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The bluebottle blow fly Calliphora vicina is a common species distributed throughout Europe that can play an important role as forensic evidence in crime investigations. Developmental rates of C. vicina from distinct populations from Germany and England were compared under different temperature regimes to explore the use of growth data from different geographical regions for local case work. Wing morphometrics and molecular analysis between these populations were also studied as indicators for biological differences. One colony each of German and English C. vicina were cultured at the Institute of Legal Medicine in Frankfurt, Germany. Three different temperature regimes were applied, two constant (16°C & 25°C) and one variable (17-26°C, room temperature = RT). At seven time points (600, 850, 1200, 1450, 1800, 2050, and 2400 accumulated degree hours), larval lengths were measured; additionally, the durations of the post feeding stage and intrapuparial metamorphosis were recorded. For the morphometric and molecular study, 184 females and 133 males from each C. vicina population (Germany n = 3, England n = 4) were sampled. Right wings were measured based on 19 landmarks and analyzed using canonical variates analysis and discriminant function analysis. DNA was isolated from three legs per specimen (n = 61) using 5% chelex. A 784 bp long fragment of the mitochondrial cytochrome b gene was sequenced; sequences were aligned and phylogenetically analyzed. Similar larval growth rates of C. vicina were found from different geographic populations at different temperatures during the major part of development. Nevertheless, because minor differences were found a wider range of temperatures and sampling more time points should be analyzed to obtain more information relevant for forensic case work. Wing shape variation showed a difference between the German and English populations (P<0.0001). However, separation between the seven German and English populations at the smaller geog

Within an action research framework, this paper describes the conceptual basis for developing a crossdisciplinary pedagogical model of higher education/industry engagement for the built environment design disciplines including architecture, interior design, industrial design and landscape architecture. Aiming to holistically acknowledge and capitalize on the work environment as a place of authentic learning, problems arising in practice are understood as the impetus, focus and ‘space’ for a process of inquiry and discovery that, in the spirit of Boyer’s ‘Scholarship of Integration’, provides for generic as well as discipline-specific learning.

The aim of this research is to explore the travel needs of Chinese older drivers in order to assist designers to better understand current and future users’ needs. A methodological triangulation consisting of interviews, logbook and co-discovery is used to collect multiple forms of data and explore the research question. The pilot study developed an initial concept model to identify older drivers’ travel needs. Within this approach a vehicle is a “mediator” which gives a tangible expression about user’s experiences. It is envisaged that the proposed model can play an important role in design education in order to help design students to better understand the relations between culture and design. The application of the model in an educational context will focus on vehicle design as a representative example.

A new course meant an opportunity to rethink how history is introduced to first year students in four disciplines: architecture, industrial design, interior design and landscape architecture. Even the teaching team was drawn widely from QUT staff and practice, and we worked together well, collaboratively preparing program, content, and final delivery. We aimed to make history relevant and interesting to everyone, avoiding the usual errors of deluges of dates or complicated historiographical or design theories. We told stories; we entertained; and we got the students thinking while they were enjoying the ride. The lecture content was structured by themes – simply named (what, when, why, how, who, where, heritage, four discipline specific reviews, and future history) but resonating with complex ideas. Tutorial exercises and larger assessments tied into these themes and encouraged students to get active in thinking and discussions. Getting design students to read and write about their ideas were key targets in this process. Our first delivery of this new unit 'Introducing Design History' in 2006 was successful: students became hooked on history. And the teaching team are still excited about the future and eagerly teasing out improvements for 2007. We know why it worked: the content and delivery worked in tandem. The teachers were enthusiastic and sincere. And the teaching approach was well prepared: providing tutorial teaching guides that ensured a consistency across 16 tutorial groups; providing essays and lecture notes in various media for students and tutors to access in advance; and encouraging feedback from staff and students that helped steer the program during the semester. Keeping it real and vibrant are the recurring goals for effectively teaching history to designers.

There has been a shift in recent times to thinking about learners as active drivers of educational processes despite centuries of vesting control with teachers. Perhaps in a bid to resolve such tension, a strengthening group of educational researchers has recently begun to develop an explicit scholarship around Education as a designing discipline: one in which teachers set up designs to hedge the possibility that students will learn. This paper describes the two-part research design of a doctoral investigation that examines the fruitfulness of designing for Education. In the first study, a learner-as- researcher distilled ideas about designing, by learning to design as a fully participating student in a mainstream undergraduate architectural design subject. Then, in the second study, she tested the educational utility of these insights into designing by working as an academic developer-as-researcher alongside an academic and students in a semester-long postgraduate digital architecture design subject. This investigation squarely addresses the matter of whether Education can be conceived, at core, as a designing discipline: if so, in what respects and if not, why not? Moreover, if its findings suggest this question can be settled in the affirmative, then this investigation will also be significant for its potential to refine an educationally powerful concept of designing, one in which both students and teachers might collaborate actively to enhance learning.

