Academic literature on the topic 'Master of Architecture (Professional)'
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Journal articles on the topic "Master of Architecture (Professional)"
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Kuzmina, Svetlana, Natalia Morozova, Anna Pimenova, and Alena Agafonova. "Sustainable architecture: trends in higher professional architectures’ education." MATEC Web of Conferences 265 (2019): 07017. http://dx.doi.org/10.1051/matecconf/201926507017.
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In the article we tried to investigate theoretical ideas concerning actual students’ reasons for education in the field of architecture in frame of the second level of higher professional education system. We present the results of survey that we conducted last year. We collected data about students’ reasons to enrol for architectures’ and others master programmes and their expectations of programmes’ content, programmes’ volume, curriculum structure, placement periods. We analysed the teaching methods, structure and trends in architecture’s master programmes that was legally introduced by government standards. As a result, we concluded that the changes of education standards mostly meet expectations of master programmes contenders. However, the contenders will succeed in higher school only if their motivation is enough strong and appropriate.
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Fernández, Trinidad, María Aurora Flórez de la Colina, and Pam Peters. "Terminology and terminography for architecture and building construction." Terminology 15, no. 1 (June 10, 2009): 10–36. http://dx.doi.org/10.1075/term.15.1.02fer.
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Teaching terminology is a strategic response to the European Educational Convergence guidelines, taken by the Polytechnic University of Madrid. It is vested in a new course “English Terminology for Architecture and Building Construction” offered in the “Master of Techniques and Systems of Construction”. The course is interdisciplinary, integrating material from the various sciences involved in architectural practice and exploring it through the discipline of applied linguistics, as recommended by Cabré (2003). The approach is bilingualized, working with Spanish architecture professionals in the medium of English. Students are made aware of the dynamic nature of terminology through corpus-building, and given first-hand experience of terminography through compiling their own bilingualized1 termbanks of English architectural terms. A model online termbank system (TermFinder), which is being co-developed for architecture and building construction after successful testing in other professional fields, is also discussed
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Zeiler, Wim, and Perica Savanović. "Integral design pedagogy: Representation and process in multidisciplinary master student projects based on workshops for professionals." Artificial Intelligence for Engineering Design, Analysis and Manufacturing 26, no. 1 (January 17, 2011): 39–52. http://dx.doi.org/10.1017/s0890060410000557.
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AbstractThe development in (Dutch) building practice necessitates developments in other aspects, besides specialized and professional skills, a new integral approach in education and the introduction of such an approach into building design practice. In 2005, the Faculty of Architecture, Building, and Planning of the University of Technology Eindhoven commenced a multidisciplinary master project on integral design focused on a sustainable climatic design. Students of architecture, building technology, structural engineering, and building services participated in these multidisciplinary master projects. The students began with a 2-day learning-by-practice workshop that was implemented and tested in collaboration with experienced professionals from the Royal Institute of Dutch Architects and the Dutch Association of Consulting Engineers. These workshops have become part of the permanent educational and professional program of the Royal Institute of Dutch Architects. This is one of the few projects in which the practical experience is transferred into the educational academic program and vice versa; normally this process functions only in one of the two directions. The theoretical basis of the design method on which the education of students and professionals is based is discussed and results presented.
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Samalavičius, Almantas. "A conversation with architect and urban planner Leon Krier." JOURNAL OF ARCHITECTURE AND URBANISM 37, no. 4 (December 24, 2013): 227–30. http://dx.doi.org/10.3846/20297955.2013.859445.
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Leon Krier hardly needs to be introduced to anyone who has a professional or academic interest in the discussions of architecture and urbanism of recent decades. An internationally established architect, architectural theorist and urban planner, he is well-known not only as the author of numerous architectural and urban design projects and master-plans, but also for his defense of what is sometimes called „neo-traditional” architecture and the values that were and continue to be associated with the role and aesthetics of the architecture of past centuries. Although he has been attacked for his non-conformist views and critical attitude towards radical modernism, Leon Krier remains an important figure in discussions of architecture and urbanism, and his interests overlap with present concerns for environment and sustainable future. The talk by the editor of the journal with Leon Krier is an attempt to discuss the flaws of contemporary architectural and urban practice as well as to indicate its roots and draft some prospects for the future.
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Sotnikova, Nadezhda. "Organization of outdoor practice of students." E3S Web of Conferences 273 (2021): 12062. http://dx.doi.org/10.1051/e3sconf/202127312062.
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In this article we consider ways of solving the problem of lacking practical experience in drawing and painting among the students of architecture departments. We propose a solution to this problem through creation of teaching methods aimed to develop a perception of of nature, compositional and technical skills and abilities. We study the principles of the approach to the plein air practice working program of the leading architectural universities in Russia, and also compare and analyze two approaches to the program: an interdisciplinary approach based on the relationship of architecture with the visual arts - drawing and studying architectural monuments and holding a plein air in the form of master classes by professional artists, with an emphasis on techniques and technologies of work in the plein air. Revealing the methodological features of building a program for mastering the universal and general professional competencies of an architect and designer: acquaintance with the monuments of architectural heritage, a creative research approach to the object of study, the development of compositional thinking and the basics of linear constructive drawing, the development of graphic techniques necessary for working on sketches of projects. Recommendations are given for the development of tasks for plein air practice for students of architecture, reconstruction, urban planning and design departments.
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Ivashkevych, Ernest E. "THE EMPIRICAL RESEARCH OF THE TYPE OF THE PERSON’S ORIENTATION OF A FUTURE TRANSLATOR." Scientific Notes of Ostroh Academy National University: Psychology Series 1, no. 14 (January 27, 2022): 17–23. http://dx.doi.org/10.25264/2415-7384-2022-14-17-23.
