Other UNSW

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  • (2007) Longbottom, Carol; Bell, Graham; Vrcelj, Zora; Attard, Mario; Hough, Richard
    Conference Paper
    This paper describes the development and implementation of two multi disciplinary design courses at UNSW, dubbed Project X and Project X2. The courses were originally proposed by the Organising Committee of the ConnectED 2007 Conference, as demonstration courses that might embody the spirit of the Conference. They have been coordinated by representatives from the three design-based faculties at UNSW: Faculty of the Built Environment (FBE), College of Fine Arts (COFA) and Faculty of Engineering (FOE). These faculties are also the host faculties for the Conference. Project X (the Scheme Design Course), ran as an intensive course for three weeks in February 2007. Students from the three Faculties worked together in teams to produce scheme designs against a brief set by the Conference Organising Committee as ‘client’ for the design. The scheme designs were evaluated first within the course and then by an external Project X Jury. The Jury selected the winning design which was then to be developed and constructed by multidisciplinary teams in Project X2 (the Fabrication and Construction Course). This course is currently running in a standard once-a-week mode in Session 1, 2007. Together, Project X and Project X2 celebrate both the design process and the design education process, and both in their multi-disciplinary dimension. The Project X cross-disciplinary mix, with Faculty of Engineering students working alongside students from the College of Fine Arts, and Faculty of the Built Environment students, is so rich it has been described as ‘cross-cultural’. Whether despite or because of this richness, evidence so far from surveys of students and staff indicates a successful outcome in terms of design education experience.

  • (2007) Vrcelj, Zora; Attard, Mario
    Conference Paper
    While the education of civil engineers is presently considered to be at the expected level, the engineering profession consistently points to the lack of integration of technical content in problem solving activities, and the inadequate communication and team-working skills of many graduates. Very often we all come across the students who know the content but can’t seem to apply it and the question that comes to mind is how to re-energise the learning experience for both ourselves and our students? Literature consistently points out that any form of group activity will result in a better quality of student learning when compared to traditional delivery methods (Fink, 2003). Students often point to the obvious inconsequence of much of the course material learned in early years to real engineering problems. Once real design projects are encountered in later years, much of this knowledge has been lost; the application is not obvious or it is considered too theoretical for practical applications. The motivation of students to learn and integrate scientific and technological concepts from early on in their academic career is one of the key objectives for the creation of Civil Engineering Design Studios at a number of universities worldwide, as uncovered by the first author during her recent visit to several Universitas 21 (U21) member institutions as a U21 Fellow. This paper presents some of the findings concerning the Design Studios in Civil Engineering education, as revealed during the Fellowship.

  • (2007) Loveday, Thomas
    Conference Paper
    This paper is about a studio design project for third year interior architecture students, which challenges notions of cultural identity through the milieu of politics. The studio project emerged from a recognition that traditions of interdisciplinarity, especially between the discipline of anthropology and architectural theory, have contributed to generally unreflective assumptions about the cultural identity of building designers and students. These assumptions make cross cultural design teaching problematic. Investigation led to the conclusion that through risky and new approaches to studio projects anesthetised interdisciplinary assumptions can be overcome. The paper focused mostly on the theoretical context for the studio rather than the processes or outcomes within the studio. In that sense, the paper is not so much educational as theoretical and so it sets the scene for the type of studio project described. The studio design project is based on the premise that the Communist Party of Australia, in order to remain financially viable, must adopt the same policy towards capitalism as other communist parties. In short, this means that the Communist Party of Australia will have to become involved in new open-ness, private property and, in short, a commercial venture. The premise is then that the Communist Party of Australia agrees that the only ethical possibility is a nightclub for the workers. This, of course is a western style club in which people go to enjoy each others’ company while listening to contemporary musical performances. To where would such a project lead? At first glance, it seems worrying that politics is being treated here as light-weight, careless and stylistic. But then the issues for design begin to emerge, as follow. The question of the role of political ideologies in everyday life emerges for each student as they move from one country to another. Countries vary considerably in their political social and economic balances. For example, the Australian Communist Party is little more than a private club for the alienated intellectual middle class. On the other hand, in countries such as China, Communism is a major and dominant feature of everyday life. The difference between countries is not only between nominal political systems, but is also between the significance of aesthetic expression in each country. The Communist Party of Australia’s aesthetics are alien to most Australians whereas in other countries, such as China, this is not so. Students in design, who have come from a range of cultural and political settings, have a vastly different view of what politics, especially the question of political ideology, is about. The project offers a way for those differences to become apparent without the trauma of direct ideological confrontation. This takes place within a special kind of harmonious discourse that might otherwise have been impossible. The design becomes a venue for discussion in a way that cannot be done in speech of writing. The source of ideas for each student’s design is their own experience. In this project, the question of each student’s background becomes significant. It is both enlivening for international students from communist countries to see that their experience is valuable for their design work in a western university, but it is also an interesting experience for local students to see that there are other forms of experience than their own, that are important sources of ideas for design. The success of this studio relies upon the establishment of a studio culture assembled from all students’ cultural backgrounds. As such the project is not only cross cultural but deals with the lived “reality” of those cultural differences, rather than seeing cultural difference through the “anthropological lens”, in which difference is treated as an “object of study before an omnipotent and omnipresent “subject”. Politics is a sensitive area precisely because it is important and lively. Providing a safe and enlivened way for this sensitive area to be discussed creates a truly cross cultural experience for design students. This is why politics or more precisely the culture of politics has been chosen as the milieu for this studio project. The paper is structured by briefly tracing the effect of anthropological lens in architecture and what to look for, followed by a short explanation of an example of the project from student work. The general method for the paper is “archeological” in the sense that philosopher Michel Foucault uses in The Order of Things.1 Argument is by association between ideas from which links and lineages are formed and new ideas exposed. At times this can seem irrational, especially where design is discussed. This is because, for the purposes of this paper and for design teaching, design is not a rational activity.

