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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 -
View Spring Catalogue
Adaptive Clothing & Footwear Spring/Summer 2021 Simplified Dressing For Empowered Living Shop our men’s and women’s wear at silverts.com Caregiver Trusted Smart buys approved by our community experts pg 42 Stress-Free Styles E asy o and easy o f footwear pg 26 Getting Started Discover our adaptive kits made for every need pg 74 1 2 Carefree Comfort We’re always thinking about how to bring more joy to your day. That begins with exploring fresh ideas and one of them is our new catalog. It’s debuting a look that’s bright, stylish and easy on the eyes. On these pages, you’ll see all our new styles, fabrics and details that make getting dressed that much easier. We’re also sharing must-haves from our new Caregiver Trusted program. On page 42, discover the tried and true products that our community of caregivers relies on because they promise function, dignity and grace. Want some good advice? On page 74, you’ll find our needs-based kits, which have been thoughtfully curated by industry professionals. We’ve taken the guessing out of what you need to get started with any adaptive wear lifestyle. And remember, this catalog is just a snapshot of all our innovations and styles. Visit Silverts.com to see our entire collection. After a challenging year, our team is in awe of your resilience and we’re inspired to embrace these warmer days with the fresh sense of hope and spirit of togetherness that you share with us every day. Thank you for making Silverts a part of your life. -
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. -
Swimwear: Needs Assessment and Prototype Development for Special Needs Children Pui Yee Chau Ryerson University
Ryerson University Digital Commons @ Ryerson Theses and dissertations 1-1-2012 Swimwear: Needs Assessment and Prototype Development for Special Needs Children Pui Yee Chau Ryerson University Follow this and additional works at: http://digitalcommons.ryerson.ca/dissertations Part of the Child Psychology Commons, Fashion Design Commons, and the Pediatrics Commons Recommended Citation Chau, Pui Yee, "Swimwear: Needs Assessment and Prototype Development for Special Needs Children" (2012). Theses and dissertations. Paper 931. This Major Research Paper is brought to you for free and open access by Digital Commons @ Ryerson. It has been accepted for inclusion in Theses and dissertations by an authorized administrator of Digital Commons @ Ryerson. For more information, please contact [email protected]. SWIMWEAR: NEEDS ASSESSMENT AND PROTOTYPE DEVELOPMENT FOR SPECIAL NEEDS CHILDREN by Pui Yee Chau Bachelor of Design, Ryerson University, Toronto, 2008 A major research paper presented to Ryerson University in partial fulfillment of the requirements for the degree of Master of Arts in the Program of Fashion Toronto, Ontario, Canada, 2012 © P.Y. Chau 2012 AUTHOR’S DECLARATION I hereby declare that I am the sole author of this major research paper. This is a true copy of the major research paper, including any required final revisions, as accepted by my examiners. I authorize Ryerson University to lend this major research paper to other institutions or individuals for the purpose of scholarly research I further authorize Ryerson University to reproduce this major research paper by photocopying or by other means, in total or in part, at the request of other institutions or individuals for the purpose of scholarly research. -
Healthy Bodies
Healthy Bodies for Girls A Parent’s Guide on Puberty for Girls with Disabilities Table of Contents I. Oh No! Here it Comes: Onset of Puberty Pg. 3 • Talking To My Daughter About These Things II. No Couch Potatoes! Helping Your Daughter Stay Active Pg. 4 • How To Start III. Phew! What’s That Smell? Pg. 5-7 • Encouraging Good Hygiene • Common Trouble Spots IV. Oh Please, Not Here! Pg. 8-9 • Appropriate and Inappropriate Public Behaviors • Teaching These Skills to My Daughter • Touching Private Parts V. Peers, Hormones, and Mood Swings Pg. 10-11 • How You Can Help Your Daughter Socially • Moods and Feelings • More Than “Moody” VI. Bras, Tampons, and Pads! Oh My! Pg. 12-14 • Introducing Bras to My Daughter • Helping My Daughter Prepare for Her Period • Teaching My Daughter About Periods • Teaching My Daughter About Self-care VII. The Female Exam and Menstrual Control Pg. 15-18 • Female Exam • Why My Daughter Needs an Exam • Teaching Her What to Expect During the Exam • Preparing My Daughter for the Exam • Helping My Daughter Feel More Relaxed • Menstrual Control Appendix and visuals • Birth Control for My Daughter can be found online at: VIII. Resources Pg. 19 kc.vanderbilt.edu/ An appendix with social stories and visual HealthyBodies supports may be downloaded at: kc.vanderbilt.edu/HealthyBodies Page 2 | Healthy Bodies Oh No! Here it Comes: Onset of Puberty I. Puberty can be a stressful and confusing time, especially for you and your daughter with an Intellectual and/or Developmental Disability (I/DD). In spite of delays in other areas, children with I/DD usually enter puberty around the same time as other children their age.