Relevant bibliographies by topics / Design disciplines

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Design disciplines'

Author: Grafiati
Published: 19 February 2023

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Journal articles on the topic "Design disciplines"

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Fioriti, Marco, Luca Boggero, and Sabrina Corpino. "Preliminary Sub-Systems Design Integrated in a Multidisciplinary Design Optimization Framework." Transactions on Aerospace Research 2017, no. 4 (December 1, 2017): 9–23. http://dx.doi.org/10.2478/tar-2017-0025.

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Abstract The aircraft design is a complex subject since several and completely different design disciplines are involved in the project. Many efforts are made to harmonize and optimize the design trying to combine all disciplines together at the same level of detail. Within the ongoing AGILE (Horizon 2020) research, an aircraft MDO (Multidisciplinary Design Optimization) process is setting up connecting several design tools and competences together. Each tool covers a different design discipline such as aerodynamics, structure, propulsion and systems. This paper focuses on the integration of the sub-system design discipline with the others in order to obtain a complete and optimized aircraft preliminary design. All design parameters used to integrate the sub-system branch with the others are discussed as for their redefinition within the different detail level of the design.
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Schifferstein, Hendrik N. J. "Food design: Connecting disciplines." International Journal of Food Design 1, no. 2 (October 1, 2016): 79–81. http://dx.doi.org/10.1386/ijfd.1.2.79_2.

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Vanderplaats, Garret N. "Multidiscipline Design Optimization." Applied Mechanics Reviews 41, no. 6 (June 1, 1988): 257–62. http://dx.doi.org/10.1115/1.3151897.

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While formal optimization techniques are seeing increasing use within individual disciplines, application of this technology to the more general multidiscipline design problem is less common. This is due to both the inherent complexity of multidiscipline design and the fact that design is traditionally separated along discipline lines. The application of optimization to multilevel and multidiscipline design is discussed here. It is seen that, computationally, multilevel design within a single discipline and multidiscipline design across disciplines have similar features, and so are generally treated the same. Multidiscipline optimization at the conceptual level is first discussed and it is seen that this has been done successfully for some time. Then the more general case is discussed where formal mathematical decomposition of the larger problem is required to make optimization practical. Here, the state of the art is still relatively undeveloped. Two basic approaches are briefly described to indicate the concepts, and a simple example is offered. The key idea in persuing the multidiscipline design problem is that the optimum system is seldom the sum of optimum components. It is necessary to properly account for the coupling that exists among the subsystems, while still allowing the individual designer to work with relative freedom within his discipline. It is concluded that to achieve this, considerable research remains ahead.
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Schagaev, Igor, Elisabeth Bacon, and Nicholas Ioannides. "Curriculum Design and Development for Computer Science and Similar Disciplines." International Journal of Knowledge Society Research 1, no. 3 (July 2010): 17–32. http://dx.doi.org/10.4018/jksr.2010070102.

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In this paper, curriculum design and development for computer science and similar disciplines as a formal model is introduced and analysed. Functions of education process as knowledge delivery and assessment are analysed. Structural formation of curriculum design is presented using definitive, characteristic and predictive functions. The process of changes in the discipline is also described and analysed. The authors then develop an algorithm to determine the core of the discipline and functions of the core moving and merging are introduced.
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van Klinken, Gerry. "Data, Disciplines, and Dialogue: Lessons for Project Design." Asiascape: Digital Asia 4, no. 1-2 (February 23, 2017): 129–42. http://dx.doi.org/10.1163/22142312-12340071.

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A common assumption in Digital Humanities (dh) project design is that ‘data’ is simply there, ready to ‘drive’ the research. The funders of a dh project described in this paper adhered to this positivistic assumption in their founding White Paper. They saw disciplines as blinders, best left behind in order to better see ‘patterns’. However, positivism was not a real-world option for the social scientists, mathematicians, and information scientists engaged in this ‘blue sky’ project, which investigated digitized historical newspaper texts. Far from being a hindrance to their work, disciplinary traditions were central to any success they achieved. Instead of moving ‘beyond’ disciplines, they developed a pluralist, cross-disciplinary dialogue. Each participant contributed out of the epistemic convention that had proven fruitful in their discipline. The approach required an intellectual and emotional commitment to dialogue, and produced tantalizing rather than wholly satisfying results. But it holds promise of more.
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Tykhonova, Tetiana V. "ТЕХНОЛОГІЯ ДИДАКТИЧНОГО КОНСТРУЮВАННЯ ІНФОРМАЦІЙНО-ТЕХНОЛОГІЧНИХ ДИСЦИПЛІН У ВИЩІЙ ШКОЛІ." Information Technologies and Learning Tools 57, no. 1 (February 27, 2017): 139. http://dx.doi.org/10.33407/itlt.v57i1.1502.