  • (2008) Wells, Andrew
    Conference Paper
    Issues in e-book developments are examined from three perspectives. First, the role and potential of e-books in the spectrum of scholarly content in electronic form is discussed. Librarians need to bring fresh thinking to e-books instead of treating them as surrogates of print versions. Second, issues facing e-book service development at the University of New South Wales Library are described in the context of use of electronic content in research and teaching. Finally, an account of consortial activities for licensing of e-books undertaken by the Council of Australian University Librarians Electronic Information Resources Committee (CEIRC) is given.

  • (1998) Nipperess, Joe; Baldry, Eileen
    Report
    The following report is a detailed description of the Indigenous Australian content of thirteen BSW courses offered at various Australian Universities. The content descriptions were collected and summarised by Joe Nipperess, a fourth year social work student, from information kindly sent by various staff members at those universities and was checked back with those staff members for accuracy. Most of the respondents returned the material with some changes which were incorporated; a small number did not reply. There may be some inaccuracies therefore in some segments. If so, please accept our apologies. Please inform us of any changes needed.

  • (2003) Baldry, Eileen; Maplestone, Peter
    Journal Article
    Poverty, being a ward of the state, Aboriginality, lack of secure home due to abuse or other negative factors, drug abuse, mental illness, intellectual and learning disabilities, debt, unemployment, lack of education and poor social skills and social isolation are all factors over-represented amongst those facing criminal court, those in juvenile detention and adult prisons and amongst partners and families of prisoners. (Baldry 2001) Policy responses to these very serious forms of cumulative disadvantages associated with a large number of those in prison and thus of those being released from prisons have been long on rhetoric but short on action. On the whole people in these situations have been treated as if their problems were entirely due to individual failings and pathologies and the remedies have been equally based on individual treatments and crisis interventions.

  • (2008) Green, Sue; Baldry, Eileen
    Journal Article
    An Indigenous social work guided by Indigenous Australians' participation and experience that has, at its heart, human rights and social justice is in its infancy in Australia. The present paper continues a discussion on Indigenous Australian social work theory and practice developments being generated by those working in this field. Aspects of this “praxis” include recognition of the effects of invasion, colonialism, and paternalistic social policies upon social work practice with Indigenous communities; recognition of the importance of self-determination; contemporary Indigenous and non-Indigenous colleagues working in partnership; the impact of contemporary racist and neocolonialist values; and rethinking contemporary social work values and practices. There is discussion of appropriation and reinterpretation of social work concepts, incorporation of international and local Indigenous theory, and the framing of social work by Indigenous Australians' views and values

  • (2005) Baldry, Eileen; Maplestone, Peter
    Book Chapter

  • (2002) Baldry, Eileen; Green, Susan
    Journal Article

  • (1998) Wilson, William Hulme; Halford, Graeme S
    Conference Paper
    This paper describes experiments on on the robustness of tensor product networks using distributed representations, for recall tasks. The results of the experiments indicate, among other things, that the degree of robustness increases with the number of binding units and decreases with the fraction of the space of possible facts that have been taught to the network. Mean recall scores decrease linearly with the proportion of binding units inactivated, and recall score variance depends linearly on number of binding units and on number of facts taught to the network.