A problem is typically defined prior to an architectural process and the result is seen as a solution. The process as a whole is conceived as problem solving. However, the…
Abstract
A problem is typically defined prior to an architectural process and the result is seen as a solution. The process as a whole is conceived as problem solving. However, the artistic element of the process is inseparable from constructing the problem. From the artistic point of view the solution is merely a derivative.
Conventional understanding of artistic creation is sometimes coloured by the misconception that invention first and foremost takes place in the mind of the artist parallel or prior to the actual process. However, as far as the artistic element in an architectural process is concerned the problem cannot be abstracted from the specificity of the material, the drawings, models etc., which constitutes the project under development. The problem is an immanent relational field and invention is triggered by the difference between maker and architectural media.
The aim of the paper is to portray the artistic practice as a learning process different from communication of knowledge. It proposes a kind of leaning not about improvement of skills and competences but rather concerned with the dynamics of a material field. It emphasises the role of technique and presents architectural media as the prime material field investigated by the process.
The discussion uses examples of assignments and student projects developed under my supervision to demonstrate how a problem field is framed by the ordering of techniques.
Linear photodiode arrays will have an increasingly important place in industrial inspection equipment, despite the glamour of cameras using matrix arrays, in the opinion of Peter…
Abstract
Linear photodiode arrays will have an increasingly important place in industrial inspection equipment, despite the glamour of cameras using matrix arrays, in the opinion of Peter Bertram, director and operations manager of Integrated Photo matrix, a company making both linear and matrix sensors. For most inspection tasks involving products on the move the linear array is more appropriate. Jack Hollingum went to see some of the latest applications.
Mark Bertram and Peter Linnett
Developing employment services can feel like trying to push water uphill. Staff must often battle against local mental health services that have only a short history of interest…
Abstract
Developing employment services can feel like trying to push water uphill. Staff must often battle against local mental health services that have only a short history of interest in this issue, a welfare benefit system that speaks of promoting opportunity but seems to block every step forward, and discriminatory employment practices that appear to be rife despite the Disability Discrimination Act 1995. This means that anyone with the vision and determination to create an employment project deserves high praise.It takes unusual courage to listen to blunt and direct feedback about one's local employment service. This article describes the findings of a consultation conference, many of which will be of interest to anyone working in the field.
Beatrix Potter and Her Paint Box (McPhail, 2015) is a tranquil biography primarily focusing on the childhood of Beatrix Potter. This lesson plan, based in the National Council for…
Abstract
Purpose
Beatrix Potter and Her Paint Box (McPhail, 2015) is a tranquil biography primarily focusing on the childhood of Beatrix Potter. This lesson plan, based in the National Council for the Social Studies (NCSS) C3 Framework, allows second-grade learners to explore the life of Beatrix Potter through this biography and to make connections to his or her own life. Learners move through four stages of inquiry in the C3 Framework. They examine the dust jacket and dual-image book cover for clues about the life of Beatrix Potter. Next, they engage in a read-aloud of the biography during which learners construct knowledge about the life of Beatrix Potter. Learners then create puppets and role play the life of Ms Potter. The lesson concludes with learners making comparisons between their own and Ms Potter’s life. The paper aims to discuss these issues.
Design/methodology/approach
This is a lesson plan that is intended for second grade students. The duration of the lesson is approximately 90 minutes in length. The lesson utilizes the Whole Book Approach (WBA). The WBA is “an intentional, inquiry-based approach to reading aloud that puts art and design [and children’s responses to them] at the center of the storytime experience” (Lambert et al., 2015, p. 81). During the lesson, the teacher utilizes the WBA through asking open-ended questions as she/he reads aloud. The students and the teacher co-construct meaning through a dialogue about the text and images within the text. The lesson also includes the Role-Playing Characters to Understand Them Better (adapted) approach. This fiction reading strategy is adapted for informational text, a biography, for this lesson. Rather than role-playing a character, students role-play real people: Beatrix Potter & her family, and themselves. Serravallo (2015) writes about this strategy, “Sometimes the best way to get to know our characters is to stand in their shoes-to do what they do, say what they say, and act how they act. With a partner[…] Using puppets or props, act out the scene. Try to talk in the voice of the character, and move the puppet just like the character would. When you finish creating the scene, stop and talk about what you think about the characters” (p. 172). Students will create paper puppets and role-play events from Beatrix Potter’s life as depicted in the biography. Students use a puppet of themselves to talk with Beatrix about how the student's life is similar to and different from Beatrix’s life. McPhail, D. (2015), Beatrix Potter and Her Paint Box, New York, Henry Holt and Co.; National Council for the Social Studies Notable Trade Book for Young People (2016); JLG Category – Genre: Nonfiction, Lexile Level: AD790L, Elementary Grades K-2, ISBN: 9780805091700 (Junior Library Guild, 2016); the duration of the lesson is approximately 90 minutes: second grade.