The pace of technological change in the world within which we live and work is increasing at an exponential rate. This in turn causes turbulent change within society, and indeed within social relationships. In a real sense it is the design teams who act as change agents. In the future these teams will need to alter their strategies for introducing even more change. As the artefactsâ designers and design teams develop, which fulfil societal wants needs and desires, become more technologically advanced and complex, there is an increasing need to make creative connections between diverse design issues and diverse resources. From both a technical and human perspective these creative connections will require new creative strategies. This paper will propose some strategies for developing novel non-deterministic relationships between issues and people in order to develop creative connections. These in turn may lead to creative artefacts for the benefit of society. Further, this paper will propose possible empirical methodologies for testing these suggested strategies. The utility of randomness and our ability/inability to cope with it is seen as a central theme for developing creative connections. Moreover, it will be argued that as higher and higher levels of complexity occur greater creative opportunities will occur as well. While the proposed strategies remain untested, the central focus of this paper will discuss the need for this research and the implications for both design practice and, more importantly, design education.

Many design courses are now located in university faculties, often taught by current or ex-design practitioners. There are mandatory qualifications in educational theory and practice required for teachers in most school systems, but universities tend not to insist that staff have similar qualifications. In both contexts teaching and learning strategies are not necessarily informed by the latest educational theory and research.

A first year undergraduate architectural design subject used a studio-based project - designing an innovative and spectacular weekender - as a means by which to introduce students to 'the conceptual and imaginative process in architectural designing.' The client presented her brief, giving insights into her lifestyle, intentions, hopes, requirements and anticipated uses for the building. Then, at intervals during the semester, a subject tutor, the client herself, and a critic provided students with three different sets of feedback on their developing designs. We begin this paper by detailing the client's brief for her building. Then, from the perspectives of a learner-as-researcher (first author, TG), we describe and analyse the form and substance of client feedback on the two conceptual designs each student in the studio generated, reporting how this student (TG) used this diverse feedback to guide the development of her specific design ideas and to seek insights into designing more generally. Finally, we pit this data, in a preliminary way, against the teaching academic's/tutor's provocation to consider design as a problem-solving activity and a brief as leading designers towards a solution. We conclude speculatively, suggesting how this analysis might spur a more detailed research investigation of the educative significance of this studio-based project, within its class community, thereby helping to grow an understanding of designing.

Planning to achieve environmental, social and economic objectives is familiar territory for those involved in the design of residential communities. While increasing emphasis on sustainability and green development has tended to focus greater attention on environmental factors, this paper returns to the theme of sustainable communities being a reflection of an array of variables including not only environmental factors, but social and economic factors as well. The Triple Bottom Line (TBL) approach evolved from the corporate sector and a recognition that to be successful and respected in contemporary society, it would be useful for corporations to be seen to be interested in not only their economic bottom line, but also their bottom line impacts on the environment and on the social fabric of the communities in which they operate.One focus of this study was a multi-stage process to identify appropriate measures and indicators of sustainability in each of the TBL domains from among large numbers of possibilities, and then to attempt the collection of information about a selection of those indicators in surveys of residents in six Australian communities (three master planned; three traditional subdivisions) to determine the extent to which “sustainable” responses were more likely to occur in the more planned communities. The survey data emphasized environmental and housing affordability measures, but also included a range of neighbourhood involvement and satisfaction items. Analyses of the survey data confirmed the utility of the overall TBL approach and did indicate some significant differences between the master planned and traditional communities. Equally important, however, the study underlined the difficulty of collecting accurate data on a number of the most interesting 'sustainability' measures relating to household energy use.

Among the most discussed environmental topics in the 1980s in Australia, as elsewhere, was the greenhouse effect. Articles about ‘greenhouse effects’ are no longer quite as pervasive in journals and the media, in part because the environmental agenda appears to have evolved to concerns about ‘ESD’, Ecologically Sustainable Development, and the ‘green design’ of communities. Greenhouse impacts were also seen by many local governments as beyond their planning time horizons. ESD concerns about conservation of resources, patterns of energy use, and energy efficient designs certainly overlap with greenhouse issues, and have tended to be more easily translated into local community applications. One of the issues posed in this paper will be to see if Australian local governments in 2000 appear more attuned to ESD than they did to greenhouse issues in 1989.

Genetik, retsgenetik