Handbook for Planning and Conducting Charrettes for High-Performance Projects
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Game Level Layout from Design Specification
EUROGRAPHICS 2014 / B. Lévy and J. Kautz Volume 33 (2014), Number 2 (Guest Editors) Game Level Layout from Design Specification Chongyang Ma∗z Nicholas Vining∗ Sylvain Lefebvrey Alla Sheffer∗ ∗ University of British Columbia y ALICE/INRIA z University of Southern California Abstract The design of video game environments, or levels, aims to control gameplay by steering the player through a sequence of designer-controlled steps, while simultaneously providing a visually engaging experience. Traditionally these levels are painstakingly designed by hand, often from pre-existing building blocks, or space templates. In this paper, we propose an algorithmic approach for automatically laying out game levels from user-specified blocks. Our method allows designers to retain control of the gameplay flow via user-specified level connectivity graphs, while relieving them from the tedious task of manually assembling the building blocks into a valid, plausible layout. Our method produces sequences of diverse layouts for the same input connectivity, allowing for repeated replay of a given level within a visually different, new environment. We support complex graph connectivities and various building block shapes, and are able to compute complex layouts in seconds. The two key components of our algorithm are the use of configuration spaces defining feasible relative positions of building blocks within a layout and a graph-decomposition based layout strategy that leverages graph connectivity to speed up convergence and avoid local minima. Together these two tools quickly steer the solution toward feasible layouts. We demonstrate our method on a variety of real-life inputs, and generate appealing layouts conforming to user specifications. Categories and Subject Descriptors (according to ACM CCS): I.3.5 [Computer Graphics]: Computational Geometry and Object Modeling—Curve, surface, solid, and object representations 1. -
Appendix B – Eco-Charrette Report
Appendix B – Eco-Charrette Report 2010 Facility Master Plan Factoria Recycling and Transfer Station November 2010 2010 Facility Master Plan Factoria Recycling and Transfer Station November 2010 Appendix B‐1: Factoria Recycling and Transfer Station ‐ Eco‐Charrette – Final Report. June 24, 2010. Prepared for King County Department of Natural Resources and Parks‐‐ Solid Waste Division. HDR Engineering, Inc. Appendix B‐2: Initial Guidance from the Salmon‐Safe Assessment Team regarding The Factoria Recycling and Transfer Station – Site Design Evaluation. July 15, 2010. Salmon‐Safe, Inc. Appendix B‐1: Factoria Recycling and Transfer Station ‐ Eco‐Charrette – Final Report. June 24, 2010. Prepared for King County Department of Natural Resources and Parks‐‐ Solid Waste Division. HDR Engineering, Inc. Table of Contents PART 1: ECO‐CHARRETTE...................................................................................................................... 1 Introduction and Purpose ......................................................................................................................... 1 Project Background and Setting ................................................................................................................ 1 Day 1. Introduction to the Sustainable Design Process ........................................................................... 3 Day 2: LEED Scorecard Review ................................................................................................................. 4 The LEED Green Building Certification -
What Knowledge Is of Most Worth in Engineering Design Education?
Integrated Design: What Knowledge is of Most Worth in Engineering Design Education? Richard Devon Sven Bilén 213 Hammond 213 Hammond Pennsylvania State University Pennsylvania State University PA 16802 PA 16802 [email protected] sbilé[email protected] Alison McKay Alan de Pennington Dep’t. of Mechanical Engineering Dep’t. of Mechanical Engineering University of Leeds University of Leeds Leeds LS2 9JT, UK Leeds LS2 9JT, UK [email protected] [email protected] Patrick Serrafero Javier Sánchez Sierra Ecole Centrale de Lyon Esc. Sup. de Ingenieros de Tecnun 17 Chemin du Petit Bois Universidad de Navarra F-69130 Lyon-Ecully, France 20018 San Sebastián, Spain [email protected] [email protected] Abstract This paper is based on the premise that the design ideas and methods that cut across most fields of engineering, herein called integrated design, have grown rapidly in the last two or three decades and that integrated design now has the status of cumulative knowledge. This is old news for many, but a rather limited approach to teaching design knowledge is still common in the United States and perhaps elsewhere. In many engineering departments in the United States, students are only required to have a motivational and experiential introductory design course that is followed several years later by an experiential and discipline-specific capstone course [1]. Some limitations of the capstone approach, such as too little and too late, have been noted [2]. In some departments, and for some students, another experiential design course may be taken as an elective. A few non-design courses have an experiential design project added following a design across the curriculum approach. -