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Didactic engineering of information technology disciplines is the technological activity of the teacher on the design, development and implementation of the learning process effective result-centre didactic system of teaching information technology. The process of didactic engineering consists of three stages: the stage of determining the learning goals and designing the content of the discipline; stage of development of didactic system discipline; stage of didactic analysis and correction of the contents of discipline. The aim of the article is to describe didactic design technologies as practical advice for teachers of high school to develop training and work programs of certain information technology disciplines.
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Bouikni, Nadjib, Alain Desrochers, and Louis Rivest. "A Product Feature Evolution Validation Model for Engineering Change Management." Journal of Computing and Information Science in Engineering 6, no. 2 (February 10, 2006): 188–95. http://dx.doi.org/10.1115/1.2194909.

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Product design integrates several disciplines in a concurrent engineering (CE) environment. Each one of these disciplines has a specific point of view on the product being developed. While each discipline exerts its own expertise and methods on the definition of the product and its related processes, information must remain consistent for all disciplines and through the evolution of the product definition. This paper proposes a product feature evolution validation (PFEV) model that aims at controlling the information flow needed to support a product definition evolution (PDE) while insuring its validation by all disciplines involved. The model applies both to the product design and modification phases, i.e., before and after releasing its definition. The PFEV model thus supports CE and enables managing the product feature evolution throughout the product life cycle. The PFEV model defines an exchange protocol between the disciplines in order to preserve the consistency of the numerical model, which includes the complete numerical information characterizing the product. The model addresses two qualities of an information system: dispatching relevant PDE information to appropriate disciplines and providing this information according to specific views. This is achieved by centralizing the product numerical model and by exploiting the product’s features rather than managing product model as black boxes. Links between features are formalized in a shared product features table that is used to dynamically identify all disciplines impacted by a product feature evolution (PFE). A PFE is also characterized by its potential impact, detrimental or beneficial, on every discipline previously identified as impacted. In the case of a detrimental impact, the discipline is asked to validate the evolution. If the impact is beneficial, the discipline is simply notified about the evolution. Specific views are generated for the impacted disciplines based on feature filtering and adaptation mechanisms.
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Plourde Khoury, Melissa, and Tarek E. Khoury. "Across Disciplines: Literature and Graphic Design." Design Principles and Practices: An International Journal—Annual Review 5, no. 2 (2011): 55–66. http://dx.doi.org/10.18848/1833-1874/cgp/v05i02/38030.

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THISTLEWOOD, DAVID. "The Essential Disciplines of Design Education." Journal of Art & Design Education 9, no. 1 (March 1990): 3–7. http://dx.doi.org/10.1111/j.1476-8070.1990.tb00748.x.

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Park, Hannah, and Blake Lesselroth. "Synergy: Development of an Interdisciplinary Curriculum for Clinical Learners and Design Students." Proceedings of the International Symposium on Human Factors and Ergonomics in Health Care 10, no. 1 (June 2021): 173–74. http://dx.doi.org/10.1177/2327857921101097.

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The complexity of problems in Health design demands trans-disciplinary efforts to be addressed and resolved. However, very few curricula in medical education involve collaboration with non-medical disciplines. The gaps between disciplines emerge as barriers to find innovative resolution in healthcare. The faculty members from the Department of Design and Department of Internal Medicine have been seeking ways to break discipline-centered silos and innovate educational modules for future clinicians and designers. The presentation will overview pedagogical strategies for co-education between medicine and design, institutional barriers that learners should aware of for co-education, and outcomes of the three collaboration projects.
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Dissertations / Theses on the topic "Design disciplines"

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Ondin, Zeynep. "Design Thinking Across Different Design Disciplines: A Qualitative Approach." Diss., Virginia Tech, 2017. http://hdl.handle.net/10919/83858.

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Even though disciplines that are not traditionally affiliated with design have started to show interest in design thinking such as business, education, healthcare, engineering, and IT (Clark and Smith, 2008; Cross, 2007, 2011; Dorst, 2011; Finn Connell, 2013; Lawson, 2004, 2006; Owen, 2007; Razzouk and Shute, 2012) design thinking studies has tended to focus on limited design disciplines such as architecture, engineering design, and industrial design and there are not enough studies to prove that designers in different design fields perform design processes as design thinking literature proposed (Kimbell, 2011). This qualitative study explores the design process of professionals from different design disciplines, in order to understand the similarities and differences between their process and the design activities proposed by the design thinking literature. Design strategies of experts from different design disciplines were studied and compared, in relation to the activities proposed by the design thinking literature. This basic qualitative study was designed to use semi-structured interviews as the qualitative method of inquiry. This study employed purposeful sampling, specifically criterion sampling and snowball sampling methods. The researcher interviewed nine designers from instructional design, fashion design, and game design fields. A semi-structured interview protocol was developed and participants were asked demographic questions, opinion and values questions, and ideal position questions. Demographic questions provided background information such as education and number of years of design experience for the participants. Opinion and value questions were asked to learn what participants think about the research questions. Ideal position questions let participants describe what good design would be. The researcher analyzed the interview data and the results were reported in a way to demonstrate the differences and similarities within and across disciplines.
Ph. D.
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Walker, Jacinda N. "Design Journeys: Strategies For Increasing Diversity In Design Disciplines." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1469162518.