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Noteworthy, the process of professional development of any specialist is closely related to the formation of professional readiness of a specialist for future activities. The core of the professional development is a positive attitude of the individual to his/her future profession, fairly stable motives for future activities, professionally significant personality traits, professional knowledge, skills and abilities, as well as some experience of their application in practice. It is shown that in the period of direct implementation of pedagogical activity there is a correlation of the specialist’s theoretical knowledge and skills with the peculiarities of practical activities; some experience of pedagogical activity is gained; the individual style of embodiment and realization of pedagogical activity is formed taking into account the professionally important qualities of the person; there is a formation of pedagogical orientation; the pedagogical position is formed; prospects for further professional growth are determined. Thus, for the professional development of the person it is important to master the norms, standards of the profession, the formation of the necessary professional personal qualities, knowledge and skills to solve professional problems successfully, for the formation of motivational and value attitude to the person’s profession, individualization, awareness and the realization of the zone of the nearest professional development, readiness for the differentiated estimation of the activity, a combination of the professional openness, the ability to study independent creative searches. Despite some differences in the process of professional development of the specialist, in the psychological literature there is some unity of the opinion of researchers according to the concept of “professional development”, which means the development of specific professional qualities and personality traits. It is a process which is always quite active. Professional development is a gradual and dynamic process that causes positive changes in personal and professional qualities, contributes to the formation of a positive attitude to the sphere of future profession, the desire to master professional knowledge, skills and abilities. Thus, professional achievements, their evaluation by other people have a significant impact on the formation of many important personal characteristics, such as self-esteem, self-confidence, strengths and abilities. The latter includes the achievement of a certain social status in the society and in then paradigm of the professional sphere. Professional activity facilitates quite serious changes in the professional paradigm of the individual, determines a certain dominant strategy of individual behavior, goals and programs of actions, shows the attitude to the results of own professional activities of future specialists. It is proved that the process of students’ orientation in the world of values should be expanded in time and space, which would create a basis for the formation of the image of a future professional. The latter will characterize the future translator as a person who has risen to the professional level of his/her existence. The hierarchy of values of the translator will include a complex system of value-semantic scripts, which form a valuable attitude to professionally significant activities through awareness of a cognitive field of translation in the paradigm of subject-subject communication as the most important process and a system to master himself/herself. Thus, students themselves become creators of their own value-semantic scripts by presenting an active position of the translator.
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Sampaio, Alcínia Zita. "Introducing BIM in Curricular Programs of Civil Engineering." International Journal of Higher Education 11, no. 1 (July 9, 2021): 31. http://dx.doi.org/10.5430/ijhe.v11n1p31.
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Building Information Modelling (BIM) enables the Civil engineers professional to accomplish the digital requiremnts and also the integration and collaboration on the elaboration of projects and maintenance of buildings. BIM methodology is currently the main subject of investigation and application in the construction industry and the education have been exploring the introduction of this issue in curricular programs. The students of civil engineering and architecture, as future professionals, must updated their skills with the most recent innovative technology and knowledge. Several academies better classified within the architecture and engineer sector, were selected and its curricular programs were analyzed: the didactic strategies of inserting BIM teachings are similar in the main concept and practice, but depending of the expertize of the school, the aspects related to architecture, structures, construction or planning are deeper taught; the level cycles of introduction BIM (bachelor, master or postgraduate), the professional courses offered to architects and engineeres and the main subjects were discussed. The principal aim of the curricular research is the characterization of BIM education in distinct academies. A resume of actions and organization of topics that promotes an adequate updating of the students skills was achived, helping BIM educators in their activity.
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Masamune, Ken, Atsushi Nishikawa, Toshikazu Kawai, Yuki Horise, and Noriyasu Iwamoto. "The development of Smart Cyber Operating Theater (SCOT), an innovative medical robot architecture that can allow surgeons to freely select and connect master and slave telesurgical robots." Impact 2018, no. 3 (June 15, 2018): 35–37. http://dx.doi.org/10.21820/23987073.2018.3.35.
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Master-slave robotic technology demonstrates a distinct model of communication that allows one device or user to have unidirectional control over one or more devices. The master refers to the user or device that initiates and controls the transmission, while the slave is the unit that receives these commands and acts accordingly. The direction of control always flows from the master to the slave. This technology has found a plethora of applications in a variety of fields such as engineering, information technology as well as hydraulic and pneumatic systems. Robotic technology has become an integral part of medical applications involving telesurgery (remote surgery) owing to the profound advantages it can offer to both surgeons and patience. Not only is surgery in previously-inoperable conditions now possible through this technology, but robotics also offer additional advantages in the training of medical professionals. In laparoscopic surgery, a high level of accuracy and control are required due to the complex nature and small scale of the area involved. Here, robotically-assisted surgery is performed by the surgeon using master-slave remotely-controlled manipulators or integrating locally-operated small surgical robots in a sterilised area. However, the fundamental problem associated with this master-slave system is that the master and the slave cannot be separated and exchanged with a master or a slave of another system. Performance of the robotic systems during these operations often come across limitations due to the inability of a slave robot to match the pace and performance of the master or the need for different tools during surgery, forcing a requirement for separate master-slave pairs. This creates an inefficiency in the system that Professor Ken Masamune from the Institute of Advance Biomedical Engineering and Science at the Tokyo Women’s Medical University seeks to address. By introducing a middleware that will connect these various masters and slaves, Masamune and his team seek to allow optimal communication and evaluation between robotic units. By separating the master from the slave and using middleware to allow communication between modules, the architecture being developed by Masamune, together with a group of collaborators, provides a quick evaluation of the master-slave combination and enables a far more efficient development and use of telesurgical robots.
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Ivanova, I. N., S. V. Filimonov, and I. S. Yaryomenko. "TEACHING FEATURES OF THE ARCHITECTURAL DESIGN IN FOREIGN LANGUAGES." Regional problems of architecture and urban planning, no. 14 (December 29, 2020): 173–81. http://dx.doi.org/10.31650/2707-403x-2020-14-173-181.
