Foreword

Nicol, Davidson

doi:10.1515/9783110842579-002

Cited by 3 publications

(7 citation statements)

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“…Ettershank (1984) suggested that the solution of the age problem may lie in the measurement of fluorescent pigments which accumulate with age. Some success has been achieved in using measurements of age pigments to indicate age differences in a population of krill (Nicol et al 1991) but a number of methodological and technical problems have delayed the widespread application of this technique (Nicol 1987). More sophisticated quantification techniques for the age pigment lipofuscin have yielded promising results for other species of crustaceans (Sheehy er al.…”

Section: Introductionmentioning

confidence: 99%

The compound eye as an indicator of age and shrinkage in Antarctic krill

1995

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Laboratory studies have shown that Antarctic krill (Euphausia superba) shrink if maintained in conditions of low food availability. Recent studies have also demonstrated that E. superba individuals may be shrinking in the field during winter. If krill shrink during the winter, conclusions reached by length-frequency analysis may be unreliable because smaller animals may not necessarily be younger animals. In this study, the correlation between the body-length and the crystalline cone number of the compound eye was examined. Samples collected in the late summer show an apparent linear relationship between crystalline cone number and body-length. From a laboratory population, it appears that when krill shrink the crystalline cone number remains relatively unchanged. If crystalline cone number is little affected by shrinking, then the crystalline cone number may be a more reliable indicator of age than body-length alone. The ratio of crystalline cone number to body-length offers a method for detecting the effect of shrinking in natural populations of krill. On the basis of the crystalline cone number count, it appears from a field collection in early spring that E. superba do shrink during winter.

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Section: Introductionmentioning

confidence: 99%

The compound eye as an indicator of age and shrinkage in Antarctic krill

1995

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“…The above argument certainly suggest that the design studio model may have outlived its usefulness in addressing contemporary needs as it rarely connects education to practice, architects to users, educators to students (Nicol and Pilling, 2000: 7). This is perceived to have prompted alternative approaches to learning that are predicated on emancipatory theories, which educators believe expand the scope of architecture practice and reconcile the current marginal polarities (Sara, 2004).…”

Section: Findings and Discussionmentioning

confidence: 99%

“…There is a greater emphasis on product over process in the way students’ projects are assessed. Students are expected to produce complex design drawings, models and space relationship matrixes with less emphasis on criticalities of design, learning experiences and the capability to justify the relevance of each proposal to the context (Cuff, 1992; Lawson, 1999; Nicol and Pilling, 2000). The amount of synthesis, reflection, skills and knowledge that students developed in learning are not valorised, rather students are assessed on the volume of finished drawings and models they speculate (Harriss, 2015).…”

Section: Introductionmentioning

confidence: 99%

“…Mills-Tettey (2010: 118) noted that Architects Registration Council of Nigeria’s (ARCON) course accreditation requirements places emphasis on the ability of students to develop detailed knowledge of how to design, interpret briefs, resolve complex design issues and working drawings among other criteria. In the United Kingdom, educators hold similar views that ‘the educational emphasis in the design studio is primarily on the student’s models and drawings’ with less emphasis on analysis and synthesis of users’ needs (Nicol and Pilling, 2000: 8). The challenge with this approach to learning is that it rarely recognises any other process of architecture that does not end up with a building as a product; hence, it commodifies architecture as an object and limits its scope.…”

Section: Introductionmentioning

confidence: 99%

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Decolonising the Curriculum of Architectural Education in Nigeria: A Case of Negotiated Pedagogy

Okofu

Fakere

2022

Journal of Asian and African Studies

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The aim of this study is to evaluate the extent to which negotiated pedagogy as a decolonised pedagogy that calls for more social forms of learning is capable of enabling students to acquire skills for future practice in Nigeria. The curriculum of architectural education in Nigeria has been predicated on the British and American pedagogic learning models. These models do not reflect the diverse cultural practices and rarely enable students to acquire and develop capabilities to self-initiate projects and create jobs without waiting for commissions. The study utilised critical review of existing literature to expose the weaknesses of the current studio models in enabling students and future architects to acquire skills for future practice. The paper employed interview and case study to examine how negotiated pedagogies at the margins are opening up new ways of engaging in practice. The findings reveal that negotiated pedagogy challenges the orthodoxy of existing studio models by empowering today’s graduating architecture students to develop a critical voice to question how their learning is equipping them for practice. By negotiating and integrating multiple approaches to learning and producing architecture, the line between education and practice, architects and users, educators and students and real and imagined is redrawn.

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“…It has been reported that the rate of oxidation of Fe(II) by H 2 O 2 is increased by the presence of Cl À [40]. This contrasts with the decreasing effect of Cl À on the rate of oxidation of Cu(I) by H 2 O 2 , attributed to a decrease of the reducing power of Cu(I) as the extent of coordination of chloride ions increases [41]. This fact, as well as the ®nding in the present work that Cl À activates the catalytic power of Cu(II) for the decomposition of H 2 O 2 , can both be explained if it is accepted that coordination of the chloride ions stabilizes Cu(I) more than Cu(II).…”

Section: Mechanism For the Chloride-activated Reactionmentioning

confidence: 91%

Copper(II)-Catalyzed Decomposition of Hydrogen Peroxide: Catalyst Activation by Halide Ions

Perez‐Benito

2001

Monatshefte Für Chemie/Chemical Monthly

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The catalytic action of Cu(II) on the decomposition of H 2 O 2 in near-neutrality aqueous solutions is activated by halide ions. The activation energies amount to 113AE7 (parent reaction) and 69.9AE1.4 (chloride-activated reaction) kJ Á mol À1 . Free-radical chain mechanisms are proposed for both the parent reaction and the halide-activated reaction. The catalyst activation caused by halide ions is explained in terms of coordination of halide ligands by both Cu(II) and Cu(I), the coordination causing a higher stabilization of Cu(I) than of Cu(II). At low concentrations, Br À causes an inhibition of the Cu(II)aH 2 O 2 reaction. This is explained in terms of an increase of the rate of termination of the chain reaction due to the scavenging effect of OH radicals caused by Br À .

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Foreword

Cited by 3 publications

References 0 publications

The compound eye as an indicator of age and shrinkage in Antarctic krill

The compound eye as an indicator of age and shrinkage in Antarctic krill

Decolonising the Curriculum of Architectural Education in Nigeria: A Case of Negotiated Pedagogy

Copper(II)-Catalyzed Decomposition of Hydrogen Peroxide: Catalyst Activation by Halide Ions

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