Design Development Introduction 224 Narrative 226 Activities - Core* 242 Activities - Elective 248
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Planning Curriculum in Art and Design
Planning Curriculum in Art and Design Wisconsin Department of Public Instruction Planning Curriculum in Art and Design Melvin F. Pontious (retired) Fine Arts Consultant Wisconsin Department of Public Instruction Tony Evers, PhD, State Superintendent Madison, Wisconsin This publication is available from: Content and Learning Team Wisconsin Department of Public Instruction 125 South Webster Street Madison, WI 53703 608/261-7494 cal.dpi.wi.gov/files/cal/pdf/art.design.guide.pdf © December 2013 Wisconsin Department of Public Instruction The Wisconsin Department of Public Instruction does not discriminate on the basis of sex, race, color, religion, creed, age, national origin, ancestry, pregnancy, marital status or parental status, sexual orientation, or disability. Foreword Art and design education are part of a comprehensive Pre-K-12 education for all students. The Wisconsin Department of Public Instruction continues its efforts to support the skill and knowledge development for our students across the state in all content areas. This guide is meant to support this work as well as foster additional reflection on the instructional framework that will most effectively support students’ learning in art and design through creative practices. This document represents a new direction for art education, identifying a more in-depth review of art and design education. The most substantial change involves the definition of art and design education as the study of visual thinking – including design, visual communications, visual culture, and fine/studio art. The guide provides local, statewide, and national examples in each of these areas to the reader. The overall framework offered suggests practice beyond traditional modes and instead promotes a more constructivist approach to learning. -
Ergonomics, Design Universal and Fashion
Work 41 (2012) 4733-4738 4733 DOI: 10.3233/WOR-2012-0761-4733 IOS Press Ergonomics, design universal and fashion Martins, S. B. Dr.ª and Martins, L. B.Dr.b a State University of Londrina, Department of Design, Rodovia Celso Garcia Cid Km. 380 Campus Universitário,86051-970, Londrina, PR, Brazil. [email protected] b Federal University of Pernambuco, Department of Design, Av. Prof. Moraes Rego, 1235, Cidade Universitária, 50670-901, Recife- PE, Brazil. [email protected] Abstract. People who lie beyond the "standard" model of users often come up against barriers when using fashion products, especially clothing, the design of which ought to give special attention to comfort, security and well-being. The principles of universal design seek to extend the design process for products manufactured in bulk so as to include people who, because of their personal characteristics or physical conditions, are at an extreme end of some dimension of performance, whether this is to do with sight, hearing, reach or manipulation. Ergonomics, a discipline anchored on scientific data, regards human beings as the central focus of its operations and, consequently, offers various forms of support to applying universal design in product development. In this context, this paper sets out a reflection on applying the seven principles of universal design to fashion products and clothing with a view to targeting such principles as recommendations that will guide the early stages of developing these products, and establish strategies for market expansion, thereby increasing the volume of production and reducing prices. Keywords: Ergonomics in fashion, universal design, people with disabilities 1. -
[ENTER NAME of PROJECT] PROJECT CHARTER SMALL to MEDIUM PROJECTS [Enter Date] V1.0