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The article refers to the formation of students with a specialty "Architecture and Urban Planning" of the educational level "Bachelor, Master" of the ability to function as subjects of the international educational space, carrying out active intercultural communication as part of their professional and scientific activities. The Bologna Declaration formulated the main goals leading to the comparability and harmonization of national educational systems of higher education in Europe. Currently, due to the active process of Ukraine's integration into the common European educational space of particular significance foreign language training of highly qualified personnel in the system of undergraduate and graduate programs. Relevant for the introduction of training programs in a foreign language in specialized disciplines in non-linguistic universities into the educational process is the process of preparation and planning by teachers of classes in the relevant disciplines. It is necessary to identify priorities, taking into account the study of these disciplines in the framework of the basic methodology, defined by many years of experience. The article focuses on the features of teaching the main core discipline of a specialty of architectural design in a foreign language. In this case, a foreign language acts as a means of increasing professional competence and personal and professional development of both teachers and students. In order to achieve a high quality education comparable to European, it is necessary to actively introduce new teaching technologies. Innovative technologies of teaching foreign languages in a non-linguistic university include a combination of traditional and intensive teaching methods, the development of a holistic system of teaching students how to speak language on professional topics, taking into account professional training, and the development of common assessment criteria. Without the synchronization and interconnection of the work of foreign language departments and disciplines in the profile of the training, it is impossible to master professional foreign language vocabulary, develop skills in all types of speech activity, and reading and translating texts in the specialty. Foreign language training in a specialized discipline contributes to the achievement of a number of goals: obtaining skills and competencies necessary for employment, the opportunity to participate in integration activities, developing a lifelong learning culture, countering social exclusion, and promoting an active citizenship.
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Riggio, Mariapaola, and Nancy Yen-wen Cheng. "Computation and Learning Partnerships: Lessons from Wood Architecture, Engineering, and Construction Integration." Education Sciences 11, no. 3 (March 16, 2021): 124. http://dx.doi.org/10.3390/educsci11030124.
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Examining an interdisciplinary university course for architecture, wood science, and engineering students, this paper studies how the students’ ability to master digital workflows influenced their success in learning collaborative design skills. It highlights potential challenges and opportunities posed by the introduction of new digital tools to support emerging integrated building design in both education and professional practice. The particular course focuses on the wood industry, which is rapidly changing from a very traditional to a highly innovative sector and increasingly embracing the latest technological developments in computational design, simulation, and digital fabrication. This study explores the influence of parametric design on collaboration dynamics and workflow within an interdisciplinary group of students embodying the roles of manufacturer, engineer, and architect. Student-generated data of the first three years of the class is analyzed thematically to find correlations with productive collaborations. Focusing on a stage of an evolving teaching and learning process, this analysis allows identifications of common themes and patterns, suggesting implications for practice and future research. The course highlights the need to integrate data interoperability, collaboration skill-building, and material awareness in contemporary digitally enabled architecture, engineering, and construction education. The lessons learned in this course can be of value to academic programs and professional firms involved in incorporating digital design and interdisciplinary collaboration.
Dissertations / Theses on the topic "Master of Architecture (Professional)"
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Barrett, Niels. "The rise of a profession within a profession : the development of the architectural technology discipline within the profession of architecture." Thesis, Robert Gordon University, 2011. http://hdl.handle.net/10059/645.
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This thesis investigates the emergence of a new specialisation within the profession of architecture, namely that of the architectural technologist. The main original contributions from the research concern a deep understanding of how that emergence has been realised, and a study of the implications for buildings in the longer term. Using the UK and Denmark as examples it finds that this profession has existed for a long time, but until recently without formal recognition. It also finds that the consequences of the lack of attention are potentially major, and it suggests why recognition came so late. By researching literature the history of the building and architecture industries was investigated and it is shown how the architects were cooperating with well-trained craftsmen for many centuries. This is compared with the kind of cooperation with architectural technologists going on today, and what will most likely occur in the future. Questionnaires, to provide data about current architectural and architectural technologist education, were sent to groups of newly graduated professionals. After statistical treatment the resulting quantitative data were thoroughly analysed by discussing the possible interpretations. Focus groups of highly qualified professionals also interpreted the data and insights into the needs of industry in both the UK and Denmark were provided. Finally, the thesis concludes by identifying necessary means of improvement, and points at the serious risk of a further division of the construction industry into more consulting companies. This increases the risk of future architecture failing to properly integrate technology and design.
Books on the topic "Master of Architecture (Professional)"
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Volodina, Elena. Materials Science: Design, architecture. ru: INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1046078.
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The second volume of the textbook contains information about finishing materials, products and engineering systems in relation to the interior design of a modern building. Special attention is paid to the actual finishing materials, as well as their ecological and aesthetic characteristics, which are important for creating an expressive subject-spatial environment.
The well-thought-out structure of the book allows you to successfully master the discipline in different formats of vocational education: secondary vocational, bachelor's, master's, professional retraining. The volume of the studied material is determined by the teacher in accordance with the work program.
The content meets the requirements of the federal state educational standards of higher education of the latest generation.
It is intended for students in the areas of training "Design", "Environment Design", "Architectural environment Design", "Architecture", "Architectural design". It will also be useful as a reference for practicing designers, architects, restorers, builders, teachers of materials science and a wide range of people interested in this field of knowledge.
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Volodina, Elena. Materials science: Design, architecture: in 2 t. Volume 1. ru: INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1039908.
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The first volume of the textbook describes the main groups of building and finishing materials and products, their structure and properties.
Special attention is paid to the actual finishing materials, as well as their ecological and aesthetic features, which are important for creating an expressive subject-spatial environment.
The well-thought-out structure of the book allows you to successfully master the discipline in different formats of vocational education: secondary vocational, bachelor's, master's, professional retraining. The volume of the studied material is determined by the teacher in accordance with the requirements of the Federal State Educational Standard of the latest generation and the work program.
It is intended for students in the areas of training "Design", "Environment Design", "Architectural environment Design", "Architecture", "Architectural design". It will also be useful as a reference for practicing designers, architects, restorers, builders, teachers of materials science and a wide range of people interested in this field of knowledge.
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Mauerer, Wolfgang. Professional Linux Kernel Architecture. New York: John Wiley & Sons, Ltd., 2008.
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Mauerer, Wolfgang. Professional Linux kernel architecture. Indianapolis, Ind: Wiley Pub., 2008.
