Recontextualising the Practices of Action, Wisdom and Devotion in Relation to Dialogue in Design

This paper regarding ‘Maestro’ and especially discussions on teaching which ‘operates outside of schools and conventional teaching institutions’ is approached through the notion of dialogue in design and arguments raised in the Bhagavad Gita. The latter is known for its faculty for interpretation, and ‘an apparently limitless capacity to inspire new and necessarily valid meanings’. The idea of architectural design teaching as an ongoing dialogue is fundamental and explored through narratives woven around individual interests and research. This working process is approached by means of the architectural narrative and the creation of new meanings and different readings of the work is furthered through the provision of innovation ways to encourage an ongoing dialogue with the user. The Gita is part of ‘an orally transmitted and flexible narrative tradition’, further drawn on ‘as an adjunct to various rituals, and as material for recitation in a devotional context’. More importantly, this oral tradition is not only apparent in the manners in which this text is still transmitted and used at present, but in this instance, the idea of dialogue is highly significant to the way in which the lessons in the text are conveyed. Hence the discussion concerning mentoring and working processes revolve around teachings from the Gita, particularly about 'finding something that you are good at', and how this informs a personal methodology of teaching architectural design, namely through dialogue

Impact of Flow Rate and Wettability on the Determination of Relative Permeability from Core Floods

Imperial Users onl

Frames and finite group schemes over complete regular local rings

Let p be an odd prime. We show that the classification of p-divisible groups by Breuil windows and the classification of finite flat group schemes of p-power order by Breuil modules hold over any complete regular local ring with perfect residue field of characteristic p. We use a formalism of frames and windows with an abstract deformation theory that applies to Breuil windows.Comment: 22 page

Information Competencies: Bridging the North-South Knowledge Gap (Mortenson Distinguished Lecture)

Knowledge is readily available in middle-income developing countries through international information repositories on the Internet. However, most citizens from the Southern Hemisphere do not possess the information skills or information competencies to access, use and understand such knowledge wealth. Most economically evolving developing countries have made progress in education in recent decades, but they still lag behind in information use/generation, such as book and serials production. Their educational systems seem to inhibit the development of information skills, i.e., competencies that are crucial to citizens to benefit from increasing knowledge growth or to cope with ever-present technological innovations and the changing complexities of the world economy. The development of information competencies in Southern countries is critical to reduce North-South gaps, where knowledge inequality is probably the most important among them. In this paper, information development indicators are utilized to illustrate the current knowledge status of countries and the significant role that constructivist educational systems play in the development of information competencies