Louise Wallis | University of Tasmania (original) (raw)
Papers by Louise Wallis
Intellect Books, May 15, 2019
Buildings
Hardness is commonly used to determine the suitability of a timber species for flooring applicati... more Hardness is commonly used to determine the suitability of a timber species for flooring applications. In this study, Janka hardness test is conducted on sawlog managed Eucalyptus nitens and regrowth forest Eucalyptus obliqua sourced from Tasmania, Australia. Plantation E. nitens timber is currently entering the Australian market and the feasibility of using this fast grown species in value added applications such as timber flooring is advantageous. Further to testing Janka hardness on solid timber samples, a regime of engineered timber flooring prototypes consisting of plantation E. nitens top layers, veneers and solid densified E. nitens boards were developed and subjected to Janka hardness test. The results were compared against solid E. obliqua flooring and a commercially available engineered flooring product with Tasmanian Oak top layer. The results showed that Janka hardness of plantation grown E. nitens, and E. obliqua currently available in the market are lower than the value...
Ecological Management & Restoration, 2021
contributed equally to the writing of this paper. We would like to thank the editorial team (Davi... more contributed equally to the writing of this paper. We would like to thank the editorial team (David Freudenberger, Julianne O'Reilly Wapstra and Ted Lefroy, chaired by Neil Davidson) who oversaw the reviews for the 15 papers in this special issue of Ecological management and Restoration, and Elisa Raulings from Greening Australia who reviewed all papers and provided valuable advice to authors. We acknowledge and pay respect to the Traditional Owners and Elders, past, present and emerging of the North Midlands and Oyster Bay nations of lutrawita/Tasmania on whose land we conducted this restoration project. Early project support was provided by a Tasmanian State Government grant to offset government carbon emissions (offered to Greening Australia by then Premier Jim Bacon). Subsequently restoration programs were supported by the Australian Federal Government (Biodiversity Fund, 20 Million Trees), corporate investment in carbon offset (Pennicott Wilderness Journeys), substantial philanthropic support from the Ian Potter Foundation and many small donations. We would like to thank the John Roberts Charitable Trust for support to publish this Special Issue and conduct the education program together with Inspire Australia and the Disney Foundation. Australian Research Council (ARC) Linkage Grants (LP0991026, LP120200380 and LP120200380) held in partnership with Greening Australia supported research and monitoring, as did CSIRO Sustainable Ecosystems agroforestry project 'Lifting the Farm Gate'. The ARC Industrial Transformation Training Centre for Forest Value (IC150100004) provided later support for trial establishment, maintenance, data collection and preparation of the current article. We would like to thank partners and stakeholders the Tasmanian Land Conservancy, Bush Heritage Australia, The Tasmanian State Department of Primary Industries, Parks, Water and the Environment, NRM North, and the Tasmanian Farmers and Graziers Association for their support. And a big thanks the many Midlands land owners who gave us permission to work on their properties and took part in, and contributed to, the restoration project. We acknowledge the considerable contributions to the project by Jonathan Duddles, Sebastian Burgess and Jimmy Collinson, former employees of Greening Australia. We also thank the many contractors and This article is protected by copyright. All rights reserved volunteers who worked on preparing field sites as well as those involved in growing plants and planting 1800ha of native revegetation.
Ecological Management & Restoration, 2021
Design Studies, 2021
This article investigates the different ways that uncertainty is understood and approached across... more This article investigates the different ways that uncertainty is understood and approached across design disciplines. Structural attitudes toward uncertainty are assessed in design thinking literature before other possible ways of viewing uncertainty in the design process are introduced. Uncertainty is then presented as a source of epistemological difference between design disciplines, and this difference is explicated through a project that uses literature survey and analytical diagramming to map differences between discipline attitudes to uncertainty. Our review identifies uncertainty as a prevalent source of discipline difference with the goal of better describing barriers, and effective responses to them, in inter- and trans-disciplinary design agendas.
International Journal of Art & Design Education, 2019
Australian Art Education, 2017
This paper explores the way in which different studio models have emerged in architectural educat... more This paper explores the way in which different studio models have emerged in architectural education, as well as providing an overview of studio models in recent use (2007-2011), which is timely in a context that values ‘efficiency dividends’. Four models are explored in order to represent the considerable diversity in how the studio is defined and understood in the Australian and New Zealand context. The paper highlights the significant influence and impact of Higher Education Institutions (HEIs) policies and management have had on schools and their studio models.