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Ousterhout, Robert G. Master builders of Byzantium. Philadelphia: University of Pennsylvania Museum of Archaeology and Anthropology, 2008.
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Melba, Levick, ed. Antonio Gaudi: Master architect. New York: Abeville Press, 2000.
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Cullman, Elissa. Decorating master class. New York: Abrams, 2008.
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Master pieces: The architecture of chess. New York, N.Y: Viking Studio, 2000.
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Kinkoph, Sherry. Master visually Dreamweaver CS3 and Flash CS3 professional. Hoboken, N.J: Visual/Wiley Pub., 2008.
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Hidalgo, Marta R. Designing fashion accessories: Master class in professional design. Atglen, PA: Schiffer Publishing, 2012.
Find full textBook chapters on the topic "Master of Architecture (Professional)"
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Darnell, Roger. "Professional Development." In The Communications Consultant's Master Plan, 108–18. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003177913-9.
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Rangel, Bárbara, José Manuel Amorim Faria, and João Pedro Poças Martins. "The Building Master." In Museum Technology and Architecture, 3–23. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-76172-5_1.
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Wigfall, Valerie. "Architecture." In Careers of Professional Women, 51–82. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003303169-3.
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Dooley, John. "Software Architecture." In Software Development and Professional Practice, 47–58. Berkeley, CA: Apress, 2011. http://dx.doi.org/10.1007/978-1-4302-3802-7_5.
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Penn, Shelley. "Personal-Private, Professional-Political." In Architects After Architecture, 290–95. New York, NY: Routledge, 2020. |: Routledge, 2020. http://dx.doi.org/10.4324/9781003007753-39.
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Deamer, Peggy. "Other Nations’ Professional Architectural Associations." In Architecture and Labor, 107–22. New York, NY: Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429325182-10.
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Turner, Cathy. "Building: Ibsen, Jugendstil and the Playwright as ‘Master Builder’." In Dramaturgy and Architecture, 24–51. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137317148_2.
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Dorato, Peter. "The First Professional Degree: Master of Engineering?" In Advances in Statistical Control, Algebraic Systems Theory, and Dynamic Systems Characteristics, 313–18. Boston, MA: Birkhäuser Boston, 2008. http://dx.doi.org/10.1007/978-0-8176-4795-7_15.
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Tofan, Dan, Matthias Galster, and Paris Avgeriou. "Difficulty of Architectural Decisions – A Survey with Professional Architects." In Software Architecture, 192–99. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-39031-9_17.
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Jones, David S., Kate Alder, Shivani Bhatnagar, Christine Cooke, Jennifer Dearnaley, Marcelo Diaz, Hitomi Iida, et al. "Professional Accreditation Knowledge and Policy Context." In Learning Country in Landscape Architecture, 45–60. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-15-8876-1_4.
Full textConference papers on the topic "Master of Architecture (Professional)"
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Zeiler, Wim, Perica Savanovic, and Rinus van Houten. "Multidisciplinary Master Design Projects Based on Workshops for Professionals." In ASME 2009 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2009. http://dx.doi.org/10.1115/detc2009-86295.
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The growing complexity in (Dutch) building practice necessitates developments in other aspects, besides specialized and professional skills. Therefore a new integral approach in building design education has been developed in close cooperation with building design practice. In 2005, the building services chair of the Faculty of Architecture, Building and Planning of the TU/e commenced a multidisciplinary master project ‘Integral Design’ focused on a sustainable climatic design. In this and the following Multidisciplinary Master projects students of architecture, building technology, structural engineering and building services participated. The students began with a two days learning-by-practice workshop which was implemented and tested in collaboration with experienced professionals from the Royal Institute of Dutch Architects (BNA) and the Dutch Association of Consulting Engineers (ONRI). This is one of the few projects in which the practical experience is transferred into the educational academic program; normally this process functions the other way around. The theoretical basis of the combined education of students and professionals is discussed and results presented. Quite remarkable is that these workshops by themselves have become part of the permanent professional educational program of the BNA.
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Pillay, Nischolan, and Yashaen Luckan. "The Practicing Academic: Insights of South African Architectural Education." In 2019 ACSA Teachers Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.teach.2019.22.
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Architectural education, in the past had a grounding in a strict apprentice or pupillage method of training architects. The apprentice was someone who worked or trained under a master that transferred skill through a “hands on” approach. Architecture was regarded as one of the arts and there was no formal training to qualify one as an architect. It was through the acclaimed Vitruvius that the architectural profession was born. Vitruvius had published “Ten Books on Architecture” that led to an attempt to summarize professional knowledge of architecture and in doing so became the first recognizable architect. The architectural profession spread throughout Europe in the mid-16th century and the builder and architect became two distinct characters. Although architecture had become a profession, it wasn’t up until the late 17th century that architecture became an academic pursuit through an institutionalized educational system known as École des Beaux Arts, however the pursuit of a strict academic scholar was not the focus. At the beginning of the 1800’s, The University of Berlin in Germany forged the fundamental research and scholarly pursuit. Architecture, like the professions of medicine, law etc. became a system of academic pursuit where professors concentrated deeply on academics first and professional work second. It is through the lens of history we can decipher how architecture became an academic discipline almost de-voiding it of its vocational nature. In its current standing, various universities place a high emphasis on research output from their academic staff. Presently, architecture schools in South Africa recruit lecturers on their academic profiles, rather than their vocational experience. The approach of which has devalued the input of industry into education. It has been noted that there has been an increase in an academic pursuit rather than a professional one for the lecturers that teach architecture. This research explores the views of academics on architectural education, teaching methods and the importance of practice at South African universities. The authors of this research provide an auto-ethnographic insight into their invaluable experience of being academics at two large Universities in South Africa and concurrently run successful practices. The research makes use of a mixed method approach of secondary data from literature and semi-structured interviews posed to academics. Initial findings reveal that academics are pushing the industry to play a part in the education of architects; however, the extent must be determined. If industry plays a role in the education of architects, what factors are considered and how does this inter-twine with the academic nature of training? What strategies are academics employing to make sure students are vocationally well trained and academically capable? Another important question to ask is what qualities make an academic architect in the 21st century?
