It is generally known that architectural practice relies heavily on the interactions between architects and other professionals. However, during their formal education, most students attending architecture schools, and engineering schools for that matter, get very little (if any) exposure to decision making in conditions that involve expertise and/or worldviews beyond those reflected and valued by their own discipline. In the past 10 years, a project-based learning initiative was developed between the University of California, Berkeley, and Stanford University in an international context involving several other universities around the world. Throughout this experience, we have identified several issues that have shown to be crucial to these interactions. This paper elaborates on three key issues: improvement of communication skills, empowerment through developing strategies of leadership, and recognition of own and others' worldviews. We also make the case to include experiential educational situations that can introduce these aspects into the academic curricula of architecture and engineering schools.

Contrary to Mele's suggestion, not all garden-variety self-deception reduces to bias-generated false beliefs (usually held contrary to the evidence). Many cases center around self-deceiving intentions to avoid painful topics, escape unpleasant truths, seek comfortable attitudes, and evade self-acknowledgment. These intentions do not imply paradoxical projects or contradictory belief states.

‘Marital faithfulness’ refers to faithful love for a spouse or lover to whom one is committed, rather than the narrower idea of sexual fidelity. The distinction is clearly marked in traditional wedding vows. A commitment to love faithfully is central: ‘to have and to hold from this day forward, for better for worse, for richer for poorer, in sickness and in health, to love and to cherish, till death us do part… and thereto I plight [pledge] thee my troth [faithfulness]’. Sexual fidelity is promised in a subordinate clause, symbolizing its supportive role in promoting love's constancy: ‘and, forsaking all other, keep thee only unto her/him.’

The conditions leading to thermal runaway in metal oxide varistors are discussed in terms of its power dissipation. An equivalent circuit is used to rationalize the similarities and differences between the DC and 60 Hz ac behavior.