[ENTER NAME OF PROJECT] PROJECT CHARTER SMALL TO MEDIUM PROJECTS [Enter Date] V1.0 Campus Planning and Facilities Management – Design and Construction 1276 University of Oregon, Eugene OR 97403-1276 541-346-8292 | fax 541-346-6927 cpfm.uoregon.edu/design-construction An equal-opportunity, affirmative-action institution committed to cultural diversity and compliance with the Americans with Disabilities Act PROJECT NAME PROJECT NUMBER TABLE OF CONTENTS 1. INTRODUCTION ………………………………………………………….. 3 Purpose of the Project Charter ………………………………………… 3 2. BASIC PROJECT DELIVERY PROCESS ….……………………………… 4 3. PROJECT OVERVIEW/GOALS ……………………..……………………. 4 4. SCOPE ……………………………………………………………………. 5 4.1 Objectives ………………………………………………………… 5 4.2 Boundaries ……………………………………………………….. 5 5. ASSUMPTIONS AND RISKS ……………………………………………… 5 5.1 Assumptions ……………………………………………………... 5 5.2 Risks ……………………………………………………………... 5 5.3 Exclusions ………………………………………………………… 5 6. DURATION ……………………………………………………………….. 5 5.1Timeline …………………………………………………………... 5 7. BUDGET OPINION …………………………………………………... 6 6.1 Funding Source ………………………………………………..... 6 6.2 Estimate ………………………………………………………..... 6 8. CONTRACT METHODOLOY ………………………………………... …… 7 9. PROJECT ORGANIZATION ……………………………………………… 8 10. FUNDING SOURCES ……………………………………………………. 11 11. PROJECT CHARTER APPROVALS…………………………………….. 12 APPENDIX A: KEY ACRONYMS AND TERMS …………………………….. 13 APPENDIX B: REFERENCE MATERIALS …………………………………. 15 APPENDIX C: PROJECT CHARTER CHANGE TRACKING ........................ 16 Page 3 of 20 PROJECT NAME PROJECT NUMBER 1. INTRODUCTION -
Architect/Engineer Project Requirements
Architect/Engineer Project Requirements Handbook AS-506 March 2000 Transmittal Letter 1 A. Explanation. This handbook replaces and makes obsolete the previous Architect/Engineer Project Requirements, Publication 59. It describes Postal Service requirements for architectural/engineering contracts. B. Distribution. 1. Initial. This handbook is being distributed to the Facilities Service Offices, Design and Construction Field Office, Major Facilities Office and Major Facilities, Purchasing. 2. Additional Copies. a. Available on the Postal Service Intranet at ftp://56.64.59.87 b. Electronic copies may be purchased from: Corporate Visions, Incorporated 1000 16th Street, NW Washington, DC 20036-5705 202-833-4333 c. Printed copies may be purchased from: Capitol Technigraphics Corporation 8002D Haute Court Springfield, VA 22150-2215 703-569-4651 C. Comments and Questions. Comments and questions may be sent to: Manager, Design and Construction Facilities Headquarters United States Postal Service 4301 Wilson Blvd., Suite 300 Arlington, VA 22203-1861 D. Effective Date. This handbook is effective immediately. Rudolph K. Umscheid Vice President Facilities About This Handbook Purpose The purpose of Handbook AS-506, Architect/Engineer Project Requirements, is to provide architects and/or engineers (A/Es) who are contracted to perform design services for the Postal Service with a source of design-related requirements. This handbook can be used by design professionals as a guide to understanding the Postal Service design requirements for each type of postal project, facility, and contract. Handbook AS-506 is also a guide for postal project managers, contracting officers, contracting officer’s representatives, etc. The intent of this handbook is to provide Postal Service repre- sentatives who are involved in the construction process with a listing of design-related require- ments as well as what is expected from a design professional who is contracted by the Postal Service to perform A/E services. -
An Overview of the Building Delivery Process
An Overview of the Building Delivery CHAPTER Process 1 (How Buildings Come into Being) CHAPTER OUTLINE 1.1 PROJECT DELIVERY PHASES 1.11 CONSTRUCTION PHASE: CONTRACT ADMINISTRATION 1.2 PREDESIGN PHASE 1.12 POSTCONSTRUCTION PHASE: 1.3 DESIGN PHASE PROJECT CLOSEOUT 1.4 THREE SEQUENTIAL STAGES IN DESIGN PHASE 1.13 PROJECT DELIVERY METHOD: DESIGN- BID-BUILD METHOD 1.5 CSI MASTERFORMAT AND SPECIFICATIONS 1.14 PROJECT DELIVERY METHOD: 1.6 THE CONSTRUCTION TEAM DESIGN-NEGOTIATE-BUILD METHOD 1.7 PRECONSTRUCTION PHASE: THE BIDDING 1.15 PROJECT DELIVERY METHOD: CONSTRUCTION DOCUMENTS MANAGEMENT-RELATED METHODS 1.8 PRECONSTRUCTION PHASE: THE SURETY BONDS 1.16 PROJECT DELIVERY METHOD: DESIGN-BUILD METHOD 1.9 PRECONSTRUCTION PHASE: SELECTING THE GENERAL CONTRACTOR AND PROJECT 1.17 INTEGRATED PROJECT DELIVERY METHOD DELIVERY 1.18 FAST-TRACK