Information About Robustness, Reliability and Safety in Early Design Phases
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Jackson: Choosing a Methodology: Philosophical Underpinning
JACKSON: CHOOSING A METHODOLOGY: PHILOSOPHICAL UNDERPINNING Choosing a Methodology: Philosophical Practitioner Research Underpinning In Higher Education Copyright © 2013 University of Cumbria Vol 7 (1) pages 49-62 Elizabeth Jackson University of Cumbria [email protected] Abstract As a university lecturer, I find that a frequent question raised by Masters students concerns the methodology chosen for research and the rationale required in dissertations. This paper unpicks some of the philosophical coherence that can inform choices to be made regarding methodology and a well-thought out rationale that can add to the rigour of a research project. It considers the conceptual framework for research including the ontological and epistemological perspectives that are pertinent in choosing a methodology and subsequently the methods to be used. The discussion is exemplified using a concrete example of a research project in order to contextualise theory within practice. Key words Ontology; epistemology; positionality; relationality; methodology; method. Introduction This paper arises from work with students writing Masters dissertations who frequently express confusion and doubt about how appropriate methodology is chosen for research. It will be argued here that consideration of philosophical underpinning can be crucial for both shaping research design and for explaining approaches taken in order to support credibility of research outcomes. It is beneficial, within the unique context of the research, for the researcher to carefully -
Applications of Systems Engineering to the Research, Design, And
Applications of Systems Engineering to the Research, Design, and Development of Wind Energy Systems K. Dykes and R. Meadows With contributions from: F. Felker, P. Graf, M. Hand, M. Lunacek, J. Michalakes, P. Moriarty, W. Musial, and P. Veers NREL is a national laboratory of the U.S. Department of Energy, Office of Energy Efficiency & Renewable Energy, operated by the Alliance for Sustainable Energy, LLC. Technical Report NREL/TP-5000-52616 December 2011 Contract No. DE -AC36-08GO28308 Applications of Systems Engineering to the Research, Design, and Development of Wind Energy Systems Authors: K. Dykes and R. Meadows With contributions from: F. Felker, P. Graf, M. Hand, M. Lunacek, J. Michalakes, P. Moriarty, W. Musial, and P. Veers Prepared under Task No. WE11.0341 NREL is a national laboratory of the U.S. Department of Energy, Office of Energy Efficiency & Renewable Energy, operated by the Alliance for Sustainable Energy, LLC. National Renewable Energy Laboratory Technical Report NREL/TP-5000-52616 1617 Cole Boulevard Golden, Colorado 80401 December 2011 303-275-3000 • www.nrel.gov Contract No. DE-AC36-08GO28308 NOTICE This report was prepared as an account of work sponsored by an agency of the United States government. Neither the United States government nor any agency thereof, nor any of their employees, makes any warranty, express or implied, or assumes any legal liability or responsibility for the accuracy, completeness, or usefulness of any information, apparatus, product, or process disclosed, or represents that its use would not infringe privately owned rights. Reference herein to any specific commercial product, process, or service by trade name, trademark, manufacturer, or otherwise does not necessarily constitute or imply its endorsement, recommendation, or favoring by the United States government or any agency thereof. -
Shaping New Knowledges
PAPER ABSTRACT BOOK SHAPINGSHAPING NEWNEW KNOWLEDGESKNOWLEDGES ROBERT CORSER SHARON HAAR 2016 ACSA 104TH ANNUAL MEETING Shaping New Knowledges CO-CHAIRS Robert Corser, University of Washington Sharon Haar, University of Michigan HOST SCHOOLS University of Washington Copyright © 2016 Association of Collegiate Schools of Architecture, Inc., except where otherwise restricted. All rights reserved. No material may be reproduced without permission of the Association of Collegiate Schools of Architecture. Association of Collegiate Schools of Architecture 1735 New York Ave., NW Washington, DC 20006 www.acsa-arch.org 2 – 2016 ACSA 104th Annual Meeting Abstract Book CONTENTS THURSDAY, MARCH 17 FRIDAY, MARCH 18 SATURDAY, MARCH 19 2:00PM - 3:30PM 11:00AM - 12:30PM 9:00AM - 10:30AM 05 Acting Out: The Politics and Practices of 15 Divergent Modes of Engagement: 31 Beginnings in the Context of New Interventions: Session 1 Exploring the Spectrum of Collaborative Knowledge Mireille Roddier, U. Michigan and Participatory Practices: Session 1 Catherine Wetzel, IIT Caryn Brause, U. Massachusetts, Amherst James Sullivan, Louisiana State U. 06 Architecture is Philosophy: Beyond the Joseph Krupczynski, U. Massachusetts, Post-Critical: Session 1 Amherst 32 Open: Hoarding, Updating, Drafting: Mark Thorsby, Lone Star College The Production of Knowledge in Thomas Forget, U. N. Carolina @ Charlotte 16 Knowledge Fields: Between Architecture Architectural History and Landscape: Session 1 Sarah Stevens, U. of British Columbia Cathryn Dwyre, Pratt Institute 07 Open: Challenging Materiality: Industry Chris Perry, RPI Collaborations Reshaping Design 33 Water, Water Everywhere…: Session 1 Julie Larsen, Syracuse U. Jori A. Erdman, Louisiana State U. Roger Hubeli, Syracuse U. 17 Knowledge in the Public Interest Nadia M. -
