2,482 research outputs found
Architectural authorship in generative design
No full textThe emergence of evolutionary digital design methods, relying on the creative generation of novel forms, has transformed the design process altogether and consequently the role of the architect. These methods are more than the means to aid and enhance the design process or to perfect the representation of finite architectural projects. The architectural design philosophy is gradually transcending to a hybrid of art, engineering, computer programming and biology. Within this framework, the emergence of designs relies on the architect- machine interaction and the authorship that each of the two shares.
This work aims to explore the changes within the
design process and to define the authorial control of a
new breed of architects- programmers and architects-users on architecture and its design representation. For the investigation of these problems, this thesis is to be based on an experiment conducted by the author in order to test the interaction of architects with different digital design methods and their authorial control over the final product. Eventually, the results will be compared and evaluated in relation to the theoretic views. Ultimately, the architect will establish his authorial role
Photoelectro-chemical properties of anilino squaraine derivatives in LB films
No full textPhotocurrent generation from Langmuir-Blodgett (LB) overlays on indium tin oxide (ITO) electrodes, where the active components are 2,4-bis[4-(dibutylamino)-2-hydroxyphenyl]squaraine (1) and the unsubstituted analogue, 2,4-bis[4-(dibutylamino)phenyl]squaraine (2), have been investigated. Dye 1 shows improved behaviour compared with the latter and differences in performance are attributed to a modified aggregate structure, this being indicated by variations in the LB film spectra. The photocurrent generation is enhanced by the presence of electron accepters, e.g. N,N'-dimethyl-4,4'-bipyridinium diiodide (MV2+), but quenched by electron donors, e.g. hydroquinone (HQ). The concentration dependence is reported
LB v YD 2009 5 SA 463 (T) / YD v LB (A) 2009 5 SA 479 (NGP)
No full textWhen LB v YD (2009 5 SA 463 (T)) was heard by the High Court, an opportunity presented itself for the Court to adjudicate once and for all on
the thorny issue of compelling for DNA testing. In ruling on the matter, Murphy J gave an insightful and eloquent judgment, (Heaton J “October to December Persons” 2009 (4) JQR par 2.1 disagrees with this assessment) however, his failure in YD v LB (A) (2009 5 SA 479 (NGP)) to grant leave to appeal, no matter how well founded his decision, deprived South Africans of increased legal certainty on the matter. (Heaton agrees with this statement.) In this note an attempt will be made to highlight a number of
important aspects of the case and to explain why leave to appeal should have been granted in YD v LB (A) (supra)
Comments on author citations for nomenclatural novelties published in volume 15 of the Flora Reipublicae Popularis Sinicae (FRPS)
No full textConstruction of the Swinburne Library, 1971
No full text16mm colour footage showing the progress of the construction of the Swinburne Library in 1971.
Film digitised by Dennis W. Nicholson (Audio Visual Production Manager), Swinburne Dept. of Film and Animation in April 2020
Learning theories and interprofessional education: a user's guide
No full textThere is increasing interest in the theoretical underpinning of interprofessional education (IPE) and writers in this field are drawing on a wide range of disciplines for theories that have utility in IPE. While this has undoubtedly enriched the research literature, for the educational practitioner, whose aim is to develop and deliver an IPE curriculum that has sound theoretical underpinnings, this plethora of theories has become a confusing, and un-navigable quagmire. This article aims to provide a compass for those educational practitioners by presenting a framework that summarizes key learning theories used in IPE and the relationship between them. The study reviews key contemporary learning theories from the wider field of education used in IPE and the explicit applications of these theories in the IPE literature to either curriculum design or programme evaluation. Through presenting a broad overview and summary framework, the study clarifies the way in which learning theories can aid IPE curriculum development and evaluation. It also highlights areas where future theoretical development in the IPE field is required
Fingolimod (FTY720) as an Acute Rescue Therapy for Intraocular Inflammatory Disease
No full textObjective To examine the efficacy of the immunomodulatory drug fingolimod (FTY720) as a rescue therapy for noninfectious intraocular inflammation. Methods Experimental autoimmune uveoretinitis, the murine correlate of human uveitis, was induced in B10.RIII mice. The mice were treated with 2 oral doses of fingolimod daily, either during early ocular infiltration or following clinical onset of the disease. At subsequent times, retinal infiltrates were examined and enumerated using flow cytometry, and structural disease was assessed and scored using histology. Results Fingolimod treatment, administered 2 days before disease onset, prevented inflammatory cells from infiltrating the retina, with corroborative suppression of histologic disease. A single dose of fingolimod was sufficient in clearing infiltrating leukocytes from the retina within 2 hours of treatment. Furthermore, a single dose of fingolimod administered after disease onset not only abolished retinal infiltrates but also prevented disease relapse for at least 3 weeks. Conclusions A short-term, high-dose treatment with fingolimod rapidly reduces ocular infiltrates in experimental autoimmune uveoretinitis, leading to a normal myeloid cell count within the retina. When given at the early stages of intraocular inflammation, fingolimod resolves disease. Clinical Relevance This study directly demonstrates the therapeutic potential of fingolimod and an acute rescue intervention for human noninfectious posterior-segment intraocular inflammatory disease. Author Affiliations: Department of Cellular and Molecular Medicine, School of Medical Sciences (Drs Raveney, Nicholson, and Dick) and Unit of Ophthalmology, Department of Clinical Sciences at