PROJECT SCHEDULING 1.10 CONSTRUCTION PHASE: SUBMITTALS AND CONSTRUCTION PROGRESS DOCUMENTATION Building construction is a complex, significant, and rewarding process. It begins with an idea and culminates in a structure that may serve its occupants for several decades, even centuries. Like the manufacturing of products, building construction requires an ordered and planned assembly of materials. It is, however, far more complicated than product manufacturing. Buildings are assembled outdoors by a large number of diverse constructors and artisans on all types of sites and are subject to all kinds of weather conditions. Additionally, even a modest-sized building must satisfy many performance criteria and legal constraints, requires an immense variety of materials, and involves a large network of design and production firms. Building construction is further complicated by the fact that no two buildings are identical; each one must be custom built to serve a unique function and respond to its specific context and the preferences of its owner, user, and occupant. -
Universal Design in Architectural Education: Who Is Doing It? How Is It Being Done?
Universal design in architectural education: Who is doing it? How is it being done? 1 1 1 Megan Basnak , Beth Tauke , Sue Weidemann 1IDeA Center, University at Buffalo—State University of New York, Buffalo, NY ABSTRACT: The World Health Organization estimates that over one billion people, or 15% of the world’s population, have some form of disability. As demographics change and the world’s population continues to age, this number is expected to dramatically increase. In response to this global trend, many designers, advocates, and anyone interested in making physical and visual environments more usable for people with diverse backgrounds and abilities have adopted the philosophy known as universal design (UD), inclusive design, or design for all. Despite the demonstrated need for designers who are knowledgeable in UD theory and practice, it seems that architecture programs in U.S. universities have been slow to adequately incorporate UD into their curricula. In an effort to gain a better understanding of the current state of UD content in architecture curricula, researchers distributed an online survey to architectural educators and administrators in 120 U.S. institutions with accredited degree programs. The study, sponsored by the National Institute on Disability and Rehabilitation Research (NIDRR), consisted of qualitative and quantitative questions that sought information related to the understanding, attitudes, and incorporation of UD into each participant’s curriculum. Responses were obtained from 463 participants representing 104 of the 120 surveyed schools. Quantitative analyses found relationships between perceived attitudes of administrators, faculty, and students and the effectiveness of UD components in a program. Qualitative findings were rich and complex, revealing great variability across schools, in terms of how, when (course level), and the degree to which UD aspects were incorporated into programs. -
Urban Environment Development Based on Universal Design Principles
E3S Web of Conferences 31, 09010 (2018) https://doi.org/10.1051/e3sconf/20183109010 ICENIS 2017 Urban Environment Development based on Universal Design Principles Bangun IR Harsritanto1,* 1Architecture Department of Engineering Faculty, Diponegoro University, Semarang - Indonesia Abstract. Universal Design is a design which facilitated full range of human diversity. By applying Universal design principles, urban environment can be more functional and more user-friendly for everyone. This study examined five urban streets of South Korea as a country experienced on developing various urban street designs based on universal design. This study aimed to examine and compare the South Korea cases using seven principles of universal design. The research methods of this study are literature study, case study, and site observation. The results of this study are: South Korea cases are good practices, urgency of implementing the direction into local regulations; and change of urban development paradigm. 