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. -
Budgen, Software Design Methods
David Budgen The Loyal Opposition Software Design Methods: Life Belt or Leg Iron? o software design methods have a correctly means “study of method.”) To address, but future? In introducing the January- not necessarily answer, this question, I’ll first consider D February 1998 issue of IEEE Software,Al what designing involves in a wider context, then com- Davis spoke of the hazards implicit in pare this with what we do, and finally consider what “method abuse,”manifested by a desire this might imply for the future. to “play safe.”(If things go well, you can take the credit, but if they go wrong, the organization’s choice of method can take the blame.) As Davis argues, such a THE DESIGN PROCESS policy will almost certainly lead to our becoming builders of what he terms “cookie-cutter, low-risk, low- Developing solutions to problems is a distinguish- payoff, mediocre systems.” ing human activity that occurs in many spheres of life. The issue I’ll explore in this column is slightly dif- So, although the properties of software-based systems ferent, although it’s also concerned with the problems offer some specific problems to the designer (such as that the use of design methods can present. It can be software’s invisibility and its mix of static and dynamic expressed as a question: Will the adoption of a design properties), as individual design characteristics, these method help the software development process (the properties are by no means unique. Indeed, while “life belt” role), or is there significant risk that its use largely ignored by software engineers, the study of the will lead to suboptimum solutions (the “leg iron”role)? nature of design activities has long been established Robert L. -
Choosing a Mixed Methods Design
04-Creswell (Designing)-45025.qxd 5/16/2006 8:35 PM Page 58 CHAPTER 4 CHOOSING A MIXED METHODS DESIGN esearch designs are procedures for collecting, analyzing, interpreting, and reporting data in research studies. They represent different mod- R els for doing research, and these models have distinct names and procedures associated with them. Rigorous research designs are important because they guide the methods decisions that researchers must make dur- ing their studies and set the logic by which they make interpretations at the end of studies. Once a researcher has selected a mixed methods approach for a study, the next step is to decide on the specific design that best addresses the research problem. What designs are available, and how do researchers decide which one is appropriate for their studies? Mixed methods researchers need to be acquainted with the major types of mixed methods designs and the common variants among these designs. Important considerations when choosing designs are knowing the intent, the procedures, and the strengths and challenges associated with each design. Researchers also need to be familiar with the timing, weighting, and mixing decisions that are made in each of the different mixed methods designs. This chapter will address • The classifications of designs in the literature • The four major types of mixed methods designs, including their intent, key procedures, common variants, and inherent strengths and challenges 58 04-Creswell (Designing)-45025.qxd 5/16/2006 8:35 PM Page 59 Choosing a Mixed Methods Design–●–59 • Factors such as timing, weighting, and mixing, which influence the choice of an appropriate design CLASSIFICATIONS OF MIXED METHODS DESIGNS Researchers benefit from being familiar with the numerous classifications of mixed methods designs found in the literature. -
Design for an Unknown Future: Amplified Roles for Collaboration, New Design Knowledge, and Creativity Stephanie Wilson, Lisa Zamberlan