The Journal of Public Space, Dec 9, 2017
The Learning-by-Making (LBM) program at the University of Tasmania has 20 years experience in col... more The Learning-by-Making (LBM) program at the University of Tasmania has 20 years experience in collaborative, community-based "live" studios. Academics involved in the program have intuitively understood that a learning environment integrated with the public realm, and based in a constructed reality affords students an immersive understanding of the design process. More recently the program has shifted its focus from stand-alone, client-responsive projects to a long-term, design-led research agenda. Individual projects-including micro-dwellings, scout huts, an exhibition stand and a mobile playground-are seen as steps in the evolution of an innovative building system that harnesses the creative and socially productive potentials of digital fabrication. The benefits of this shift for academics and clients are clear. For academics, research and teaching activities can be mutually supportive, while clients benefit from a design/fabricate/assemble process that has been tested, analysed, applied and incrementally improved. The primary focus of this paper will however attempt to identify the educational impact on participating students, and will do so using the analytical lens of a relevant educational theory called threshold concepts 1. The theory suggests that students can overcome barriers to learning when specific criteria or "dimensions" are present. The results of this analysis indicate that in this environment learning can be transformative, resulting in irreversible conceptual links between design idea, fabrication and practice. The conceptual space of the project is bounded by the research objective, budget, technology and client requirements, and integrative in that they inevitably involve decisions on materials, structures, habitation patterns and climate control. The learning is discursive as students are required to articulate their opinions on design decisions, both within the student group and with community collaborators. The primary data sources for this investigation have been students' reflective journals, combined with teacher observations.
The 'studio' is typically viewed as being central to the role of educating architecture s... more The 'studio' is typically viewed as being central to the role of educating architecture students because it facilitates learning during the design process, it encourages the integration of knowledge and skills, and it generates an environment where professional norms and standards are cultivated. The lineage of the 'studio' in architectural education extends back to the first 'university' courses in the 19 th century and before these aspects of the master/apprenticeship model, in the 17 th and 18 th centuries. A recent comprehensive study of Architectural Educators in Australasia (Ostwald & Williams 2008) revealed that definitions of the studio and associated practices were for the most part polarised. In Australia, the studio may physically range from a dedicated workspace –for groups of students to work and learn in – to a hot-desking arrangement, to a generic tutorial space. For some, the studio has ceased to include the physical workspace for students and...
The Energy Efficiency provisions, within the Building Code of Australia, have created many new ch... more The Energy Efficiency provisions, within the Building Code of Australia, have created many new challenges for architects and building designers. Prior to these provisions, general environmental design principles and 'rules of thumb' were used to design environmentally conscious dwellings. As the greenhouse agenda has advanced, the architect and building designer are now faced with understanding the effects of their original environmental design training, set parameters in the deemed to satisfy provisions of the BCA and house energy rating simulations. In some situations the logic of the rule of thumb approach seems to be questioned or contradictory to the resultant star rating. This paper will illustrate a recent design experience of a small residence in Launceston, Tasmania. The new dwelling was designed by using 'rules of thumb' for passive solar and environmental design and the philosophy of making a well insulated small box. The design was submitted to a Home Ene...
Teaching Matters 2009, 2007
Technology Education for Teachers, 2012
Intellect Books, May 15, 2019
Buildings
Hardness is commonly used to determine the suitability of a timber species for flooring applicati... more Hardness is commonly used to determine the suitability of a timber species for flooring applications. In this study, Janka hardness test is conducted on sawlog managed Eucalyptus nitens and regrowth forest Eucalyptus obliqua sourced from Tasmania, Australia. Plantation E. nitens timber is currently entering the Australian market and the feasibility of using this fast grown species in value added applications such as timber flooring is advantageous. Further to testing Janka hardness on solid timber samples, a regime of engineered timber flooring prototypes consisting of plantation E. nitens top layers, veneers and solid densified E. nitens boards were developed and subjected to Janka hardness test. The results were compared against solid E. obliqua flooring and a commercially available engineered flooring product with Tasmanian Oak top layer. The results showed that Janka hardness of plantation grown E. nitens, and E. obliqua currently available in the market are lower than the value...
Ecological Management & Restoration, 2021
contributed equally to the writing of this paper. We would like to thank the editorial team (Davi... more contributed equally to the writing of this paper. We would like to thank the editorial team (David Freudenberger, Julianne O'Reilly Wapstra and Ted Lefroy, chaired by Neil Davidson) who oversaw the reviews for the 15 papers in this special issue of Ecological management and Restoration, and Elisa Raulings from Greening Australia who reviewed all papers and provided valuable advice to authors. We acknowledge and pay respect to the Traditional Owners and Elders, past, present and emerging of the North Midlands and Oyster Bay nations of lutrawita/Tasmania on whose land we conducted this restoration project. Early project support was provided by a Tasmanian State Government grant to offset government carbon emissions (offered to Greening Australia by then Premier Jim Bacon). Subsequently restoration programs were supported by the Australian Federal Government (Biodiversity Fund, 20 Million Trees), corporate investment in carbon offset (Pennicott Wilderness Journeys), substantial philanthropic support from the Ian Potter Foundation and many small donations. We would like to thank the John Roberts Charitable Trust for support to publish this Special Issue and conduct the education program together with Inspire Australia and the Disney Foundation. Australian Research Council (ARC) Linkage Grants (LP0991026, LP120200380 and LP120200380) held in partnership with Greening Australia supported research and monitoring, as did CSIRO Sustainable Ecosystems agroforestry project 'Lifting the Farm Gate'. The ARC Industrial Transformation Training Centre for Forest Value (IC150100004) provided later support for trial establishment, maintenance, data collection and preparation of the current article. We would like to thank partners and stakeholders the Tasmanian Land Conservancy, Bush Heritage Australia, The Tasmanian State Department of Primary Industries, Parks, Water and the Environment, NRM North, and the Tasmanian Farmers and Graziers Association for their support. And a big thanks the many Midlands land owners who gave us permission to work on their properties and took part in, and contributed to, the restoration project. We acknowledge the considerable contributions to the project by Jonathan Duddles, Sebastian Burgess and Jimmy Collinson, former employees of Greening Australia. We also thank the many contractors and This article is protected by copyright. All rights reserved volunteers who worked on preparing field sites as well as those involved in growing plants and planting 1800ha of native revegetation.