1 Introduction 2. Site observation was used to inspect South Korea urban streets with evaluation sheet which Urban streetscape which designed and developed in constructed before, and measured by interval scales detail with a special theme or purpose of urban of five points. development. However, not all people can access the 3. Case study was used to explain several phenomena specialized street easily because of their different ability happening on the site observation and later on can (as the elderly, children and people with special needs). be generalized into the bigger scope of research Universal design (also called inclusive design or area. accessible design) refers to facility designs that accommodate the widest range of potential users, including people with mobility and visual disabilities 3 Discussions and other special needs [11]. -
Engineering an Undergraduate Innovation Eco-System
First in Europe - First in Ireland - First in Innovation Engineering an Undergraduate Innovation Eco-System Pictorial Compendium of International & National Innovation Awards Vincent Forde pictured with Sons Sacha, Blaise and Jude Enterprise Ireland Student Entrepreneur Awards Overall Winner and Student Entrepreneur of the Year 2016 Vincent Forde, Gasgon Medical, Cork Institute of Technology CIT Multidisciplinary Teams Win All Five Major Awards at National Finals (1) Enterprise Ireland Overall Winner and Student Entrepreneur of the Year 2016 (2) Cruickshank Intellectual Property Attorneys National Award 2016 (3) Grant Thornton National Award 2016 (4)Intel ICT National Award 2016 (5)Enterprise Ireland Academic Innovation National Award 2016 National Prize-Winners in Engineering Innovation, Design & Entrepreneurship Innovative Product Development Laboratories Recent National student successes include: Three Enterprise Ireland / Invest Northern Ireland Young Entrepreneur of the Year First Place National Awards ( 2016, 2013, 2007 ) Three Enterprise Ireland / Invest Northern Ireland Academic Innovation National Awards ( 2016, 2012, 2009 ) One Accenture Leaders of Tomorrow First Place National Award Accenture HQ Grand Canal Square Dublin ( 2016 ) Five Enterprise Ireland Cruickshank Most Technologically Innovative Project First Place National Awards(2016, 2013, 2009, 2008, 2007) Nine MEETA Asset Management and Maintenance National Awards ( 2016(x2), 2015(x2), 2014, 2013(x2), 2011, 2006 ) One James Dyson Design National Award Ireland ( 2016 ) -
Guide to the Elaine Ostroff Universal Design Papers
Guide to the Elaine Ostroff Universal Design Papers NMAH.AC.1356 Alison Oswald 2016 Archives Center, National Museum of American History P.O. Box 37012 Suite 1100, MRC 601 Washington, D.C. 20013-7012 [email protected] http://americanhistory.si.edu/archives Table of Contents Collection Overview ........................................................................................................ 1 Administrative Information .............................................................................................. 1 Arrangement..................................................................................................................... 4 Biographical Note............................................................................................................. 2 Historical Note.................................................................................................................. 2 Scope and Contents........................................................................................................ 3 Names and Subjects ...................................................................................................... 4 Container Listing ............................................................................................................. 5 Series 1: Personal/Biographical Materials, 1967 - 2008.......................................... 5 Series 2: Subject Files, 1965 - 2008....................................................................... 7 Series 3: Universal Design Education Program Files, -
Chapter 1 Is Universal Design a Critical Theory?