Design for an Unknown Future: Amplified Roles for Collaboration, New Design Knowledge, and Creativity Stephanie Wilson, Lisa Zamberlan Introduction The field of design has expanded significantly in recent years. In Downloaded from http://direct.mit.edu/desi/article-pdf/31/2/3/1715404/desi_a_00318.pdf by guest on 27 September 2021 addition to engaging in the design of artifacts, designers are apply- ing their skills in a wide range of areas that include organizational design, service design, strategic design, interaction design, and design for social innovation. The rapid development of these areas is, in part, propelled by a broad recognition of design thinking and practice as a significant driver of innovation. This recognition is reflected in the establishment of government-funded design labs, such as MindLab in Denmark and Helsinki Design Lab in Finland. The potential of design to transform the public sector has also recently been recognized in Australia through the development of the Centre for Excellence in Public Service Design. Although recent research has identified new and emerging roles for design and the designer in the twenty-first century, a num- ber of areas remain underexplored in the literature. This article examines several of these areas, including the designer’s role as co- creator in collaborative and interdisciplinary teams, as well as the designer’s role in generating new design knowledge and in devel- oping and contributing to cultures of creativity. Examples from practice are used to illuminate the growing importance of these roles in design and for designers as they navigate the complexity of today’s design challenges. -
3 Research Philosophy and Research Design
Research Philosophy 3 and Research Design Introduction In the introductory chapter, developing self-awareness was a key pro- cess outlined and it was stated that it is possible you have assumed that the way you view the world is the same as the way that everybody else views the world. The term ‘common sense’ was used in this discussion. We noted then, you could believe it is common sense that the way you look at the world is the same way that others look at it. However, we also saw earlier that one person’s common sense is not necessarily the same as another’s! If we accept that there are likely to be differences between people’s view of the world, it may not come as a surprise that the way some researchers view the world, is very different from other’s views. Research philosophies The idea that there are different views of the world, and the processes that operate within it, is part of what is known as philosophy. Philosophy is concerned with views about how the world works and, as an academic subject, focuses, primarily, on reality, knowledge and existence. Our individual view of the world is closely linked to what we perceive as reality. On a day-to-day basis outside of your academic work, it would be unusual to think often about the way you perceive reality and the world around you. However, in relation to your dissertation, it is very important to realise how you perceive reality. Your individual percep- tion of reality affects how you gain knowledge of the world, and how you act within it. -
Fashion Designers' Decision-Making Process
Iowa State University Capstones, Theses and Graduate Theses and Dissertations Dissertations 2013 Fashion designers' decision-making process: The influence of cultural values and personal experience in the creative design process Ja-Young Hwang Iowa State University Follow this and additional works at: https://lib.dr.iastate.edu/etd Part of the Art and Design Commons Recommended Citation Hwang, Ja-Young, "Fashion designers' decision-making process: The influence of cultural values and personal experience in the creative design process" (2013). Graduate Theses and Dissertations. 13638. https://lib.dr.iastate.edu/etd/13638 This Dissertation is brought to you for free and open access by the Iowa State University Capstones, Theses and Dissertations at Iowa State University Digital Repository. It has been accepted for inclusion in Graduate Theses and Dissertations by an authorized administrator of Iowa State University Digital Repository. For more information, please contact [email protected]. Fashion designers’ decision-making process: The influence of cultural values and personal experience in the creative design process by Ja -Young Hwang A dissertation submitted to the graduate faculty in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Major: Apparel, Merchandising, and Design Program of Study Committee: Mary Lynn Damhorst, Co-Major Professor Eulanda Sanders, Co-Major Professor Sara B. Marcketti Cindy Gould Barbara Caldwell Iowa State University Ames, Iowa 2013 Copyright © Ja Young Hwang, 2013. All rights -
A Prototype Framework for Knowledge-Based Analog Circuit Synthesis* Abstract 1. Introduction 2. Background