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Saniga, Andrew, and Andrew Wilson. "Barbara van den Broek. Contributions to the Disciplines of Landscape Architecture, Town Planning and Architecture." In The 38th Annual Conference of the Society of Architectural Historians Australia and New Zealand. online: SAHANZ, 2022. http://dx.doi.org/10.55939/a4024pu9ad.
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Barbara van den Broek (1932-2001) trained as an architect in Auckland, New Zealand before moving to Brisbane with her husband and fellow architect Joop, where they established an architectural practice. van den Broek went on to run an office as a sole practitioner and took on architecture and landscape architecture projects. Over the course of her career she completed post-graduate diplomas in Town and Country Planning, Landscape Architecture and Education, and a Master of Science – Environmental Studies, and collaborated on a number of key projects in Queensland and Papua New Guinea (PNG). Our paper will build an account of her career. In assessing the significance of her contribution to landscape architecture, planning and architecture in Australasia, it will bring a number of other spheres into the frame: conservation and Australia’s environment movement; landscape design and the bush garden; and van den Broek’s personal development that included artistic expression, single parenthood, teaching, and the navigation of male-dominated professional environments to develop a practice that contributed to town planning projects in cities across Australia, and made significant contributions to landscape projects in Queensland and PNG.
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Dubyoski, Jodi. "Putting Participation into Practice: Strategies for Evolving Architecture." In Schools of Thought Conference. University of Oklahoma, 2020. http://dx.doi.org/10.15763/11244/335072.
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For decades, schools of architecture have included hands-on education in their curricula in the form of design-build studios; often these studio experiences are guided by a social mission and employ participatory methods. In other cases, university community design centers provide opportunities for students to engage with community members on real-world projects. My own academic experience (which was far from unusual) involved the former, beginning with a summer studio focused on asset-based community development and participatory engagement framed within a design-build experience that launched me on a career-long path. Being confronted with a profession that conducts business as usual while academia is grooming a generation of socially responsible architects is jarring for new graduates . Today’s professionals approaching mid-career are unsatisfied with outdated business models that do not address contemporary concerns about social impact. Barriers to participatory engagement in practice include hourly billing that discourages clients from commissioning non-mandatory stakeholder engagement, as well as a culture of pro-bono work that ultimately accelerates burnout and devalues professional services. New ways of thinking require new ways of doing business. Today’s practitioners are seeking more sustainable methods of integrating the participatory strategies they employed in academia into contemporary practice. Drawing on extensive research conducted on the history of community design during my Master of Architecture, and using illustrations from my own path—from a student during the post-Katrina era to owning a community design practice—I propose strategies for challenging current models of practice. Specifically, I demonstrate how my current work with private landowners and nonprofit economic development groups incorporates participatory methods learned during my academic experience, borrowing from an interdisciplinary range of sources, including anthropology, sociology, and planning, as well as others who are disrupting the status quo of delivering creative services.
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Zeiler, Wim. "Building Bridges for Engineering Education: The Experience of Partnership With Building Industry for Sustainable Solutions." In ASME 2011 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2011. http://dx.doi.org/10.1115/detc2011-47577.
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Due to a demand for more sustainability, with as ultimate goal Zero Emission Buildings, building design becomes more complex. Building design transfers from a mainly architect led process into a approach for multi-disciplinary design teams to cope with the growing complexity of the process. A supportive design method was developed in cooperation with the Dutch professional organizations of architects and consulting engineers. The design method provides overview and helps to structure the communication and reflection between design team members. The design method is focused on sustainability and the creation of sustainable solutions in the conceptual phase of building design. After testing the method in workshops as part of a training program in industry, the design method was transferred and applied at the department of architecture for master students for their multidisciplinary Master project Integral Design. The workshops became part of the permanent professional education program of the Dutch society of architects, several in-company workshops for industry were held and a course is now being developed for the Dutch society of building services engineers. So the partnership with building industry let to the developed design support method which acted as a kind of bridge for engineering education.
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Lebtag, Bruno G. A., and Valdemar Vicente Graciano Neto. "Obtaining a Set of Recommendations for Evolving Executable Languages towards Systems-of-Systems Architecture Design." In XI Congresso Brasileiro de Software: Teoria e Prática. Sociedade Brasileira de Computação - SBC, 2020. http://dx.doi.org/10.5753/cbsoft_estendido.2020.14604.
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Systems of Systems (SoS) are complex systems composed of managerially and operationally independent constituent systems (CS). Smart cities are examples of SoS. However, these types of systems impose challenges to traditional software architecture such as highly evolutionary architecture due to the evolution of individual CS and emergent behaviors that results from the interoperability of CS. Executable Models (ExM) are a class of models that can be executed and that can assist on architectural design of SoS. By using them, architects can predict the SoS structure and behavior by visualizing and simulating the SoS still at design-time. On the other hand, as any other emergent technologies, it suffers with absent scientific evidences of its benefits, mainly in industrial context. The main contribution of this master thesis project intends to be the presentation of evidences about the use of ExM to solve problems in the SoS software architecture design. For achieving such purpose, this project is structured in well-defined steps: (i) a systematic mapping study, (ii) elaboration of a conceptual map derived from the mapping study, (iii) a survey to obtain perceptions from software engineering professionals on the use of ExM in the context of engineering simple systems and (iv) a new survey expanding the previous study and to obtain perceptions from software engineering professionals on the use of ExM in the context of architectural design of SoS. Preliminary results reveal that ExM have been reported in diverse SoS domains, offering a dynamic and interactive view to the SoS. We also found that software engineering professionals see ExM as suitable solution for dealing with complex and critical systems as SoS.
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Oosterhuis, Kas. "Where Are We Now?" In International Conference on the 4th Game Set and Match (GSM4Q-2019). Qatar University Press, 2019. http://dx.doi.org/10.29117/gsm4q.2019.0025.