Findings
Little Beatrix Potter loved art. At an early age, she received her mother’s paint box. Beatrix Potter spent hours painting things she loved, like the animals she kept as pets. Her family traveled from their home in London to spend Summers in the country. She loved it there. She spent her time painting her surroundings. When she was older she learned of a young boy who was ill, and confined to bed. So, she wrote him a story and drew illustrations for the story. This story was later published as her first book, The Tale of Peter Rabbit. Beatrix Potter went on to publish many other animal tales that became popular across the world and beloved for generations.
Originality/value
This lesson plan is aligned with the NCSS theme number 10, individual development and identity.
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Change is a reliable constant. Constant change calls for strategies in managing everyday life and a high level of flexibility. Architecture must also rise to this challenge. The…
Abstract
Change is a reliable constant. Constant change calls for strategies in managing everyday life and a high level of flexibility. Architecture must also rise to this challenge. The architect Richard Buckminster Fuller claimed that “A room should not be fixed, should not create a static mood, but should lend itself to change so that its occupants may play upon it as they would upon a piano (Krausse 2001).” This liberal interpretation in architecture defines the ability of a building to react to (ever-) changing requirements. The aim of the project is to investigate the flexibility of buildings using evolutionary algorithms characterized by Darwin. As a working model for development, the evolutionary algorithm consists of variation, selection and reproduction (VSR algorithm). The result of a VSR algorithm is adaptability (Buskes 2008). If this working model is applied to architecture, it is possible to examine as to what extent the adaptability of buildings – as an expression of a cultural achievement – is subject to evolutionary principles, and in which area the model seems unsuitable for the 'open buildings' criteria. (N. John Habraken). It illustrates the significance of variation, selection and replication in architecture and how evolutionary principles can be transferred to the issues of flexible buildings. What are the consequences for the building if it were to be designed and built with the help of evolutionary principles? How can we react to the growing demand for flexibilization of buildings by using evolutionary principles?
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Mark Bertram reports findings from his survey of service users, which asked what the term ‘social inclusion’ meant to them.
In late 2011, Jerry Bertram, vice president and general manager of the fire retardant additives business of Huber Engineered Materials (HEM), a division of family-owned J. M…
Abstract
In late 2011, Jerry Bertram, vice president and general manager of the fire retardant additives business of Huber Engineered Materials (HEM), a division of family-owned J. M. Huber Corporation, was preparing to present the potential acquisition of the precipitated alumina trihydrate (PATH) business to the environment, health, and safety committee of Huber's corporate board. He had convinced HEM's leadership of PATH's strategic value to their business and the urgency of the acquisition based on PATH's parent company's movement into Chapter 11 bankruptcy and its plans to close the PATH plant.
Winning board approval posed a major challenge. It was unclear whether the plant would remain operational, because HEM would have to enter a shared-services arrangement with PATH's parent company, which continued to use the site. In addition, acquiring PATH would mean integrating its specialized, unionized labor force into Huber, which had very few union workers. Finally, early due diligence had revealed tens of millions of dollars of potential environmental risk on the site. The last issue was particularly critical, given Huber's generations-long history of respect for the environment, and its executives' and directors' reluctance to take on any business with excessive environmental risk.
This case illustrates in depth the family business values that can promote consideration of an ostensibly unconventional and risky strategic move, and enable executives to push for approval of the same, as backed by comprehensive risk assessment and mitigation plans.
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![Kellogg School of Management](/insight/static/img/kellogg-school-of-management-logo.png)
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Beatrix Potter is best remembered as the creator of the notoriously naughty bunny, Peter Rabbit. Peter and his circle of friends grace the pages of the little books, so called…
Abstract
Beatrix Potter is best remembered as the creator of the notoriously naughty bunny, Peter Rabbit. Peter and his circle of friends grace the pages of the little books, so called because they measure less than six inches tall. These children's classics have been delighting readers since The Tale of Peter Rabbit was first published in 1901. During Potter's lifetime the little books were read in the United Kingdom, America, and Canada. Foreign language translations of her work introduced her characters to children of other nations. Note the 1987 publishing event, the “new editions from the original watercolors,” which Warne used to great advantage! A flurry of books accompanied this event, by biographer Judy Taylor plus reprints (e.g., Linden). Today sales of the little books show no sign of abating. An industry of Peter Rabbit spinoff products has existed for almost as long as Peter has. Toys, games, videos, and collectibles of the Potter characters can be found on store shelves worldwide.
ANDREW Carnegie stands apart from all other library benefactors. No other man has given so much, or given so widely, in the cause of library progress. Although the United Kingdom…
Abstract
ANDREW Carnegie stands apart from all other library benefactors. No other man has given so much, or given so widely, in the cause of library progress. Although the United Kingdom was not the main recipient of his bounty, it received from him, personally, about £12 million, and considerable sums, in addition, from the Trust which he founded. It might well be expected, therefore, that his name would always be in our minds and that we would remember him more kindly than any other library benefactor. But it is not so.