Chapter 1 Is Universal Design a Critical Theory? N. D’souza 1.1. Introduction Universal design is a term that was first used in the United States by Ron Mace (1985) although forms of it were quite prevalent in Europe long before. For the purpose of this chapter Universal Design is defined as ‘the design of all products and environments to be usable by people of all ages and abilities to the greatest extent possible (Story, 2001, p.10.3). Universal design in recent years has assumed growing importance as a new paradigm that aims at a holistic approach ranging in scale from product design (Balaram, 2001) to architecture (Mace, 1985), and urban design (Steinfield, 2001) on one hand and systems of media (Goldberg, 2001) and information technology (Brewer, 2001) on the other. Given the popularity, Universal design still remains largely atheoretical i..e. the researchers of Universal design do not explicitly affiliate themselves to any form of theoretical paradigm. One of the reason is perhaps because Universal design is a melting point between cross paradigms. By paradigms I mean basic orientations to theory and research (Newman, 1997, p.62). In this sense Universal design can come under functionalist paradigm (because it caters to utility), pragmatic (because it is instrumental in nature), positivistic (because it strives for universal principles), normative (because it prescribes certain rules) and critical theorist paradigms (because it gives voice to the oppressed). Conventionally the word universal is synonymous to general and refers to a set of principles that are stable, timeless and value free. In this sense universal design could be interpreted as deriving from a positivist paradigm. -
Responding to Diversity Including Disability
Design Research Society DRS Digital Library DRS Biennial Conference Series DRS2018 - Catalyst Jun 25th, 12:00 AM Responding to Diversity Including Disability René Sørensen Overby Aalborg University Camilla Ryhl Aalborg University Follow this and additional works at: https://dl.designresearchsociety.org/drs-conference-papers Citation Sørensen Overby, R., and Ryhl, C. (2018) Responding to Diversity Including Disability, in Storni, C., Leahy, K., McMahon, M., Lloyd, P. and Bohemia, E. (eds.), Design as a catalyst for change - DRS International Conference 2018, 25-28 June, Limerick, Ireland. https://doi.org/10.21606/drs.2018.524 This Research Paper is brought to you for free and open access by the Conference Proceedings at DRS Digital Library. It has been accepted for inclusion in DRS Biennial Conference Series by an authorized administrator of DRS Digital Library. For more information, please contact [email protected]. Responding to Diversity Including Disability SØRENSEN OVERBY René* and RYHL Camilla Aalborg University e-mail: [email protected] doi: 10.21606/drs.2018. 524 This paper constructs a framework for understanding how notions of disability influence the discourse on accessibility and Universal Design as well as the present understanding of the user role in Denmark. Implications are that the understanding of disability and design of architecture are not mutually opposed to one another. Instead they are closely interwoven in the fabric of designing for diversity. Through the perspectives of the UN Convention on the Rights of Persons with Disabilities, Disabled People's Organisations Denmark and the practicing Architects, the paper discusses three notions of disability. Initial findings of the PhD research project “Generating Inclusive Built Environments through User Driven Dialogue in the Architectural Design Process” along with qualitative research conducted at the Danish Building Research Institute frame former and current thinking, and discusses the scope of reviewing impairment as a condition of human variety in the architectural design process. -
TRANSPORTATION a Design-Build Done Right™ Deeper Dive Addressing Unique Technical Issues in Transportation Design-Build
Webinar Series Coming Spring/Summer 2018 KEY FACTORS TO ADDRESS WHEN CONSIDERING ALTERNATIVE PROJECT DELIVERY IN TRANSPORTATION A Design-Build Done Right™ Deeper Dive Addressing Unique Technical Issues in Transportation Design-Build Table of Contents Introduction . .3 Use of Alternative Technical Concepts (ATCs) in Transportation Design-Build . .4 Right-of-Way Acquisition in Transportation Design-Build . 11 Utilities Management in Transportation Design-Build . .19 Maintenance of Tra c (MOT) in Transportation Design-Build. 26 Environmental Analysis and Permitting in Transportation Design-Build . 30 2 Addressing Unique Technical Issues in Transportation Design-Build Introduction This publication is a Design-Build Done Right™ Deeper Dive. Vetted through contributions from Owners, designers, contrac- Deeper Dives build on concepts outlined in various other DBIA tors, lawyers and academia, this document is a comprehensive primers. Speci cally, this document builds on the following: guide for owners and design-build teams on some of the most pressing issues in transportation design-build delivery. As with • Design-Build Done Right™ Universally Applicable Best Practices all DBIA documents, broad industry input from diverse perspec- tives helps ensure that our guidance is written to ensure success • Transportation Sector Design-Build Best Practices for all – both owners and practitioners. These documents, and numerous other design-build resources, As the design-build industry continues to evolve, this Deeper Dive are available for download at www.dbia.org. will also evolve, expanding to add new topics or altered content to t industry needs and the current state of practice. DBIA recognizes that there are real-world di erences among design-build market sectors (e.g., transportation, water/waste- DBIA intends to continually update our portfolio of publications, water, federal projects and building facilities), and that issues tools and other resources so that design-build stakeholders will speci c to one sector may not apply in another.