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Chopra, Swati. "Managing Uncertainty: Self-care Tools for Enhancing Student Learning Experiences in the Design Disciplines." University of Cincinnati / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1554212345845238.

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Pembridge, James Joseph. "Mentoring in Engineering Capstone Design Courses: Beliefs and Practices across Disciplines." Diss., Virginia Tech, 2011. http://hdl.handle.net/10919/29516.

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Capstone courses provide senior students in engineering with a culminating experiential learning environment, allowing them to apply the knowledge they have developed throughout their undergraduate education. Through anecdotal descriptions of the course, faculty roles have been classified as mentoring. Yet, there have been few systematic and empirical studies that aid in the exploration of the pedagogy and its effectiveness. This study used Kramâ s model of mentoring as a lens to explore mentoring in the capstone course more systematically. In addition, the learning theories that support project-based learning provided additional understanding into the functions and practices that faculty mentors use to support the studentsâ career and psychosocial development. This study used a sequential mixed methods design to explore the prominent mentoring functions seen in engineering capstone courses, identify the factors related to those mentoring functions, and analyze how the functions are related to perceived learning outcomes. Data collection included a survey of 491 capstone faculty, interviews of 25 survey respondents using the critical decision method, and a survey of 139 students of the interviewees. Quantitative data analysis included the calculation of descriptive statistics for the faculty and student survey item responses as well as a correlation analyses between the items representing mentoring functions and items representing factors of mentoring. Qualitative analysis involved a phenomenological analysis of the data through the coding of interview responses using Kramâ s mentoring functions as a framework. Findings identified the mentoring practices associated with the career development and psychosocial functions. Additional findings indicated that: 1) challenging assignments, protection, and acceptance-and-confirmation are the dominant functions, 2) faculty background is a potential important factor of mentoring, whereas institutional and department demographics are negligible, and 3) most learning outcomes are associated with challenging assignments, with the exception of ethical understanding, which is developed through coaching, counseling, and role modeling. The findings resulted in the development of a model of capstone mentoring. The model provides a holistic, research-based view of the role that faculty assume when mentoring capstone students. While this study did not systematically prove the modelâ s effect on student learning, positive effects are supported by both student self-reports and learning theories associated with project-based learning. As such, the model can be used as a general guide for the development of pedagogical skills and assessment of teaching practices in project-based capstone courses.
Ph. D.
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Al-Ahmed, S. M. "Integrating combat effectiveness disciplines into the aircraft conceptual/preliminary design phase." Thesis, Cranfield University, 1996. http://hdl.handle.net/1826/3631.

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An assessment methodology has been developed for - use during the conceptual/preliminary design phase to quantify the effectiveness of newly designed aircraft. The effectiveness is measured by a squadron Sortie Generation Rate (SGR). Key elements of this methodology were the establishment of link parameters between design synthesis and the main effectiveness disciplines. These were Reliability and Maintainability (R&M), Survivability / Vulnerability and Acquisition Cost. A programmable solid modeller was used to create a solid CAD assembly of the aircraft critical components. A ray tracing technique has been used to develop an interactive vulnerability assessment tool. A Mission Simulation Model (MSM) has been developed which typically simulates the operation of a squadron of aircraft and gives the operational activities such as flying sorties and maintenance actions. The methodology has been validated based on real data from recent conflicts. The application aspects of the methodology have been demonstrated by quantifying the effectiveness of two recent combat aircraft.
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Holzer, Dominik, and dholzer@hotmail com. "Sense-making across collaborating disciplines in the early stages of architectural design." RMIT University. Architecture and Design, 2009. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20100122.133209.

