. However, I also consider the ways Radiodress and Toronto artists creatively and collectively responded to these tensions. I maintain that bringing queer arts practice into discussions about contemporary creative city policies uncovers sites of queer arts activism that scale up to shape broader policies and debates. Such disidentificatory interventions, acts of co-opting and re-working discourses which exclude minoritarian subjects, challenge violent processes of colonisation and commodification on multiple fronts, as well as fostering more collective and relational ways of being

Hos in the garden: staging and resisting neoliberal creativity

This article takes up the challenge of extending and enhancing the literature on arts interventions and creative city policies by considering the role of feminist and queer artistic praxis in contemporary urban politics. Here I reflect on the complicities and potentialities of two Toronto-based arts interventions: Dig In and the Dirty Plotz cabaret. I analyse an example of community based arts strategy that strived to ‘revitalise’ one disinvested Toronto neighbourhood. I also reflect on my experience performing drag king urban planner, Toby Sharp. Reflecting on these examples, I show how market-oriented arts policies entangle women artists in the cultivation of spaces of depoliticised feminism, homonormativity and white privilege. However, I also demonstrate how women artists are playfully and performatively pushing back at hegemonic regimes with the radical aesthetic praxis of cabaret. I maintain that bringing critical feminist arts spaces and cabaret practice into discussions about neoliberal urban policies uncovers sites of feminist resistance and solidarity, interventions that challenge violent processes of colonisation and privatisation on multiple fronts

Imparting work based skills on vocational courses, pedagogy of using industrial simulation in surveying education: a study of a model run at Sheffield Hallam University in 2011

The paper relates to delivering vocational higher education to prospective building surveyors. Preparing students for the workplace requires inclusion of academic knowledge, workplace skills and practical vocational experience. This is reinforced by feedback from the four stakeholders to surveying education, learner, employer, education provider and professional institution. Successful delivery of learning to distinct vocational groups requires specific pedagogy. The paper analyses a realistic industrial simulation delivered to teach knowledge and skills to undergraduate building surveying students. Initial pedagogy was proposed by CEEBL, Centre for Excellence in Enquiry Based Learning. Work based skills requirements were taken from published work including leading building surveying academics and practitioners like Professor Mike Hoxley and Professor Malcolm Hollis. Data analysis is used to evolve future simulations. These become better suited to delivering appropriate learning, valid assessment and usable vocational skills, against academic, student focused and industrial criteria. An action research approach is utilised by the author to develop specialist pedagogy through analysis of outcome data and stakeholder feedback. Action research is undertaken through an approach using trial, evaluation and development. The paper concludes, simulation can be a valid tool for delivering teaching, learning, assessment and vocational skills training to surveying students and justifies further research