A Prototype Framework for Knowledge-Based Analog Circuit Synthesis* Ramesh Harjani, Rob A. Rutenbar and L. Richard Carley Department of Electrical and Computer Engineering Carnl:gie Mellon University Pittsburgh, Pennsylvania 15213 Abstract Analog design is commonly perceived to be one of the most knowledge-intensive of design tasks: the techniques needed to An organization for a knowledge-based analog (circuit build good analog circuits seem to exist solely as expertise in- synthesis tool is described. Analog circuit topologies are vested in individual designers. represented as a hierarchy of functional blocks; a planning This paper describes a knowledge-based framework for an mechanism is introduced to translate performance specifica- analog circuit synthesis tool. Although “knowledge-based” tions between levels in this circuit hierarchy. A prototype im- has come to be synonymous with “rule-based” in CAD ap- plementation, OASYS, synthesizes sized transistor schematics plications, our prototype implementation relies more heavily for simple CMOS operational amplifiers from performance on planning mechanisms than on rule execution. We attack specifications and process parameters, and demonstrates the the behavior-tc+structure portion of the synthesis task; our workability of the a.pproach. goal is to produce circuit schematics including device sizes, from performance specifications for common analog functional 1. Introduction blocks. This approach is motivated by the lack of tools to Design automation ideas from digital VLSI have only support the design of custom analog circuits. In particular, recently begun to migrate into analog circuit design. In part there are emerging semi-custom methodologies to lay out a this reflects the inherent complexities of the analog design given circuit schematic, but as yet no real tools to help design process. -
Understanding the Creative Mechanisms of Design Thinking: an Evolutionary Approach
!"#$%&'("#)"*+',$+-%$(').$+/$0,(")&1&+23+4$&)*"+5,)"6)"*7+ 8"+9.2:;')2"(%<+8==%2(0,+ Katja Thoring Roland M. Müller Department of Design Faculty of Business and Economics Anhalt University of Applied Sciences Berlin School of Economics and Law Seminarplatz 2a, 06846 Dessau/Germany Badensche Str. 50/51, 10825 Berlin/Germany +49 (0) 340 5197-1747 +49 (0) 30 85789-387 [email protected] [email protected] 8>?5@8-5+ Since generating creative concepts is one of the core aims In this article, we analyse the concept of design thinking of design thinking, we try to analyse how this is actually with its process, the team structure, the work environment, achieved. The first part of this article presents a short the specific culture, and certain brainstorming rules and overview of the design thinking process, as well as the techniques. The goal of this work is to understand how the involved artefacts and team members, and the underlying creative mechanisms of design thinking work and how they principles and guidelines for the process. In the second might be improved. For this purpose, we refer to the idea of section, we present an overview of the evolutionary theory creativity as an evolutionary process, which is determined of creativity. Both sections also cover the analysis of by generation (i.e., recombination and mutation), selection, existing literature in each area. The third section describes and retention of ideas. We evaluate the design thinking the used methodology, while in the fourth section, the main process in terms of its capabilities to activate these part of this article, we draw a comparison between the two mechanisms, and we propose possible improvements. -
On Deciding the Boundaries of Architectural Knowledge
1 On deciding the boundaries of architectural knowledge Abstract Architectural educators constantly struggle with the boundaries of architectural knowledge and the logistics of providing an education that prepares a student to become an architect. The constant struggle between the intellectual demands of the discipline of architecture and the practice of architecture is due to the vagueness in defining the boundaries of architectural knowledge. A new approach to structure architectural knowledge may provide the armature necessary to bridge the divide between the discipline of architecture and the practice of architecture, to redefine the architectural curriculum and allow us to map the territory of architectural knowledge. Introduction A major problem facing the field of architectural education is the lack of boundaries for architectural knowledge. The proverbial curriculum of 22 years suggested by Dean Hudnut, or pithy statements that point out that the pursuit of architectural knowledge is a lifelong endeavor, do not help the situation. Faced with a limited time frame in which to provide an architectural education in a university setting (which is constantly being questioned), deciding1 the boundaries of architectural knowledge (thereby defining a discipline?) becomes a necessary task. Architects are perpetual transgressors when it comes to disciplinary knowledge. We appropriate from many different sources and pride Ganapathy Mahalingam Page 1 3/2/2019 2 ourselves on the fact that we are able to creatively synthesize an "architectural