Paul Aubin has recently released a video showing his progress with his Corinthian columns that he is trying to model as a fully parametric Revit family. The video to the right shows the process of him modeling the decorative leaves on the column, and the methods he has used modeling to achieve such an abstract form.

I found a great quote whilst reading through Mastering Revit Architecture 2013 - A counter argument to anyone who is complaining about the modeling capabilities of Revit. This particular quote is related to modeling complex stair structures in Revit:

"You can use generic modeling application such as SketchUp, Bonzai, Maya, Rhino, or Autodesk 3ds Max software to model your stair and railing designs. Of course, stair and railing creation will require greater fluency compared with modeling other, more rectilinear objects. But there's a drawback. Even though you'll eventually come to understand the rules for creating and manipulating geometry in a generic modeling application, what still reains difficult is the design idea and the managing design iteration. Although many of the generic applications on the market give you the tools to design complex forms, they seldom give you the rules to manage the iteration of your design."

This study examined the effect of scaffolding instructional strategies and gender on the performance of pupils in Basic Science and Technology in public primary schools in Rivers State. Two specific objectives and two null hypotheses guided the study. Non-randomized pretest, post-test and control group experimental design was adopted for the study. The population size consisted of 42,409 basic four pupils; out of which 147 were drawn as sample size using purposive sampling technique. The instrument for data collection was the Basic Science and Technology Performance Test. The data was analyzed using Analysis of Covariance (ANCOVA). The findings of the study revealed that there is a significant difference in the Basic Science and Technology mean performance scores of pupils taught with scaffolding instructional strategies and those taught with conventional method. The Basic Science and Technology mean performance scores of boys and girls taught with scaffolding instructional strategies does not differ significantly with those taught with conventional method. Recommendations were made which include that scaffolding instructional strategy should be used in classroom teaching/learning interaction to enhance the teaching and learning of pupils as well as improve their performance in all subjects.

A model equation was developed through the use of first order differential equation formed from a mass balance equation to study the mass transfer rate of iron (iii) contaminants in manganese dioxide media. The model was able to predict the time required for the manganese dioxide adsorbent to reduce the level of iron in water to acceptable level of concentration as allowed by WHO. The model agreed with experimental data that increase in adsorbent dosage will increase the rate of transfer of the iron (iii) contaminants into the adsorbent and hence increase in the rate of reaction. The study also found out that efficiency of adsorbent increases as the dosage is increased and that at a particular time increase in adsorbent dosage lead to wastage of materials as it may not lead to increased adsorption. Hence the model can be used as an effective monitoring tool during experiments to help us note the time results are expected and when the adsorbent need regeneration. The model also utilizes the effect of contact time and concentration on the rate of iron (iii) contaminants transfer rate to the manganese dioxide. The model equation can be used to monitor the rate at which different adsorbent concentration dosage can influence the rate of iron (iii) contaminants removal from water