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After 16 years of leading the Hyperbody research group as professor of practice at the TU Delft, I wanted to do something completely different and looked at the Gulf region for further educational and professional activities. I was familiar with the region, having lectured in several countries of the Middle East and eventually having realized an office building in Abu Dhabi. My practice ONL [Oosterhuis_Lenard], which I run together with my wife and business partner visual artist Ilona Lenard, proposed a number of iconic architectural proposals for hotels and office towers, and was eventually awarded some prestigious commissions for master planning projects: the redevelopment of Manhal Palace, the residence of previous ruler Sheik Zayed in Abu Dhabi. Our continuous efforts to contribute to the building market in the UAE culminated in our realized design for Mr Abdullah Al Nasser, the LIWA tower in Abu Dhabi [2014]. I Joined the Department of Architecture and Urban Planning [DAUP] at Qatar University in September 2017.
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Schaefer, Shawn. "Community Engagement and Service-Learning Reciprocity." In Schools of Thought Conference. University of Oklahoma, 2020. http://dx.doi.org/10.15763/11244/335074.
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As part of the University of Oklahoma’s Christopher C. Gibbs College of Architecture, the Urban Design Studio prepares graduate students from diverse backgrounds in its Master of Urban Design program to practice as urban design professionals. The studio uses a reciprocal community engagement and service-learning approach that benefits cities and residents of Oklahoma and provides students with meaningful educational experiences. Four case studies of studio projects are considered here. Each case study focuses on a different type of project, including creative urban design practice, participatory action research, community-based planning, and real-life, real-time placemaking. The studio regularly collaborates with communities on urban design studies and interventions. One such project focused on the revitalization of a three-mile stretch of Route 66 running through the heart of Tulsa. Participatory action research is represented by Tulsa Photovoice, an example of how studio faculty and students collaborate with communities to discover knowledge. Working in a more traditional framework, studio students led a community-based planning process for the downtown plan of the city of Muskogee, Oklahoma, entitled a Landscape of Hope. Finally, placemaking activities like the one for the Chapman Green illustrate how students learn by making. Each case study explains how the project was initiated, what community engagement techniques were used, and how students participated. Project outcomes are also summarized.
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Perez-Garcia, Agustin. "Mejora de las destrezas profesionales en el proyecto de estructuras del Máster habilitante." In Jornadas sobre Innovación Docente en Arquitectura (JIDA). Universitat Politècnica de Catalunya. Iniciativa Digital Politècnica, 2022. http://dx.doi.org/10.5821/jida.2022.11650.
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Among the competencies set out in Section 5 of the Annex to Orden EDU/2075/2010 on the university degree that officially qualifies for the practice of the profession of architect, express mention is made of "CE01(E). Aptitude to conceive, calculate, design and integrate into buildings and urban ensembles and execute: building structures". This is a core and specific competence whose didactic development differs from one Spanish School of Architecture to another. This paper provides a critical review of the learning outcomes achieved by students over the last seven years that has been taught the Master in Architecture degree. It also describes the Educational Innovation and Improvement Project launched in the current academic year (2021-22) that constitutes the second itinerary of the course. Finally, a comparative analysis of the learning outcomes observed in the two itineraries is made. Entre las competencias fijadas en el Apartado 5 del Anexo a la Orden EDU/2075/2010 sobre el título universitario que habilita oficialmente para el ejercicio de la profesión de arquitecto, se menciona expresamente la “CE01(E). Aptitud para concebir, calcular, diseñar e integrar en edificios y conjuntos urbanos y ejecutar: Estructuras de edificación”. Se trata de una competencia troncal y específica cuyo desarrollo didáctico difiere de unas a otras Escuelas de Arquitectura españolas. La presente comunicación aporta una revisión crítica de los resultados del aprendizaje alcanzados por los estudiantes a lo largo de los siete cursos que lleva implantado el Máster. También se describe el Proyecto de Innovación y Mejora Educativa puesto en marcha el presente curso (2021-22) y que constituye el segundo itinerario de la asignatura. Por último, se realiza un análisis comparado de los resultados del aprendizaje constatados en cada uno de los dos itinerarios.
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Palipane, Kelum, and Janet McGaw. "An Interdisciplinary Architectural Pedagogy for Social Relevance." In 2019 ACSA Teachers Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.teach.2019.61.
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We live in a time of rapid geo-political change that is expected to accelerate rather than stabilise over the coming decades: More than half the world lives in urban areas, a figure expected to rise to 68% over the next 30 years. Cities are denser and more socially complex than ever before. Rural to urban internal migration continues, but a substantial driver of population transitions is a consequence of inter-national immigration, some of it forced. In fact, there are currently 65 million displaced people in the world; the largest figure in history. These increasingly complex conditions require architects to practice a new kind of critical consciousness about the socio-economic, environmental and demographic multiplicities in which they work. It’s no longer enough to concentrate on the conditions of a site defined by the lines of property ownership. Architects need to adopt a contextually relevant praxis that responds to the multiscalar effects of our changing social condition. To that end, we argue, the emerging generation of architects will need knowledge and methods – often inter-disciplinary – that enable them to read and represent these social complexities and address them through critical design responses. This paper presents a pedagogical approach for a foundational transdisciplinary design studio within a new generalist undergraduate degree in design in which this pedagogical challenge is addressed. It is a core subject in the pathway to professional a master’s degrees in architecture, landscape architecture and urban design.
Reports on the topic "Master of Architecture (Professional)"
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TRANSPORTATION SYSTEMS CENTER CAMBRIDGE MA. OSD CALS Architecture Master Plan Study. Concept Paper. Security. Volume 38. Fort Belvoir, VA: Defense Technical Information Center, July 1989. http://dx.doi.org/10.21236/ada265284.
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TRANSPORTATION SYSTEMS CENTER CAMBRIDGE MA. OSD CALS Architecture Master Plan Study. Concept Paper. Indexing. Volume 30. Fort Belvoir, VA: Defense Technical Information Center, January 1989. http://dx.doi.org/10.21236/ada265325.