BEYOND SUSTAINABILITY THROUGH REGENERATIVE ARCHITECTURE Regenerative Urban Landscapes
BEYOND SUSTAINABILITY THROUGH REGENERATIVE ARCHITECTURE Regenerative Urban Landscapes SAM NEMATI Thesis Report Master of Fine Arts in Architecture and Urban Design Year 5 Studio 12 Tutors: Alejandro Haiek, Carl-Johan Vesterlund, Andrew Bellfild, Tom Dobson Spring 2020 Umeå School of Architecture Umeå University 4640 Words Sam Nemati Thesis Report Spring 2020 Contents Table of Figures ............................................................................................................................................ 2 Abstract ........................................................................................................................................................ 3 Introduction .................................................................................................................................................. 4 Methodology ................................................................................................................................................ 5 CHAPTER 1: Beyond sustainability through regenerative architecture ..................................................... 6 1. Climate Change and Regenerative Architecture ................................................................................... 6 2. Regenerative Architecture in Practice .................................................................................................. 7 2.1. Case Study: Playa Viva, Mexico (2009) .............................................................................................. 8 3. Regenerative -
Design Charrette
MEETING AGENDA – design charrette CLIENT: STATE COLLEGE AREA SCHOOL DISTRICT PROJECT: Ferguson Township Elementary School Project MEETING DATE: August 13 – 14, 2009 MEETING TIME: 8:30 AM – 4:00 PM MEETING TOPIC: DESIGN CHARRETTE The focus of this design charrette will be to develop the conceptual design for the Ferguson Township Elementary facility that will be carried into the schematic design process. The integration of educational facility design, site design and related sustainable design techniques will be the focus of this process. Participants will be fully engaged in the design process and will have the opportunity to share in the overall design decision making. Ferguson Township Elementary Design Charrette Thursday August 13 8:30 AM – 4:00 PM Time Topic Location 8:30 AM - 8:45 AM WELCOME & INTRODUCTION TO THE CHARRETTE PROCESS FTES 8:45 AM – 9:30 AM WALKING TOUR OF SITE FTES 9:30 AM – 9:45 AM REVISIT PROJECT PARAMETERS (site issues and program) FTES 9:45 AM – 10:15 AM REVIEW OF PROJECT TOUCHSTONES & LEED GOALS FTES 10:15 AM - 10:45 AM THE BUILDING AS A TEACHING TOOL FTES 10:45 AM – 11:00 AM VIRTUAL TOUR OF EDUCATIONAL SPACES FTES 11:00 AM – 11:30 AM SITE FLOWS EXERCISE FTES 11:30 AM – 12:15 PM LUNCH/ TRAVEL FROM FTES to MNMS travel 12:15 PM – 1:45 PM DESIGN SESSION 1 – SITE DESIGN AND “BIG IDEAS” MNMS 1:45 PM – 3:30 PM INTERNAL FEEDBACK MNMS 3:30 PM – 4:00 PM DOCUMENTATION OF THE “BIG IDEAS” MNMS SCHRADERGROUP architecture LLC | 161 Leverington Avenue, Suite 105 | Philadelphia, Pennsylvania 19127 | T: 215.482.7440 | F: 215.482.7441 | www.sgarc.com Friday August 14 8:30 AM – 4:00 PM Time Topic Location 8:30 AM – 8:45 AM REFLECTION ON THE S“BIG IDEAS” MNMS 8:45 AM – 10:15AM DESIGN SESSION 2 MNMS 10:15 AM – 12:00 PM INTERNAL FEEDBACK MNMS 12:00 PM – 12:45 PM LUNCH brown bag 12:45 PM – 2:15 PM DESIGN SESSION 3 MNMS 2:15 PM – 3:30 PM INTERNAL FEEDBACK MNMS 3:30 PM – 4:00 PM NEXT STEPS MNMS The information developed during this design charrette will become the basis for the schematic design process to be carried through the process. -
The Architecture Analysis and Design Language: an Overview Outline
Institut Supérieur de l’Aéronautique et de l’Espace The Architecture Analysis and Design Language: an overview Outline 1. AADL a quick overview 2. AADL key modeling constructs 1. AADL components 2. Properties 3. Component connection 3. AADL: tool support AADL Tutorial -- MODELS'15 2 Introduction > ADL, Architecture Description Language: » Goal : modeling software and hardware architectures to master complexity … to perform analysis » Concepts : components, connections, deployments. » Many ADLs : formal/non formal, application domain, … > ADL for real-time critical embedded systems: AADL (Architecture Analysis and Design Language). AADL Tutorial -- MODELS'15 3 AADL: Architecture Analysis & Design Language > International standard promoted by SAE, AS-2C committee, released as AS5506 family of standards > Version 1.0 (2004), version 2 (2009), 2.1 (2012) » Based on feedback from the aerospace industry > Annex document to address specific needs » Behavior, data, error modeling, code generation, … > AADL objectives are “to model a system” » With analysis in mind » To ease transition from well-defined requirements to the final system : code production > Require semantics => any AADL entity has a semantics (natural language or formal methods). AADL Tutorial -- MODELS'15 4 AADL components > AADL model : hierarchy/tree of components » Textual, graphical representations, XMI serialization > AADL component models a software or a hardware entity » May be organized in packages : reusable » Has a type/interface, one or several implementations » May -