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In my PhD thesis I raise the claim that a main ingredient to successful design collaboration in architecture and engineering is to make sense out of the information that is provided by designers and consultants as early and comprehensively as possible. The design of buildings has become a task with such a level of complexity that a social effort is required to coordinate and integrate the various worldviews of disciplines involved. In my research I first analyse obstacles to sense-making across collaborating disciplines by investigating the worldviews and priorities of the main parties involved in the design of buildings. I then propose novel ways for exchanging knowledge and generating common understanding between design professionals during early design and I introduce the process of optioneering as one possible method to assist architectural and engineering work practice. In order to address the above issues, I have embedded myself in the engineering firm Arup in their Sydney and Melbourne offices. There, I have examined methods for communicating and integrating aspects of building performance between designers and design consultants over a period of three years. As part of my research at Arup, I have gained an understanding about the everyday requirements of design professionals for sense-making in collaborative practice.
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Ilhan, Ali O. "The growth of the design disciplines in the United States, 1984-2010." Thesis, Washington State University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3611272.

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Everything we touch, sit on, use and lean against is designed. Design disciplines (e.g. architecture, landscape architecture, city/urban planning, interior design and industrial design) play an extremely significant role in shaping the man-made environment we live in. They help to populate it with cars, furniture, buildings, clothes, cell phones, and countless other artifacts and also play a significant role in producing innovations that drive successful companies in a challenging and fiercely competitive global market. Perhaps more importantly, the consumption and use of designed goods, spaces, and services produce, reproduce, and mediate our very identities and culture.

Despite their cultural, economic, and political significance, design professions are understudied in sociology. In sociology, the few available case studies of design professions emphasize professional practice and tend not to study the higher education system, where professional designers are produced. Moreover, there are no studies in sociology that examine academic design disciplines comparatively.

This dissertation undertakes a quantitative, macro-comparative study of the institutionalization and growth of design disciplines in the US during the past 26 years, 1984-2010, using a unique longitudinal dataset. Through analysis of the intra- and extra-institutional resources and conditions that promote the growth of design disciplines and comparing their growth to those of art and engineering, this study provides valuable insights to policymakers and administrators who seek to make meaningful interventions within the academy and will advance sociological understanding of the changing organization of academic knowledge.

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Lowry, Jonathan E. "The Language of Team: Building a lexicon integrating multiple disciplines for effective project management." University of Cincinnati / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1306499898.

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Hall, Bridget T. "ReTHINK New Orleans bridging the gap between disciplines to create a VISION for the community /." Cincinnati, Ohio : University of Cincinnati, 2009. http://rave.ohiolink.edu/etdc/view.cgi?acc_num=ucin1242531725.

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Thesis (Master of Architecture)--University of Cincinnati, 2009.
Advisor: Elizabeth Riorden. Title from electronic thesis title page (viewed July 27, 2009). Includes abstract. Keywords: Rethink; New Orleans; architecture; design; community; urban fabric; infrastructure. Includes bibliographical references.
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Burrington, David J. "Dancing Around Costuming: A Symbiotic Relationship of Disciplines, Costume Design for Dance 2011: Parallel and Intersect." Kent State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=kent1334347548.

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Books on the topic "Design disciplines"

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Martin, Roger. Writing in the design disciplines. Minneapolis, MN: Center for Interdisciplinary Studies of Writing, University of Minnesota, 1992.

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Martin, Roger. Writing in the design disciplines. Minneapolis, MN: Center for Interdisciplinary Studies of Writing, University of Minnesota, 1992.

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M, Brown Jeanne, Glassman Paul, and Henri Janine J, eds. The library and the accreditation process in design disciplines: Best practices. Kanata, Ont: Art Libraries Society of North America, 2003.

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Web design for libraries. Santa Barbara, California: Libraries Unlimited, 2014.

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Burns, Rebecca Crawford. Linking the disciplines: A holistic approach to curriculum design : an AEL school excellence workshop. Charleston, W. Va: Appalachia Educational Laboratory, 1993.

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H, Wittenberg, and SpringerLink (Online service), eds. Flight Physics: Essentials of Aeronautical Disciplines and Technology, with Historical Notes. Dordrecht: Springer Netherlands, 2009.

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1958-, Blackwell Lewis, ed. G1: New dimensions in graphic design. New York: Rizzoli, 1996.

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Azad, A. K. M. Internet accessible remote laboratories: Scalable E-learning tools for engineering and science disciplines. Hershey, PA: Engineering Science Reference, 2012.

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Cope, Bill, and Mary Kalantzis. Multiliteracies: Literacy learning and the design of social futures. London: Routledge, 2000.

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Maniotes, Leslie K. Guided inquiry design in action: Middle school. Santa Barbara, CA: Libraries Unlimited, 2015.

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Book chapters on the topic "Design disciplines"

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Sadraey, Mohammad H. "Design Disciplines." In Unmanned Aircraft Design, 27–45. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-031-79582-4_2.

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Bhagat, Dipti, and Peter O’Neill. "Writing Design." In Writing in the Disciplines, 174–97. London: Macmillan Education UK, 2011. http://dx.doi.org/10.1007/978-0-230-34451-8_11.