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TRANSPORTATION SYSTEMS CENTER CAMBRIDGE MA. OSD CALS Architecture Master Plan Study. Concept Paper. Configuration Management. Volume 28. Fort Belvoir, VA: Defense Technical Information Center, October 1989. http://dx.doi.org/10.21236/ada265326.
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TRANSPORTATION SYSTEMS CENTER CAMBRIDGE MA. OSD CALS Architecture Master Plan Study. Data Dictionary. Concept Paper. Draft Version 1.2. Volume 29. Fort Belvoir, VA: Defense Technical Information Center, October 1989. http://dx.doi.org/10.21236/ada265285.
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Бакум, З. П., and К. О. Морозова. Didactical Conditions of Development of Informative-Communication Competence of Future Engineers During Master-Preparation. Криворізький державний педагогічний університет, 2015. http://dx.doi.org/10.31812/0564/422.
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Didactical conditions of development of informative-communication competence of future engineers during master preparation, which will promote their personal and professional growth in conditions of modern society, are stated in the article.
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Orning, Tanja. Professional identities in progress – developing personal artistic trajectories. Norges Musikkhøgskole, August 2018. http://dx.doi.org/10.22501/nmh-ar.544616.
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We have seen drastic changes in the music profession during the last 20 years, and consequently an increase of new professional opportunities, roles and identities. We can see elements of a collective identity in classically trained musicians who from childhood have been introduced to centuries old, institutionalized traditions around the performers’ role and the work-concept. Respect for the composer and his work can lead to a fear of failure and a perfectionist value system that permeates the classical music. We have to question whether music education has become a ready-made prototype of certain trajectories, with a predictable outcome represented by more or less generic types of musicians who interchangeably are able play the same, limited canonized repertoire, in more or less the same way. Where is the resistance and obstacles, the detours and the unique and fearless individual choices? It is a paradox that within the traditional master-student model, the student is told how to think, play and relate to established truths, while a sustainable musical career is based upon questioning the very same things. A fundamental principle of an independent musical career is to develop a capacity for critical reflection and a healthy opposition towards uncontested truths. However, the unison demands for modernization of institutions and their role cannot be solved with a quick fix, we must look at who we are and who we have been to look at who we can become. Central here is the question of how the music students perceive their own identity and role. To make the leap from a traditional instrumentalist role to an artist /curator role requires commitment in an entirely different way. In this article, I will examine question of identity - how identity may be constituted through musical and educational experiences. The article will discuss why identity work is a key area in the development of a sustainable music career and it will investigate how we can approach this and suggest some possible ways in this work. We shall see how identity work can be about unfolding possible future selves (Marcus & Nurius, 1986), develop and evolve one’s own personal journey and narrative. Central is how identity develops linguistically by seeing other possibilities: "identity is formed out of the discourses - in the broadest sense - that are available to us ..." (Ruud, 2013). The question is: How can higher music education (HME) facilitate students in their identity work in the process of constructing their professional identities? I draw on my own experience as a classically educated musician in the discussion.
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Nahorniak, Maya. Occupation of profession: Methodology of laboratory classes from practically-oriented courses under distance learning (on an example of discipline «Radioproduction»). Ivan Franko National University of Lviv, February 2022. http://dx.doi.org/10.30970/vjo.2022.51.11412.
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The article deals with the peculiarities of the use of verbal, visual and practical methods in the distance learning of professional practically-oriented discipline «Radioproduction», are offered new techniques for the use of these methods during the presentation of theoretical material and the creation of a media product (audiovisual content), due to the acquisition of a specialty in conditions online. It is proved that in distance learning, this discipline is inadmissible to absolutize the significance of verbal methods (narrative, explanation, conversation, discussion, lecture) and that all varieties of verbal methods require the intensification of an interactive factor. Based on its own experience, it has been demonstrated, as with the help of various educational platforms, the most appropriate use of visual learning methods. Particular attention is paid to the fact that practical teaching methods based on professional activities of students acquire priority in their professional training. It has been established that only when parity application of new receptions of verbal, visual and practical methods of online learning may have a proper pedagogical effect and will ensure the qualitative acquisition of the specialty. Training methods – verbal, visual, practical – are intended to provide all levels of assimilation of knowledge and skills to promote the full master of the radiojournalist specialist.
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Rarasati, Niken, and Rezanti Putri Pramana. Giving Schools and Teachers Autonomy in Teacher Professional Development Under a Medium-Capability Education System. Research on Improving Systems of Education (RISE), January 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/050.