Privacy When Form Doesn't Follow Function
Privacy When Form Doesn’t Follow Function Roger Allan Ford University of New Hampshire [email protected] Privacy When Form Doesn’t Follow Function—discussion draft—3.6.19 Privacy When Form Doesn’t Follow Function Scholars and policy makers have long recognized the key role that design plays in protecting privacy, but efforts to explain why design is important and how it affects privacy have been muddled and inconsistent. Tis article argues that this confusion arises because “design” has many different meanings, with different privacy implications, in a way that hasn’t been fully appreciated by scholars. Design exists along at least three dimensions: process versus result, plan versus creation, and form versus function. While the literature on privacy and design has recognized and grappled (sometimes implicitly) with the frst two dimensions, the third has been unappreciated. Yet this is where the most critical privacy problems arise. Design can refer both to how something looks and is experienced by a user—its form—or how it works and what it does under the surface—its function. In the physical world, though, these two conceptions of design are connected, since an object’s form is inherently limited by its function. Tat’s why a padlock is hard and chunky and made of metal: without that form, it could not accomplish its function of keeping things secure. So people have come, over the centuries, to associate form and function and to infer function from form. Software, however, decouples these two conceptions of design, since a computer can show one thing to a user while doing something else entirely. -
Introduction: Design Epistemology
Design Research Society DRS Digital Library DRS Biennial Conference Series DRS2016 - Future Focused Thinking Jun 17th, 12:00 AM Introduction: Design Epistemology Derek Jones The Open University Philip Plowright Lawrence Technological University Leonard Bachman University of Houston Tiiu Poldma Université de Montréal Follow this and additional works at: https://dl.designresearchsociety.org/drs-conference-papers Citation Jones, D., Plowright, P., Bachman, L., and Poldma, T. (2016) Introduction: Design Epistemology, in Lloyd, P. and Bohemia, E. (eds.), Future Focussed Thinking - DRS International Conference 20227, 27 - 30 June, Brighton, United Kingdom. https://doi.org/10.21606/drs.2016.619 This Miscellaneous 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]. Introduction: Design Epistemology Derek Jonesa*, Philip Plowrightb, Leonard Bachmanc and Tiiu Poldmad a The Open University b Lawrence Technological University c University of Houston d Université de Montréal * [email protected] DOI: 10.21606/drs.2016.619 “But the world of design has been badly served by its intellectual leaders, who have failed to develop their subject in its own terms.” (Cross, 1982) This quote from Nigel Cross is an important starting point for this theme: great progress has been made since Archer’s call to provide an intellectual foundation for design as a discipline in itself (Archer, 1979), but there are fundamental theoretical and epistemic issues that have remained largely unchallenged since they were first proposed (Cross, 1999, 2007). -
Textile & Fashion Careers Level 2
Textile & Fashion Careers Level 2 Apparel Construction Demonstrate measurement skills, standard and metric. Select patterns. Follow written pattern directions. Demonstrate pattern layout and material cutout. Demonstrate pattern making. Operate machines, equipment and attachments in a safe and efficient manner. Use tools for construction, alteration and repairs. Demonstrate basic construction and alteration skills and techniques. Computer Technology in Textile/Fashion Industry Set up Computer Aided Design (CAD) tables. Grade and digitize patterns. Create models. Design and plot markers. Produce embroidery motif. Interior Design Research and use information to assess product needs. Determine solutions to design problems. Select fabric, considering patterns and textures, for visual effect. Demonstrate basic construction skills needed in product development. Demonstrate basic installation of window treatments. Apply basic techniques to strip and rebuild furniture. Use standard methods of upholstery for furniture and automobiles. Design and construct slipcover products. Fashion Merchandising and Retail Describe the dynamics of the fashion industry. Explain economic concepts. Explain apparel production, business strategy, sales and distribution. Analyze retail business fundamentals. Compare strategies for retail success. Evaluate principles and methods of advertising. Analyze the global perspectives of the textile/fashion industry. Entrepreneurial Skills Describe types of small business. Analyze components of success in business. Evaluate methods for meeting customer needs. Evaluate regulations and laws related to self-employment. Utilize handcraft and entrepreneurial skills to meet business objectives. PERSONAL QUALITIES Work Effort Safety Habits Work Area Organization On Task Behavior Responsibility Initiative Team Work Respect Interpersonal Skills . -