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Boling, Elizabeth, and Colin M. Gray. "Instructional Design and User Experience Design: Values and Perspectives Examined Through Artifact Analysis." In Intersections Across Disciplines, 93–107. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-53875-0_8.

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Abramenka-Lachheb, Victoria, Ahmed Lachheb, and Gamze Ozogul. "Teaching Design to Public Health Majors: A Design Case of an Undergraduate Interdisciplinary Course." In Intersections Across Disciplines, 265–79. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-53875-0_21.

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Yang, Mohan, Iryna Ashby, Brantly McCord, Tadd Farmer, Umair Sarwar, and Marisa Exter. "Educational Software Design in Practice: Understanding the Power of Intersecting Disciplines on Design Process." In Intersections Across Disciplines, 109–22. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-53875-0_9.

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Gullo, Louis J. "Integrating Safety with Other Functional Disciplines." In Design for Safety, 281–306. Chichester, UK: John Wiley & Sons, Ltd, 2017. http://dx.doi.org/10.1002/9781118974339.ch13.

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Müller, Francis. "Introduction: Design as a Discipline of Alternation." In Design Ethnography, 1–6. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-60396-0_1.

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AbstractDesign is never creating out of nothing—it always has specific cultural points of reference. Design alters and adapts, whereby the discipline always takes what exists as a reference point, which also makes it heretical. Design requires and generates knowledge, because designers always need to engage with specific lifeworlds. Through methods such as ethnography, this knowledge can be made explicit, which makes the discipline of design capable of connecting with other academic disciplines. Ethnography in the context of design differs from ethnography in the social sciences: it is quicker and embedded in the iterative processes that designing involves.
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Saçak, Begüm. "Multimodal Social Semiotics and Learning Design: In Search of Interdisciplinarity." In Intersections Across Disciplines, 43–52. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-53875-0_4.

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Glaser, Noah, Matthew Schmidt, Carla Schmidt, Heath Palmer, and Dennis Beck. "The Centrality of Interdisciplinarity for Overcoming Design and Development Constraints of a Multi-user Virtual Reality Intervention for Adults with Autism: A Design Case." In Intersections Across Disciplines, 157–71. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-53875-0_13.

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Ge, Xun, and Qian Wang. "Cultivating Design Thinking in an Interdisciplinary Collaborative Project-Based Learning Environment." In Intersections Across Disciplines, 187–96. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-53875-0_15.

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Conference papers on the topic "Design disciplines"

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Solberg, Anne. "Transdisciplinary Doctorates in the Making Disciplines." In Design Research Society Conference 2018. Design Research Society, 2018. http://dx.doi.org/10.21606/drs.2018.591.

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Mohiuddin, Arefin, Robert Woodbury, Narges Ashtari, Mark Cichy, and Volker Mueller. "A Design Gallery System: Prototype and Evaluation." In ACADIA 2017: Disciplines and Disruption. ACADIA, 2017. http://dx.doi.org/10.52842/conf.acadia.2017.414.

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Yousif, Shermeen, Wei Yan, and Dr Charles Culp. "Incorporating Form Diversity into Architectural Design Optimization." In ACADIA 2017: Disciplines and Disruption. ACADIA, 2017. http://dx.doi.org/10.52842/conf.acadia.2017.640.

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Yousif, Shermeen, Wei Yan, and Dr Charles Culp. "Incorporating Form Diversity into Architectural Design Optimization." In ACADIA 2017: Disciplines and Disruption. ACADIA, 2017. http://dx.doi.org/10.52842/conf.acadia.2017.640.

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Patel, Sayjel Vijay, Kam-Ming Mark Tam, Sanjay Pushparajan, and Paul J. Mignone. "3D Sampling Textures for Creative Design and Manufacturing." In ACADIA 2017: Disciplines and Disruption. ACADIA, 2017. http://dx.doi.org/10.52842/conf.acadia.2017.464.

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Patel, Sayjel Vijay, Kam-Ming Mark Tam, Sanjay Pushparajan, and Paul J. Mignone. "3D Sampling Textures for Creative Design and Manufacturing." In ACADIA 2017: Disciplines and Disruption. ACADIA, 2017. http://dx.doi.org/10.52842/conf.acadia.2017.464.

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Fantacone, Enrico. "Computer Aided Energy Conscious Design: The Introduction of Integration Building Design System (I.B.D.S.) in CAAD." In eCAADe 1995: Multimedia and Architectural Disciplines. eCAADe, 1995. http://dx.doi.org/10.52842/conf.ecaade.1995.199.