Ecological Management & Restoration, 2021
Design Studies, 2021
This article investigates the different ways that uncertainty is understood and approached across... more This article investigates the different ways that uncertainty is understood and approached across design disciplines. Structural attitudes toward uncertainty are assessed in design thinking literature before other possible ways of viewing uncertainty in the design process are introduced. Uncertainty is then presented as a source of epistemological difference between design disciplines, and this difference is explicated through a project that uses literature survey and analytical diagramming to map differences between discipline attitudes to uncertainty. Our review identifies uncertainty as a prevalent source of discipline difference with the goal of better describing barriers, and effective responses to them, in inter- and trans-disciplinary design agendas.
International Journal of Art & Design Education, 2019
Australian Art Education, 2017
This paper explores the way in which different studio models have emerged in architectural educat... more This paper explores the way in which different studio models have emerged in architectural education, as well as providing an overview of studio models in recent use (2007-2011), which is timely in a context that values ‘efficiency dividends’. Four models are explored in order to represent the considerable diversity in how the studio is defined and understood in the Australian and New Zealand context. The paper highlights the significant influence and impact of Higher Education Institutions (HEIs) policies and management have had on schools and their studio models.
The Journal of Public Space, Dec 9, 2017
The Learning-by-Making (LBM) program at the University of Tasmania has 20 years experience in col... more The Learning-by-Making (LBM) program at the University of Tasmania has 20 years experience in collaborative, community-based "live" studios. Academics involved in the program have intuitively understood that a learning environment integrated with the public realm, and based in a constructed reality affords students an immersive understanding of the design process. More recently the program has shifted its focus from stand-alone, client-responsive projects to a long-term, design-led research agenda. Individual projects-including micro-dwellings, scout huts, an exhibition stand and a mobile playground-are seen as steps in the evolution of an innovative building system that harnesses the creative and socially productive potentials of digital fabrication. The benefits of this shift for academics and clients are clear. For academics, research and teaching activities can be mutually supportive, while clients benefit from a design/fabricate/assemble process that has been tested, analysed, applied and incrementally improved. The primary focus of this paper will however attempt to identify the educational impact on participating students, and will do so using the analytical lens of a relevant educational theory called threshold concepts 1. The theory suggests that students can overcome barriers to learning when specific criteria or "dimensions" are present. The results of this analysis indicate that in this environment learning can be transformative, resulting in irreversible conceptual links between design idea, fabrication and practice. The conceptual space of the project is bounded by the research objective, budget, technology and client requirements, and integrative in that they inevitably involve decisions on materials, structures, habitation patterns and climate control. The learning is discursive as students are required to articulate their opinions on design decisions, both within the student group and with community collaborators. The primary data sources for this investigation have been students' reflective journals, combined with teacher observations.
The 'studio' is typically viewed as being central to the role of educating architecture s... more The 'studio' is typically viewed as being central to the role of educating architecture students because it facilitates learning during the design process, it encourages the integration of knowledge and skills, and it generates an environment where professional norms and standards are cultivated. The lineage of the 'studio' in architectural education extends back to the first 'university' courses in the 19 th century and before these aspects of the master/apprenticeship model, in the 17 th and 18 th centuries. A recent comprehensive study of Architectural Educators in Australasia (Ostwald & Williams 2008) revealed that definitions of the studio and associated practices were for the most part polarised. In Australia, the studio may physically range from a dedicated workspace –for groups of students to work and learn in – to a hot-desking arrangement, to a generic tutorial space. For some, the studio has ceased to include the physical workspace for students and...
The Energy Efficiency provisions, within the Building Code of Australia, have created many new ch... more The Energy Efficiency provisions, within the Building Code of Australia, have created many new challenges for architects and building designers. Prior to these provisions, general environmental design principles and 'rules of thumb' were used to design environmentally conscious dwellings. As the greenhouse agenda has advanced, the architect and building designer are now faced with understanding the effects of their original environmental design training, set parameters in the deemed to satisfy provisions of the BCA and house energy rating simulations. In some situations the logic of the rule of thumb approach seems to be questioned or contradictory to the resultant star rating. This paper will illustrate a recent design experience of a small residence in Launceston, Tasmania. The new dwelling was designed by using 'rules of thumb' for passive solar and environmental design and the philosophy of making a well insulated small box. The design was submitted to a Home Ene...
Teaching Matters 2009, 2007
Technology Education for Teachers, 2012