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Abstract
This article will address the theoretical, conceptual, and the consequent application strategies involved in operationalizing dialectical curricular designs appropriate for adult learners. In particular, the concepts of constructivism, andragogy, experiential learning, and transformational learning will serve as the foundational philosophical and theoretical concepts that can inform and complement a dialectical learning framework. The article will assert that dialectical discourse methods can serve as validating mechanisms for the exchange of ideas and concepts, to use and affirm students’ personal and professional experiences, to create a community of learners, and to fulfill the need of continual change in adult learners’ knowledge, skills, and attitudes.
Abstract
The scope of this research aims not only to define and explore the strengths and limitations of humans' "sixth sense" intuition, but also to discover how it can be improved in design thinking and better understood during the maturation of a design student. Intuition is aligned with, among other things, automatic, tacit and unconscious processing, implicit memory, and procedural knowledge. Broadbent (1973) argued in Design in Architecture that there were seven avenues to approach any particular problem, to include deduction, induction, algorithm, ratio, analogy, metaphor, and chance. But perchance, there might be another that is often overlooked; that is intuition. In Educating Intuition, Hogarth (2001) tackles a fascinating topic that has until now garnered little scientific attention; that is intuition. This study conducts a survey of the design pedagogy, in particular the problem solving methods taught to undergraduate architecture and interior design students. It is hypothesized that the problem solving method of intuition is not addressed. Observations as to why intuition is not addressed as a design problem solving method are provided in order to assist faculty in developing opportunities for such to occur.
Abstract
Technological evolution is a naturally occurring phenomenon in fields such as aviation technology which deal with a multitude and variation of control systems and the complex devices they operate. Prior to the 1980, the concept of aviation electronics or avionics dealt primarily with communication and navigation systems, most of which were based on radio principles of one form or another. Nowadays, avionics has found its way into virtually every system aboard modern complex aircraft. As traditional steam gauge type instruments are replaced by cathode ray tube and liquid crystal displays, an understanding of these devices has become a necessary addition to many courses in the airframe and powerplant curriculum. While the Federal Aviation Administration (2004) regulates course content in their Part 147 section of the Code of Federal Regulations to a large degree, a substantial portion of this responsibility also rests with the individual aviation technology school. In order to provide students with sufficient knowledge of these advanced systems in addition to the basics, adjustments have to be made to the curriculum from time to time. In the university setting, this responsibility often lays with a curriculum committee working in concert with involved faculty. This combined effort is not always without problems and is especially complicated by the need to satisfy the requirements of both the university and the FAA. The Aviation Technologies Department at Southern Illinois University recently undertook such an effort. In addition to dealing with policies of the university and the FAA, a short timeframe was also placed in the committee necessitating a highly proactive approach to implementing the curricular changes to effect the necessary additions. This article discusses our approach to the process and some conclusions drawn from the experience.
Abstract
The personal computer has been integrated into the fabric of everyday life, medical imaging is no different. In this article the author introduces a brief historical study of the developments that have led to the modern computer. Emphasis is placed on the computer in medical imaging.
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