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Fantacone, Enrico. "Computer Aided Energy Conscious Design: The Introduction of Integration Building Design System (I.B.D.S.) in CAAD." In eCAADe 1995: Multimedia and Architectural Disciplines. eCAADe, 1995. http://dx.doi.org/10.52842/conf.ecaade.1995.199.

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Turner, Cameron J. "Teaching Design Methodologies Across Engineering Disciplines." In ASME 2010 International Mechanical Engineering Congress and Exposition. ASMEDC, 2010. http://dx.doi.org/10.1115/imece2010-38331.

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The Colorado School of Mines (CSM) offers a combined capstone design experience for mechanical, civil, electrical and environmental engineering students. In a recent re-invention of our design curriculum, a new emphasis on design methodologies has been implemented. Many of these design methods have origins in the design of electro-mechanical products, and it is certainly in these areas where the most vibrant design communities seem to reside. Yet in a combined setting, analogous design processes appear to exist in a broader engineering design community. This paper describes the capstone design program at CSM, with a focus on the methods that we are teaching and how they translate between disciplines. The lessons learned in such a translation not only illuminate how engineering design may differ in other disciplines, but also may reveal new perspectives on mechanical design processes.
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Shi, Guoqin, Guillaume Renaud, Fengxian Zhang, Suzhen Chen, and XinFeng Yang. "Integrated Wing Design with Three Disciplines." In 9th AIAA/ISSMO Symposium on Multidisciplinary Analysis and Optimization. Reston, Virigina: American Institute of Aeronautics and Astronautics, 2002. http://dx.doi.org/10.2514/6.2002-5405.

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Reports on the topic "Design disciplines"

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Hossain, Niamat Ullah Ibne, Raed Jaradat, Michael Hamilton, Charles Keating, and Simon Goerger. A historical perspective on development of systems engineering discipline : a review and analysis. Engineer Research and Development Center (U.S.), April 2021. http://dx.doi.org/10.21079/11681/40259.

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Since its inception, Systems Engineering (SE) has developed as a distinctive discipline, and there has been significant progress in this field in the past two decades. Compared to other engineering disciplines, SE is not affirmed by a set of underlying fundamental propositions, instead it has emerged as a set of best practices to deal with intricacies stemming from the stochastic nature of engineering complex systems and addressing their problems. Since the existing methodologies and paradigms (dominant pat- terns of thought and concepts) of SE are very diverse and somewhat fragmented. This appears to create some confusion regarding the design, deployment, operation, and application of SE. The purpose of this paper is 1) to delineate the development of SE from 1926-2017 based on insights derived from a histogram analysis, 2) to discuss the different paradigms and school of thoughts related to SE, 3) to derive a set of fundamental attributes of SE using advanced coding techniques and analysis, and 4) to present a newly developed instrument that could assess the performance of systems engineers. More than Two hundred and fifty different sources have been reviewed in this research in order to demonstrate the development trajectory of the SE discipline based on the frequency of publication.
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Shyshkina, Mariya, Uliana Kohut, and Maiia Popel. The Design and Evaluation of the Cloud-based Learning Components with the Use of the Systems of Computer Mathematics. Sun SITE Central Europe, May 2018. http://dx.doi.org/10.31812/0564/2253.

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In the article the problems of the systems of computer mathematics use as a tool for the students learning and research activities support are investigated. The promising ways of providing access to the mathematical software in the university learning and research environment are considered. The special aspects of pedagogical applications of these systems to support operations research study in the process of bachelors of informatics training are defined. The design and evaluation of the cloud-based learning components with the use of the systems of computer mathematics (on the example of Maxima system) as enchasing the investigative approach to learning of engineering and mathematics disciplines and increasing the pedagogical outcomes is justified. The set of psychological and pedagogical and also technological criteria of evaluation is substantiated. The results of pedagogical experiment are provided. The analysis and evaluation of existing experience of mathematical software use both in local and cloud-based settings is proposed.
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Vigneri, Marcella. The Science in the Middle: Middle Level Theory in International Development Evaluation. Centre of Excellence for Development Impact and Learning, 2021. http://dx.doi.org/10.51744/cmwp3.

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This paper discusses how Middle Level Theory is becoming an important tool in the evaluation of international development programmes by connecting abstract theory to project level theory. The paper discusses three defining features of how mid-level theorising generates transferable knowledge across disciplines and settings; it consolidates empirical regularities in human behaviour, it explains the diversity of outcomes observed across contexts, and it is explicit about causal principles observed in different settings. These attributes are illustrated using examples from interventions in international development that show the potential of the method in improving the design of international development programmes.
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Shyshkina, Mariya, Uliana Kohut, and Maiia Popel. The Comparative Analysis of the Cloud-based Learning Components Delivering Access to Mathematical Software. [б. в.], June 2019. http://dx.doi.org/10.31812/123456789/3171.

