The use of building information modelling as a tool to improve informed design communication between student and lecturer during critique sessions
- Authors: Basson, Jean-Pierre
- Date: 2018
- Subjects: Building information modeling , Building -- Data processing Construction industry -- South Africa Construction projects -- South Africa
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10948/23680 , vital:30598
- Description: Within the design studio at the Department of Architecture, Nelson Mandela University, the timeous submission of design projects is a problem. After close inspection, it is noted that students spend weeks on conceptual design ideas with no progressions towards completion. The purpose of the study is thus to determine whether building information modelling (BIM), as opposed to the traditional method of design, can be used to improve informed design communication during conceptual design for the first-year master of architecture students and contribute to timeous design project submission. A cohort comparison rubric will be used as the method for looking at the qualitative attributes of design intention, function, aesthetics, and sustainability. The 2016 cohort made use of the traditional design method, whereas for the 2017 cohort the BIM course was introduced in the computer module with implementation in the design studio. The work of nine students from both cohorts was analysed and findings include the following: improved drawing type availability, accuracy, and quality; reduced time spent on redundant work; inclusive discussions compared to isolated critique sessions; reduced printing costs - and the establishment of “what if” scenarios early in the project. Based upon the research findings it can be concluded that BIM as a teaching strategy and process has the capability of improving the communication between student and lecturer in the conceptual stage, thereby leading to a more timeous submission. It is recommended that BIM education must be incorporated in the undergraduate programme thereby providing students with an appropriate platform for expressing conceptual ideas more effectively within the design course.
- Full Text:
- Date Issued: 2018
- Authors: Basson, Jean-Pierre
- Date: 2018
- Subjects: Building information modeling , Building -- Data processing Construction industry -- South Africa Construction projects -- South Africa
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: http://hdl.handle.net/10948/23680 , vital:30598
- Description: Within the design studio at the Department of Architecture, Nelson Mandela University, the timeous submission of design projects is a problem. After close inspection, it is noted that students spend weeks on conceptual design ideas with no progressions towards completion. The purpose of the study is thus to determine whether building information modelling (BIM), as opposed to the traditional method of design, can be used to improve informed design communication during conceptual design for the first-year master of architecture students and contribute to timeous design project submission. A cohort comparison rubric will be used as the method for looking at the qualitative attributes of design intention, function, aesthetics, and sustainability. The 2016 cohort made use of the traditional design method, whereas for the 2017 cohort the BIM course was introduced in the computer module with implementation in the design studio. The work of nine students from both cohorts was analysed and findings include the following: improved drawing type availability, accuracy, and quality; reduced time spent on redundant work; inclusive discussions compared to isolated critique sessions; reduced printing costs - and the establishment of “what if” scenarios early in the project. Based upon the research findings it can be concluded that BIM as a teaching strategy and process has the capability of improving the communication between student and lecturer in the conceptual stage, thereby leading to a more timeous submission. It is recommended that BIM education must be incorporated in the undergraduate programme thereby providing students with an appropriate platform for expressing conceptual ideas more effectively within the design course.
- Full Text:
- Date Issued: 2018
Fundamental movement skill proficiency status of girls aged 9-to-12 years from previously disadvantaged communities in Nelson Mandela Bay
- Authors: Kahts, Samantha Andrea
- Date: 2014
- Subjects: Movement therapy for children -- South Africa -- Port Elizabeth , Exercise therapy -- South Africa -- Port Elizabeth
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:10107 , http://ndl.handle.net/10948/d1020060
- Description: A lack of fundamental movement skill (FMS) proficiency in children can contribute to decreased physical activity (PA) levels, increased adiposity and poor acquisition of specialised sport specific movement skills. To prevent the latter, the identification of FMS status in early and middle childhood years is needed for targeted and specific interventions. Against the backdrop of physical education being omitted from the South African school curriculum, the presence of a patriarchal society, gender sporting stereotyping, high levels of unemployment and low education levels; the assessment of FMS status is particularly warranted. Aim of Study: The primary aim of this study was to assess the FMS proficiency of girls aged 9-to-12 years from previously disadvantaged communities within Nelson Mandela Bay. Methodology:A descriptive-exploratory-contextual study design, employing quantitative assessment techniques, was utilized. The sample comprised of 227 girls. Convenience sampling was employed. Testing consisted of FMS proficiency tests in the 20m and 40m sprint, standing long jump, throwing for distance, catching, static balance and throwing for accuracy. FMS process scores were assessed with the body component (BC) and Test of Gross Motor Development II (TGMD II) approaches. Anthropometric measurements of the standing and seated height, mass, arm span and leg length were additionally measured. Microsoft Excel® and Statistica® were used for descriptive and inferential statistical analysis. In the case of significant ANOVA results, the Scheffe post hoc test was used for pairwise comparisons. Statistical significance was set at p<.05 and practical significance (Cohen’s d) was set at d>.2. Pearson Correlation Coefficient identified statistical and practical correlations between two variables and chi square was applied to indicate differences in frequency distribution tables. Cramer’s V values were applied to determine practical significance in the case where statistical significant differences were identified between sets of frequency distributions.
- Full Text:
- Date Issued: 2014
- Authors: Kahts, Samantha Andrea
- Date: 2014
- Subjects: Movement therapy for children -- South Africa -- Port Elizabeth , Exercise therapy -- South Africa -- Port Elizabeth
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:10107 , http://ndl.handle.net/10948/d1020060
- Description: A lack of fundamental movement skill (FMS) proficiency in children can contribute to decreased physical activity (PA) levels, increased adiposity and poor acquisition of specialised sport specific movement skills. To prevent the latter, the identification of FMS status in early and middle childhood years is needed for targeted and specific interventions. Against the backdrop of physical education being omitted from the South African school curriculum, the presence of a patriarchal society, gender sporting stereotyping, high levels of unemployment and low education levels; the assessment of FMS status is particularly warranted. Aim of Study: The primary aim of this study was to assess the FMS proficiency of girls aged 9-to-12 years from previously disadvantaged communities within Nelson Mandela Bay. Methodology:A descriptive-exploratory-contextual study design, employing quantitative assessment techniques, was utilized. The sample comprised of 227 girls. Convenience sampling was employed. Testing consisted of FMS proficiency tests in the 20m and 40m sprint, standing long jump, throwing for distance, catching, static balance and throwing for accuracy. FMS process scores were assessed with the body component (BC) and Test of Gross Motor Development II (TGMD II) approaches. Anthropometric measurements of the standing and seated height, mass, arm span and leg length were additionally measured. Microsoft Excel® and Statistica® were used for descriptive and inferential statistical analysis. In the case of significant ANOVA results, the Scheffe post hoc test was used for pairwise comparisons. Statistical significance was set at p<.05 and practical significance (Cohen’s d) was set at d>.2. Pearson Correlation Coefficient identified statistical and practical correlations between two variables and chi square was applied to indicate differences in frequency distribution tables. Cramer’s V values were applied to determine practical significance in the case where statistical significant differences were identified between sets of frequency distributions.
- Full Text:
- Date Issued: 2014
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