Argentina Argentine Argentinien Report Q169 in the Name of The
Argentina Argentine Argentinien Report Q169 in the name of the Argentinean Group by Ernesto O'FARRELL and Gustavo P. GIAY Criminal law sanctions with regard to the infringement of intellectual property rights 2. Substantive Law 2.1 Penal sanctions have been in force since long before the TRIPS Treaty was adopted by Argentina. A special Law improving penal sanctions related with infringement of software has been enacted after TRIPS. 2.2 Regarding trademarks, a special intentional element is not necessary, because the Law presumes that dealers are expected to keep accurate records of their commercial opera- tions, and should be able to prove the source from which they obtained the infringing goods, so that the owner of the trademark may prosecute the party or parties responsible for the infringement. This point of view has been ratified by a quite recent Supreme Court decision in re Sandys Confezioni S.P.A. (S. 350-XXII, March 13, 1990). With respect to copyright and patents, the courts normally require that the culprit has had a reasonable opportunity to be aware of the rights protected that he has infringed, which is almost equivalent to the requirement of an intentional element. In general, the burden of proof has to be assumed by plaintiff, except, with respect to trademarks and patents, when the culprit refuses to give proof and information regarding: a) the name and address of whoever sold or deliver the infringing goods, when such transaction took place, as well as to exhibit the respective invoices; b) the amount of units manufactured or sold and their price, as well as to exhibit the sale invoices. -
Design Patent Infringement: Post- Egyptian Goddess
DESIGN PATENT INFRINGEMENT: POST- EGYPTIAN GODDESS Marta Kowalczyk* I. INTRODUCTION The United States Court of Appeals for the Federal Circuit overturned de- sign patent precedent in its en banc decision in Egyptian Goddess, Inc. v. Swisa Inc.1 Prior to Egyptian Goddess, courts had been applying a two-prong test to determine design patent infringement. Egyptian Goddess eliminated one of those prongs: the point of novelty test.2 The Federal Circuit in Egyptian God- dess instead only focused on one test, the ordinary observer test, to determine design patent infringement.3 The Federal Circuit not only held the ordinary observer test to be the sole test in determining design patent infringement but also modified this test.4 This recent development discusses the rejection of the point of novelty test and the modification of the ordinary observer test in Egyptian Goddess.5 Part II briefly overviews design patent law prior to Egyptian Goddess, focusing on the evolution of the two-prong test of design patent infringement. Part III discusses the facts and analysis of Egyptian Goddess. Part IV reviews case law post-Egyptian Goddess and comments on the effects of Egyptian Goddess on design patent infringement law. Part V provides concluding remarks on the future of design patent law post-Egyptian Goddess. II. DESIGN PATENT LAW PRE-EGYPTIAN GODDESS Prior to Egyptian Goddess, design patent holders were required to satisfy two separate tests in order to succeed in a design patent infringement claim: the ordinary-observer test and the point of novelty test. This Part discusses the framework of the aforementioned tests. -
Draft Conceptual Design Report Bolinas Lagoon North End Restoration Project
DRAFT Draft Conceptual Design Report Bolinas Lagoon North End Restoration Project Marin County Parks and Open Space District August 2017 DRAFT Draft Conceptual Design Report DRAFT Marin County Parks and Open Space District Prepared for: Marin County Parks and Open Space District 3501 Civic Center Drive Suite 260 San Rafael, CA 94903 Prepared by: AECOM 300 Lakeside Drive Suite #400 Oakland, CA, 94612 aecom.com Prepared in association with: Carmen Ecological Consulting, Watershed Sciences, Peter Baye Ecological Consulting Prepared for: Marin County Parks and Open Space District AECOM ǀ Carmen Ecological, Watershed Sciences, and Peter Baye Consulting Draft Conceptual Design Report DRAFT Marin County Parks and Open Space District Table of Contents Executive Summary ................................................................................................................................................. ES-1 PART I – PROJECT OVERVIEW ................................................................................................................................... 3 1. Introduction ......................................................................................................................................................... 3 1.1 Project Location ....................................................................................................................................... 4 1.2 Purpose and Need ..................................................................................................................................