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In the article, the problems of the systems of computer mathematics use as a tool for the students learning and research activities support are investigated. The promising ways of providing access to the mathematical software in the university learning and research environment are considered. The special aspects of pedagogical applications of these systems to support mathematics and computer science disciplines study in a pedagogical university are considered. The design and evaluation of the cloud-based learning components with the use of the systems of computer mathematics (on the example of the Maxima system and CoCalc) as enchasing the investigative approach to and increasing pedagogical outcomes is justified. The set of psychological and pedagogical and also technological criteria of evaluation is used to compare different approaches to the environment design. The results of pedagogical experiment are provided. The analysis and evaluation of existing experience of mathematical software use both in SaaS and IaaS cloud-based settings is proposed.
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Tadi, Massimo. New Lynn – Auckland IMM Case Study. Unitec ePress, April 2017. http://dx.doi.org/10.34074/book.062.

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Integrated Modification Methodology (IMM) has already been applied in established metropolitan contexts, such as Porto Maravilha in Rio de Janeiro, the neighbourhood of Shahrak-e Golestan in Tehran, and Block 39 in New Belgrade. When Unitec Institute of Technology’s Associate Professor of Urban Design Dushko Bogunovich came up with the idea of a comparative analysis of two sprawling metropolitan contexts – Auckland and Milan – he and Massimo Tadi, Director of the IMMdesignlab in Milan and Associate Professor at the School of Architectural Engineering at the Politecnico di Milano, decided to apply IMM to a sample area of low-density suburban Auckland. The project presented in this book was developed in a joint international design workshop organised by Politecnico di Milano, IMMdesignlab and Unitec Institute of Technology. The workshop was held at Politecnico di Milano, Polo Territoriale di Lecco (Italy), from 25–29 May 2015, and the team, comprising 14 international students from different design disciplines, was coordinated by Tadi and Bogunovich, assisted by engineers Hadi Mohammad Zadeh and Frederico Zaniol (IMMdesignlab). The outcomes of the workshop were then further developed by IMMdesignlab to demonstrate how, by adopting IMM, it is possible to retrofit, renovate and reactivate an inefficient and energy consuming neighbourhood into a more integrated and sustainable one.
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Striuk, Andrii, Olena Rybalchenko, and Svitlana Bilashenko. Development and Using of a Virtual Laboratory to Study the Graph Algorithms for Bachelors of Software Engineering. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4462.

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The paper presents an analysis of the importance of studying graph algorithms, the reasons for the need to implement this project and its subsequent use. The existing analogues analysis is carried out, due to which a list of advantages and disadvantages is formed and taken into account in developing the virtual laboratory. A web application is created that clearly illustrates the work of graph algorithms, such as Depth-First Search, Dijkstra’s Shortest Path, Floyd- Warshall, Kruskal Minimum Cost Spanning Tree Algorithm. A simple and user- friendly interface is developed and it is supported by all popular browsers. The software product is provided with user registration and authorization functions, chat communication, personal cabinet editing and viewing the statistics on web- application use. An additional condition is taken into account at the design stage, namely the flexibility of the architecture, which envisaged the possibility of easy expansion of an existing functionality. Virtual laboratory is used at Kryvyi Rih National University to training students of specialty 121 Software Engineering in the disciplines “Algorithms and Data Structures” and “Discrete Structures”.
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Ervin, Kelly, Karl Smink, Bryan Vu, and Jonathan Boone. Ship Simulator of the Future in virtual reality. Engineer Research and Development Center (U.S.), September 2022. http://dx.doi.org/10.21079/11681/45502.

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The Army’s modernization priorities include the development of augmented reality and virtual reality (AR/VR) simulations for enabling the regiment and increasing soldier readiness. The use of AR/VR technology at the U.S. Army Engineer Research and Development Center (ERDC) is also growing in the realm of military and civil works program missions. The ERDC Coastal and Hydraulics Laboratory (CHL) has developed a ship simulator to evaluate bay channels across the world; however, the current simulator has little to no physical realism in nearshore coastal regions (Figure 1). Thus, the ERDC team is researching opportunities to advance ship simulation to deliver the Ship Simulator of the Future (SSoF). The SSoF will be equipped with a VR mode and will more accurately resolve nearshore wave phenomena by ingesting precalculated output from a Boussinesq-type wave model. This initial prototype of the SSoF application is intended for research and development purposes; however, the technologies employed will be applicable to other disciplines and project scopes, including the Synthetic Training Environment (STE) and ship and coastal structure design in future versions.
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Савченко, Карина Юріївна. The Content of Professional Training of Future Educators at Children's Institutions: Competency Building Approach. Scientific World, Ltd., 2016. http://dx.doi.org/10.31812/0564/645.