South Bristol (Mr Copland and Drs Nicholson and Dick), University of Bristol, Bristol, England. Dr Raveney is now with the Department of Immunology, National Institute of Neuroscience, National Center of Neurology and Psychiatry, Tokyo, Japan.Objective To examine the efficacy of the immunomodulatory drug fingolimod (FTY720) as a rescue therapy for noninfectious intraocular inflammation. Methods Experimental autoimmune uveoretinitis, the murine correlate of human uveitis, was induced in B10.RIII mice. The mice were treated with 2 oral doses of fingolimod daily, either during early ocular infiltration or following clinical onset of the disease. At subsequent times, retinal infiltrates were examined and enumerated using flow cytometry, and structural disease was assessed and scored using histology. Results Fingolimod treatment, administered 2 days before disease onset, prevented inflammatory cells from infiltrating the retina, with corroborative suppression of histologic disease. A single dose of fingolimod was sufficient in clearing infiltrating leukocytes from the retina within 2 hours of treatment. Furthermore, a single dose of fingolimod administered after disease onset not only abolished retinal infiltrates but also prevented disease relapse for at least 3 weeks. Conclusions A short-term, high-dose treatment with fingolimod rapidly reduces ocular infiltrates in experimental autoimmune uveoretinitis, leading to a normal myeloid cell count within the retina. When given at the early stages of intraocular inflammation, fingolimod resolves disease. Clinical Relevance This study directly demonstrates the therapeutic potential of fingolimod and an acute rescue intervention for human noninfectious posterior-segment intraocular inflammatory disease. Author Affiliations: Department of Cellular and Molecular Medicine, School of Medical Sciences (Drs Raveney, Nicholson, and Dick) and Unit of Ophthalmology, Department of Clinical Sciences at South Bristol (Mr Copland and Drs Nicholson and Dick), University of Bristol, Bristol, England. Dr Raveney is now with the Department of Immunology, National Institute of Neuroscience, National Center of Neurology and Psychiatry, Tokyo, Japan
Photoelectrochemistry of Langmuir-Blodgett films of a C-60 iminodiacetic acid ester derivative on ITO electrodes
No full textThe photoelectrochemical response of a C-60 iminodiacetic acid ester derivative (C(60)IDA), deposited on ITO electrodes by means of the Langmuir-Blodgett technique, has been investigated. The anodic photocurrent observed on the modified electrode corresponds to an electron transfer from the electrolyte through the LB film to the electrode. The action spectrum of photocurrent indicates C60IDA as the photoactive species in the photoinduced electron transfer process. Positive bias voltage, reducing agent and higher pH of the solution are beneficial factors for generating higher photocurrent. The quantum yield for photocurrent generation is 0.94% and can be raised to 3.40% under favorable conditions. (C) 1998 Elsevier Science S.A. All rights reserved.Materials Science, MultidisciplinaryPhysics, Condensed MatterPolymer ScienceSCI(E)EI9ARTICLE3223-2279
Evaluation of articulate project
No full textThe Articulate Project was commissioned by West Dunbartonshire Council, with funding from the Scottish Executive’s Future Learning and Teaching (FLaT) programme,The Scottish Arts Council, West Dunbartonshire Council and West Dunbartonshire Partnership. Activities relating to the project took place between May and December 2004. The overall aim of the Articulate Project was to “explore how or if the arts, and specifically drama and theatre practice, might impact positively on English language skills in the classroom” (AELP, 2005, p5). The five specific aims of the Articulate Project were to: · develop the creative and imaginative writing skills of participating pupils · improve the ability of pupils to communicate effectively · raise levels of pupils’ self esteem and self worth · increase pupils’ motivation to participate in, and enjoy, learning · create a positive impact on thinking skills, problem solving and team working on individuals, schools and the community. The Traverse Theatre devised a programme of pupil activities with the help of a teacher in one of the participating primary schools. In the initial stage, all participating pupils (in each class from each of five schools) were introduced to drama techniques by a Traverse Theatre actress and they attended two theatre performances. In the next stage the focus shifted to creative writing, and a group of ten pupils from each class worked directly in 10 workshops with a Traverse Theatre playwright, in order to develop their own drama sketches, which were performed by professional actors in Denny Civic Theatre. At the same time, the remainder of each class engaged in similar creative writing lessons with their teacher. Although this second Articulate group did not have their work performed, they supported the Denny Civic Theatre production by producing art work with the help of a professional artist. There were three main phases in the evaluation, which began five months after the projectended. A first phase (June and July 2005) was designed to build up a picture of the Project through extended interviews with its key architects and through document analysis. In a second phase (August – October 2005), impact on pupils was explored through theirresponses to Articulate-specific questionnaires and to two standardised instruments (the Marsh Self Description Questionnaire and the Torrance Test of Creative Thinking - ‘Thinking Creatively with Words’), as well as through their focus group contributions. This second phase included evaluation of the project’s impact on staff through one-to-one interviews with school staff and analysis of an extended interview with the Traverse Theatre Literary Development Officer. A third phase (November 2005 – January 2006) was concerned mainly with data analysis, including pre- and post-project attainment level data for reading and writing, but also provided an opportunity for parents and a local community organisation to express views on the project. During this phase final discussions also took place with a primary Head Teacher and the Depute Head in the secondary school
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