From Requirements to Design Specifications- a Formal Approach
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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. -
ASP.NET MVC with Entity Framework and CSS
ASP.NET MVC with Entity Framework and CSS Lee Naylor ASP.NET MVC with Entity Framework and CSS Lee Naylor Newton-le-Willows, Merseyside United Kingdom ISBN-13 (pbk): 978-1-4842-2136-5 ISBN-13 (electronic): 978-1-4842-2137-2 DOI 10.1007/978-1-4842-2137-2 Library of Congress Control Number: 2016952810 Copyright © 2016 by Lee Naylor This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. Trademarked names, logos, and images may appear in this book. Rather than use a trademark symbol with every occurrence of a trademarked name, logo, or image we use the names, logos, and images only in an editorial fashion and to the benefit of the trademark owner, with no intention of infringement of the trademark. The use in this publication of trade names, trademarks, service marks, and similar terms, even if they are not identified as such, is not to be taken as an expression of opinion as to whether or not they are subject to proprietary rights. While the advice and information in this book are believed to be true and accurate at the date of publication, neither the authors nor the editors nor the publisher can accept any legal responsibility for any errors or omissions that may be made. -
Configuring Metadata Manager Privileges and Permissions
Configuring Metadata Manager Privileges and Permissions © Copyright Informatica LLC 1993, 2021. Informatica LLC. No part of this document may be reproduced or transmitted in any form, by any means (electronic, photocopying, recording or otherwise) without prior consent of Informatica LLC. All other company and product names may be trade names or trademarks of their respective owners and/or copyrighted materials of such owners. Abstract You can configure privileges to allow users access to the features in Metadata Manager. You can configure permissions to allow access to resources or objects in Metadata Manager. This article describes the privileges and permissions that you can configure in Metadata Manager. Supported Versions • Metadata Manager 9.6.1 Table of Contents Introduction................................................................ 2 Users, Groups, Privileges, and Roles................................................ 3 Privileges ................................................................. 4 Catalog Privilege Group...................................................... 4 Load Privilege Group........................................................ 6 Model Privilege Group....................................................... 7 Security Privilege Group...................................................... 7 Permissions................................................................ 8 Types of Permissions........................................................ 9 Rules and Guidelines....................................................... -
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. -
Architectural Improvement of Display Viewer 5 Software
Teemu Vähä-Impola Architectural Improvement of Display Viewer 5 Software Master’s Thesis in Information Technology November 6, 2020 University of Jyväskylä Faculty of Information Technology Author: Teemu Vähä-Impola Contact information: [email protected] Supervisors: PhD Raino Mäkinen, MSc Tommy Rikberg, and MSc Lauri Saurus Title: Architectural Improvement of Display Viewer 5 Software Työn nimi: Display Viewer 5 -ohjelmiston arkkitehtuurin parantaminen Project: Master’s Thesis Study line: Software Technology Page count: 76+1 Abstract: In this thesis, an improved architecture for Display Viewer 5 (DV5) software was studied. The new architecture would enforce MVVM architecture more strongly, make clearer divisions of the software’s parts and enhance maintainability and reusability of the software, thus making the software more customizable for new projects and suitable for the customers’ needs. As a result, the existing MVVM architecture was strengthened by enforcing division into models, views and viewmodels. In addition, redundant duplications were removed and certain code was divided into their own separate entities. Keywords: architecture, software engineering Suomenkielinen tiivistelmä: Tässä tutkielmassa Display Viewer 5 (DV5) -ohjelmistolle pyrittiin löytämään parempi arkkitehtuuri, jonka seurauksena huollettavuus ja uudelleenkäytet- tävyys kasvavat ja ohjelmiston kustomointi uusille asiakkaille helpottuu. Tuloksena päädyt- tiin vahvistamaan jo nykyistä MVVM-arkkitehtuuria tekemällä jokaiselle luokalle tarvitta- van arkkitehtuurin -
Model and Tool Integration in High Level Design of Embedded Systems
Model and Tool Integration in High Level Design of Embedded Systems JIANLIN SHI Licentiate thesis TRITA – MMK 2007:10 Department of Machine Design ISSN 1400-1179 Royal Institute of Technology ISRN/KTH/MMK/R-07/10-SE SE-100 44 Stockholm TRITA – MMK 2007:10 ISSN 1400-1179 ISRN/KTH/MMK/R-07/10-SE Model and Tool Integration in High Level Design of Embedded Systems Jianlin Shi Licentiate thesis Academic thesis, which with the approval of Kungliga Tekniska Högskolan, will be presented for public review in fulfilment of the requirements for a Licentiate of Engineering in Machine Design. The public review is held at Kungliga Tekniska Högskolan, Brinellvägen 83, A425 at 2007-12-20. Mechatronics Lab TRITA - MMK 2007:10 Department of Machine Design ISSN 1400 -1179 Royal Institute of Technology ISRN/KTH/MMK/R-07/10-SE S-100 44 Stockholm Document type Date SWEDEN Licentiate Thesis 2007-12-20 Author(s) Supervisor(s) Jianlin Shi Martin Törngren, Dejiu Chen ([email protected]) Sponsor(s) Title SSF (through the SAVE and SAVE++ projects), VINNOVA (through the Model and Tool Integration in High Level Design of Modcomp project), and the European Embedded Systems Commission (through the ATESST project) Abstract The development of advanced embedded systems requires a systematic approach as well as advanced tool support in dealing with their increasing complexity. This complexity is due to the increasing functionality that is implemented in embedded systems and stringent (and conflicting) requirements placed upon such systems from various stakeholders. The corresponding system development involves several specialists employing different modeling languages and tools. -
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 -
The Design Studio Brief in Architecture's
Charrette:essay Tales and tools: the Design Studio Brief in Architecture’s expanded field. Suzanne Ewing. Edinburgh School of Architecture and Landscape Architecture, University of Edinburgh. ABSTRACT This essay argues that the Design Studio Brief establishes tacit disciplinary practices of architecture, as well as more explicit pursuit of topics of formulated relevance or concern. A series of tales of Design Studio Briefs from the fourth year of study at one UK Architecture School are sampled at dates which coincide with significant moments in Scotland’s recent constitutional history: the 1979 devolution Referendum, the 1997/1999 establishment of the Scottish Parliament, and the 2014 Independence Referendum. The tales are followed by a discussion on tools: towards means and practices which might inform the re-tooling of the Design Studio Brief and its ends. KEYWORDS design studio brief, disciplinary practices, architectural education Over the past forty years the field of global Higher Education economy. Allied to Architecture has expanded in scope and in the funding conditions which redefine national and potential of architectural design as subject and transnational educational responsibilities, what practice.1 Focus has shifted from site to field, educational capital is and what it is for, from static object to moving project.2 requires a refreshed ethical position.5 Preoccupations of Design Studios in architectural education have shifted from Euro- Architectural Design Studios are often known centric sites and artefacts deemed worthy