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The article considers the problems of the competence approach. And the ability to distinguish between academic disciplines and areas of training of future teachers through the introduction of three main disciplines: social-humanitarian, psychological-pedagogical and professional. The list of subjects for each directions of training foresees different volume and content appropriately designed specialization. Competency building approach provided the ability to distinguish between academic disciplines and areas of training the future teacher through the introduction of three main disciplines: social-humanitarian, psychological-pedagogical and professional.
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Modlo, Yevhenii O., Serhiy O. Semerikov, Stanislav L. Bondarevskyi, Stanislav T. Tolmachev, Oksana M. Markova, and Pavlo P. Nechypurenko. Methods of using mobile Internet devices in the formation of the general scientific component of bachelor in electromechanics competency in modeling of technical objects. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3677.

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An analysis of the experience of professional training bachelors of electromechanics in Ukraine and abroad made it possible to determine that one of the leading trends in its modernization is the synergistic integration of various engineering branches (mechanical, electrical, electronic engineering and automation) in mechatronics for the purpose of design, manufacture, operation and maintenance electromechanical equipment. Teaching mechatronics provides for the meaningful integration of various disciplines of professional and practical training bachelors of electromechanics based on the concept of modeling and technological integration of various organizational forms and teaching methods based on the concept of mobility. Within this approach, the leading learning tools of bachelors of electromechanics are mobile Internet devices (MID) – a multimedia mobile devices that provide wireless access to information and communication Internet services for collecting, organizing, storing, processing, transmitting, presenting all kinds of messages and data. The authors reveals the main possibilities of using MID in learning to ensure equal access to education, personalized learning, instant feedback and evaluating learning outcomes, mobile learning, productive use of time spent in classrooms, creating mobile learning communities, support situated learning, development of continuous seamless learning, ensuring the gap between formal and informal learning, minimize educational disruption in conflict and disaster areas, assist learners with disabilities, improve the quality of the communication and the management of institution, and maximize the cost-efficiency. Bachelor of electromechanics competency in modeling of technical objects is a personal and vocational ability, which includes a system of knowledge, skills, experience in learning and research activities on modeling mechatronic systems and a positive value attitude towards it; bachelor of electromechanics should be ready and able to use methods and software/hardware modeling tools for processes analyzes, systems synthesis, evaluating their reliability and effectiveness for solving practical problems in professional field. The competency structure of the bachelor of electromechanics in the modeling of technical objects is reflected in three groups of competencies: general scientific, general professional and specialized professional. The implementation of the technique of using MID in learning bachelors of electromechanics in modeling of technical objects is the appropriate methodic of using, the component of which is partial methods for using MID in the formation of the general scientific component of the bachelor of electromechanics competency in modeling of technical objects, are disclosed by example academic disciplines “Higher mathematics”, “Computers and programming”, “Engineering mechanics”, “Electrical machines”. The leading tools of formation of the general scientific component of bachelor in electromechanics competency in modeling of technical objects are augmented reality mobile tools (to visualize the objects’ structure and modeling results), mobile computer mathematical systems (universal tools used at all stages of modeling learning), cloud based spreadsheets (as modeling tools) and text editors (to make the program description of model), mobile computer-aided design systems (to create and view the physical properties of models of technical objects) and mobile communication tools (to organize a joint activity in modeling).
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Striuk, Andrii M., and Serhiy O. Semerikov. The Dawn of Software Engineering Education. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3671.

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Designing a mobile-oriented environment for professional and practical training requires determining the stable (fundamental) and mobile (technological) components of its content and determining the appropriate model for specialist training. In order to determine the ratio of fundamental and technological in the content of software engineers’ training, a retrospective analysis of the first model of training software engineers developed in the early 1970s was carried out and its compliance with the current state of software engineering development as a field of knowledge and a new the standard of higher education in Ukraine, specialty 121 “Software Engineering”. It is determined that the consistency and scalability inherent in the historically first training program are largely consistent with the ideas of evolutionary software design. An analysis of its content also provided an opportunity to identify the links between the training for software engineers and training for computer science, computer engineering, cybersecurity, information systems and technologies. It has been established that the fundamental core of software engineers’ training should ensure that students achieve such leading learning outcomes: to know and put into practice the fundamental concepts, paradigms and basic principles of the functioning of language, instrumental and computational tools for software engineering; know and apply the appropriate mathematical concepts, domain methods, system and object-oriented analysis and mathematical modeling for software development; put into practice the software tools for domain analysis, design, testing, visualization, measurement and documentation of software. It is shown that the formation of the relevant competencies of future software engineers must be carried out in the training of all disciplines of professional and practical training.
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