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A mature teacher who continuously seeks improvement should be recognised as a professional who has autonomy in conducting their job and has the autonomy to engage in a professional community of practice (Hyslop-Margison and Sears, 2010). In other words, teachers’ engagement in professional development activities should be driven by their own determination rather than extrinsic sources of motivation. In this context, teachers’ self-determination can be defined as a feeling of connectedness with their own aspirations or personal values, confidence in their ability to master new skills, and a sense of autonomy in planning their own professional development path (Stupnisky et al., 2018; Eyal and Roth, 2011; Ryan and Deci, 2000). Previous studies have shown the advantages of providing teachers with autonomy to determine personal and professional improvement. Bergmark (2020) found that giving teachers the opportunity to identify areas of improvement based on teaching experience expanded the ways they think and understand themselves as teachers and how they can improve their teaching. Teachers who plan their own improvement showed a higher level of curiosity in learning and trying out new things. Bergmark (2020) also shows that a continuous cycle of reflection and teaching improvement allows teachers to recognise that the perfect lesson does not exist. Hence, continuous reflection and improvement are needed to shape the lesson to meet various classroom contexts. Moreover, Cheon et al. (2018) found that increased teacher autonomy led to greater teaching efficacy and a greater tendency to adopt intrinsic (relative to extrinsic) instructional goals. In developed countries, teacher autonomy is present and has become part of teachers’ professional life and schools’ development plans. In Finland, for example, the government is responsible for providing resources and services that schools request, while school development and teachers’ professional learning are integrated into a day-to-day “experiment” performed collaboratively by teachers and principals (Niemi, 2015). This kind of experience gives teachers a sense of mastery and boosts their determination to continuously learn (Ryan and Deci, 2000). In low-performing countries, distributing autonomy of education quality improvement to schools and teachers negatively correlates with the countries’ education outcomes (Hanushek et al., 2011). This study also suggests that education outcome accountability and teacher capacity are necessary to ensure the provision of autonomy to improve education quality. However, to have teachers who can meet dynamic educational challenges through continuous learning, de Klerk & Barnett (2020) suggest that developing countries include programmes that could nurture teachers’ agency to learn in addition to the regular content and pedagogical-focused teacher training materials. Giving autonomy to teachers can be challenging in an environment where accountability or performance is measured by narrow considerations (teacher exam score, administrative completion, etc.). As is the case in Jakarta, the capital city of Indonesia, teachers tend to attend training to meet performance evaluation administrative criteria rather than to address specific professional development needs (Dymoke and Harrison, 2006). Generally, the focus of the training relies on what the government believes will benefit their teaching workforce. Teacher professional development (TPD) is merely an assignment for Jakarta teachers. Most teachers attend the training only to obtain attendance certificates that can be credited towards their additional performance allowance. Consequently, those teachers will only reproduce teaching practices that they have experienced or observed from their seniors. As in other similar professional development systems, improvement in teaching quality at schools is less likely to happen (Hargreaves, 2000). Most of the trainings were led by external experts or academics who did not interact with teachers on a day-to-day basis. This approach to professional development represents a top-down mechanism where teacher training was designed independently from teaching context and therefore appears to be overly abstract, unpractical, and not useful for teachers (Timperley, 2011). Moreover, the lack of relevancy between teacher training and teaching practice leads to teachers’ low ownership of the professional development process (Bergmark, 2020). More broadly, in the Jakarta education system, especially the public school system, autonomy was never given to schools and teachers prior to establishing the new TPD system in 2021. The system employed a top-down relationship between the local education agency, teacher training centres, principals, and teachers. Professional development plans were usually motivated by a low teacher competency score or budgeted teacher professional development programme. Guided by the scores, the training centres organised training that could address knowledge areas that most of Jakarta's teachers lack. In many cases, to fulfil the quota as planned in the budget, the local education agency and the training centres would instruct principals to assign two teachers to certain training without knowing their needs. Realizing that the system was not functioning, Jakarta’s local education agency decided to create a reform that gives more autonomy toward schools and teachers in determining teacher professional development plan. The new system has been piloted since November 2021. To maintain the balance between administrative evaluation and addressing professional development needs, the new initiative highlights the key role played by head teachers or principals. This is based on assumption that principals who have the opportunity to observe teaching practice closely could help teachers reflect and develop their professionalism. (Dymoke and Harrison, 2006). As explained by the professional development case in Finland, leadership and collegial collaboration are also critical to shaping a school culture that could support the development of professional autonomy. The collective energies among teachers and the principal will also direct the teacher toward improving teaching, learning, and caring for students and parents (Hyslop-Margison and Sears, 2010; Hargreaves, 2000). Thus, the new TPD system in Jakarta adopts the feature of collegial collaboration. This is considered as imperative in Jakarta where teachers used to be controlled and join a professional development activity due to external forces. Learning autonomy did not exist within themselves. Hence, teachers need a leader who can turn the "professional development regulation" into a culture at schools. The process will shape teachers to do professional development quite autonomously (Deci et al., 2001). In this case, a controlling leadership style will hinder teachers’ autonomous motivation. Instead, principals should articulate a clear vision, consider teachers' individual needs and aspirations, inspire, and support professional development activities (Eyal and Roth, 2011). This can also be called creating a professional culture at schools (Fullan, 1996). In this Note, we aim to understand how the schools and teachers respond to the new teacher professional development system. We compare experience and motivation of different characteristics of teachers.
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Striuk, Andrii M., Сергій Олексійович Семеріков, Hanna M. Shalatska, Vladyslav P. Holiver, Андрій Миколайович Стрюк, Ганна Миколаївна Шалацька, and Владислав Павлович Голівер. Software requirements engineering training: problematic questions. Криворізький державний педагогічний університет, January 2022. http://dx.doi.org/10.31812/123456789/6980.
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The key problems of training Requirement Engineering and the following ways to overcome the contradiction between the crucial role of Requirement Engineering in industrial software development and insufficient motivation to master it in the process of Software Engineering specialists professional training were identified based on a systematic research analysis on the formation of the ability of future software engineers to identify, classify and formulate software requirements: use of activity and constructivist approaches, game teaching methods in the process of modeling requirements; active involvement of stakeholders in identifying, formulating and verifying requirements at the beginning of the project and evaluating its results at the end; application of mobile technologies for training of geographically distributed work with requirements; implementation of interdisciplinary cross-cutting Software Engineering projects; involvement of students in real projects; stimulating the creation of interdisciplinary and age-old student project teams.
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Morkun, Volodymyr S., Сергій Олексійович Семеріков, and Svitlana M. Hryshchenko. Use of the system Moodle in the formation of ecological competence of future engineers with the use of geoinformation technologies. Видавництво “CSITA”, 2016. http://dx.doi.org/10.31812/0564/718.
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At present the information and communication technologies in education can be a catalyst in solving important social problems connected with increasing the educational resources and services availability and quality, real and equal opportunities in getting education for citizens despite their residence, social status and income. One of the most important education tasks is to develop students’ active cognitive attitude to knowledge. Cognitive activity in universities is a necessary stage in preparing for further professional life. The solution of task of formation of ecological competence of mining profile engineer requires the reasonable selection of the means of information and communication technologies conducing formation of ecological competence. Pressing task is constructive and research approach to preparation of future engineers to performance of professional duties in order to make them capable to develop engineering projects independently and exercise control competently. The relevance of the material covered in the article, due to the need to ensure the effectiveness of the educational process in the preparation of the future Mining Engineers. We analyze the source with problems of formation of ecological competence. The article focuses mainly general-purpose computer system support learning Moodle, which allows you to organize individual and collective work of students to master the specialized course teaching material used in teaching special course "Environmental Geoinformatics" in the implementation of educational research.