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system</title> <meta name="description" content="Search results for: studio system"> <meta name="keywords" content="studio system"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler 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id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="studio system"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 17693</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: studio system</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17693</span> Comprehensive Studio Tables: Improving Performance and Quality of Student's Work in Architecture Studio</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maryam%20Kalkatechi">Maryam Kalkatechi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Architecture students spent most of their qualitative time in studios during their years of study. The studio table’s importance as furniture in the studio is that it elevates the quality of the projects and positively influences the student’s productivity. This paper first describes the aspects considered in designing comprehensive studio table and later details on each aspect. Comprehensive studio tables are meant to transform the studio space to an efficient yet immense place of learning, collaboration, and participation. One aspect of these tables is that the surface transforms to a place of accommodation for design conversations, the other aspect of these tables is the efficient interactive platform of the tools. The discussion factors of the comprehensive studio include; the comprehensive studio setting of workspaces, the arrangement of the comprehensive studio tables, the collaboration aspects in the studio, the studio display and lightings shaped by the tables and lighting of the studio. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=studio%20tables" title="studio tables">studio tables</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20performance" title=" student performance"> student performance</a>, <a href="https://publications.waset.org/abstracts/search?q=productivity" title=" productivity"> productivity</a>, <a href="https://publications.waset.org/abstracts/search?q=hologram" title=" hologram"> hologram</a>, <a href="https://publications.waset.org/abstracts/search?q=3D%20printer" title=" 3D printer"> 3D printer</a> </p> <a href="https://publications.waset.org/abstracts/78656/comprehensive-studio-tables-improving-performance-and-quality-of-students-work-in-architecture-studio" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/78656.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">188</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17692</span> The Effect of Window Position and Ceiling Height on Cooling Load in Architectural Studio</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Seyedehzahra%20Mirrahimi">Seyedehzahra Mirrahimi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper investigates the effect of variations in window and ceiling heights on cooling inside an architectural training studio with a full-width window. For architectural training, students use the studio more often than they use ordinary classrooms. Therefore, studio dimensions and size, and the window position, directly influence the cooling load. Energy for cooling is one of the most expensive costs in the studio because of the high activity levels of students during the warm season. The methodology of analysis involves measuring energy changes in the Energy Plus <EP> software in Kish Island. It was proved that the cooling energy in an architecture studio can be increased by changing window levels and ceiling heights to add a range of cooling energy. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cooling%20energy" title="cooling energy">cooling energy</a>, <a href="https://publications.waset.org/abstracts/search?q=Energy%20Plus" title=" Energy Plus"> Energy Plus</a>, <a href="https://publications.waset.org/abstracts/search?q=studio%20classroom" title=" studio classroom"> studio classroom</a>, <a href="https://publications.waset.org/abstracts/search?q=window%20position" title=" window position"> window position</a> </p> <a href="https://publications.waset.org/abstracts/116834/the-effect-of-window-position-and-ceiling-height-on-cooling-load-in-architectural-studio" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/116834.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">290</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17691</span> Alterations in Habitation and Architectural Education Due to the COVID-19 Pandemic: The Operation of the Architectural Studio as a Crossroad</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chrysi%20K.%20Nikoloutsou">Chrysi K. Nikoloutsou</a>, <a href="https://publications.waset.org/abstracts/search?q=Gianna%20Th.%20Siapati"> Gianna Th. Siapati</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The pandemic limitations have altered architectural education as the discourse shifted towards virtual studios and blended learning. In addition, lockdown conditions and remote working have affected habitation. Adaptability is now a key factor. The architectural studio needs to adjust to these new terms both in education and in inhabitation. This paper will investigate the operation of an architectural studio in relation to how one experiences their house due to the pandemic, based on a literature review and qualitative research methods (interviews & workshops with students). Zenetos’ prophetic ideas of ‘Electronic Urbanism’ and ‘tele-activities’ are now more present than ever. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=architectural%20education" title="architectural education">architectural education</a>, <a href="https://publications.waset.org/abstracts/search?q=pandemic" title=" pandemic"> pandemic</a>, <a href="https://publications.waset.org/abstracts/search?q=residential%20design" title=" residential design"> residential design</a>, <a href="https://publications.waset.org/abstracts/search?q=studio%20pedagogy" title=" studio pedagogy"> studio pedagogy</a> </p> <a href="https://publications.waset.org/abstracts/153337/alterations-in-habitation-and-architectural-education-due-to-the-covid-19-pandemic-the-operation-of-the-architectural-studio-as-a-crossroad" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/153337.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">105</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17690</span> Reviewers’ Perception of the Studio Jury System: How They View its Value in Architecture and Design Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Diane%20M.%20Bender">Diane M. Bender</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In architecture and design education, students learn and understand their discipline through lecture courses and within studios. A studio is where the instructor works closely with students to help them understand design by doing design work. The final jury is the culmination of the studio learning experience. It’s value and significance are rarely questioned. Students present their work before their peers, instructors, and invited reviewers, known as jurors. These jurors are recognized experts who add a breadth of feedback to students mostly in the form of a verbal critique of the work. Since the design review or jury has been a common element of studio education for centuries, jurors themselves have been instructed in this format. Therefore, they understand its value from both a student and a juror perspective. To better understand how these reviewers see the value of a studio review, a survey was distributed to reviewers at a multi-disciplinary design school within the United States. Five design disciplines were involved in this case study: architecture, graphic design, industrial design, interior design, and landscape architecture. Respondents (n=108) provided written comments about their perceived value of the studio review system. The average respondent was male (64%), between 40-49 years of age, and has attained a master’s degree. Qualitative analysis with thematic coding revealed several themes. Reviewers view the final jury as important because it provides a variety of perspectives from unbiased external practitioners and prepares students for similar presentation challenges they will experience in professional practice. They also see it as a way to validate the assessment and evaluation of students by faculty. In addition, they see a personal benefit for themselves and their firm – the ability to network with fellow jurors, professors, and students (i.e., future colleagues). Respondents also provided additional feedback about the jury system and studio education in general. Typical responses included a desire for earlier engagement with students; a better explanation from the instructor about the project parameters, rubrics/grading, and guidelines for juror involvement; a way to balance giving encouraging feedback versus overly critical comments; and providing training for jurors prior to reviews. While this study focused on the studio review, the findings are equally applicable to other disciplines. Suggestions will be provided on how to improve the preparation of guests in the learning process and how their interaction can positively influence student engagement. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=assessment" title="assessment">assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=design" title=" design"> design</a>, <a href="https://publications.waset.org/abstracts/search?q=jury" title=" jury"> jury</a>, <a href="https://publications.waset.org/abstracts/search?q=studio" title=" studio"> studio</a> </p> <a href="https://publications.waset.org/abstracts/173065/reviewers-perception-of-the-studio-jury-system-how-they-view-its-value-in-architecture-and-design-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/173065.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">65</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17689</span> Architectural Design Studio (ADS) as an Operational Synthesis in Architectural Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Francisco%20A.%20Ribeiro%20Da%20Costa">Francisco A. Ribeiro Da Costa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Who is responsible for teaching architecture; consider various ways to participate in learning, manipulating various pedagogical tools to streamline the creative process. The Architectural Design Studio (ADS) should become a holistic, systemic process responding to the complexity of our world. This essay corresponds to a deep reflection developed by the author on the teaching of architecture. The outcomes achieved are the corollary of experimentation; discussion and application of pedagogical methods that allowed consolidate the creativity applied by students. The purpose is to show the conjectures that have been considered effective in creating an intellectual environment that nurtures the subject of Architectural Design Studio (ADS), as an operational synthesis in the final stage of the degree. These assumptions, which are part of the proposed model, displaying theories and teaching methodologies that try to respect the learning process based on student learning styles Kolb, ensuring their latent specificities and formulating the structure of the ASD discipline. In addition, the assessing methods are proposed, which consider the architectural Design Studio as an operational synthesis in the teaching of architecture. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=teaching-learning" title="teaching-learning">teaching-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=architectural%20design%20studio" title=" architectural design studio"> architectural design studio</a>, <a href="https://publications.waset.org/abstracts/search?q=architecture" title=" architecture"> architecture</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a> </p> <a href="https://publications.waset.org/abstracts/61681/architectural-design-studio-ads-as-an-operational-synthesis-in-architectural-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/61681.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">390</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17688</span> Investigation of Design Process of an Impedance Matching in the Specific Frequency for Radio Frequency Application</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=H.%20Nabaei">H. Nabaei</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Joghataie"> M. Joghataie</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this article, we study the design methods of matched filter with commercial software including CST Studio and ADS in specific frequency: 900 MHz. At first, we select two amounts of impedance for studying matching of them. Then, using by matched filter utility tool in ADS software, we simulate and deviate the elements of matched filters. In the following, we implement matched filter in CST STUDIO software. The simulated results show the great conformity in this field. Also, we peruse scattering and Impedance parameters in the Derivative structure. Finally, the layout of matched filter is obtained by the schematic tool of CST STUDIO. In fact, here, we present the design process of matched filters in the specific frequency. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=impedance%20matching" title="impedance matching">impedance matching</a>, <a href="https://publications.waset.org/abstracts/search?q=lumped%20element" title=" lumped element"> lumped element</a>, <a href="https://publications.waset.org/abstracts/search?q=transmission%20line" title=" transmission line"> transmission line</a>, <a href="https://publications.waset.org/abstracts/search?q=maximum%20power%20transmission" title=" maximum power transmission"> maximum power transmission</a>, <a href="https://publications.waset.org/abstracts/search?q=3D%20layout" title=" 3D layout"> 3D layout</a> </p> <a href="https://publications.waset.org/abstracts/28070/investigation-of-design-process-of-an-impedance-matching-in-the-specific-frequency-for-radio-frequency-application" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/28070.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">502</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17687</span> Millimeter Wave Antenna for 5G Mobile Communications Systems</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hind%20Mestouri">Hind Mestouri</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The study and simulation of a millimeter wave antenna for 5G mobile communication systems is the topic of this paper. We present at the beginning the general aspects of the 5G technology. We recall the objectives of the 5G standard, its architecture, and the parameters that characterize it. The proposed antenna model is designed using the CST Microwave Studio simulation software. Numerous methods are used at all steps of the design procedures, such as theoretical calculation of parameters, declaration of parameter values, and evaluation of the antenna through the obtained results. Initially, we were interested in the design of an antenna array at the 10 GHz frequency. Afterward, we also simulated and presented an antenna array at 2.5 GHz. For each antenna designed, a parametric study was conducted to understand and highlight the role and effects of the various parameters in order to optimize them and achieve a final efficient structure. The obtained results using CST Microwave Studio showed that the characteristics of the designed antennas (bandwidth, gain, radiation pattern) satisfy the specifications of 5G mobile communications. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=5G" title="5G">5G</a>, <a href="https://publications.waset.org/abstracts/search?q=antenna%20array" title=" antenna array"> antenna array</a>, <a href="https://publications.waset.org/abstracts/search?q=millimeter%20wave" title=" millimeter wave"> millimeter wave</a>, <a href="https://publications.waset.org/abstracts/search?q=10%20GHz" title=" 10 GHz"> 10 GHz</a>, <a href="https://publications.waset.org/abstracts/search?q=CST%20Microwave%20Studio" title=" CST Microwave Studio"> CST Microwave Studio</a> </p> <a href="https://publications.waset.org/abstracts/159389/millimeter-wave-antenna-for-5g-mobile-communications-systems" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/159389.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">80</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17686</span> Overview on Effectiveness of Learning Contract in Architecture Design Studios</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Badiossadat%20Hassanpour">Badiossadat Hassanpour</a>, <a href="https://publications.waset.org/abstracts/search?q=Reza%20Sirjani"> Reza Sirjani</a>, <a href="https://publications.waset.org/abstracts/search?q=Nangkuala%20Utaberta"> Nangkuala Utaberta</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The avant-garde educational systems are striving to find a life long learning methods. Different fields and majors have test variety of proposed models, and found their difficulties and strengths. Architecture as a critical stage of education due to its characteristics which are learning by doing and critique based education and evaluation is out of this study procedure. Learning contracts is a new alternative form of evaluation of students’ achievements, while it acts as agreement about learning goals. Obtained results from studies in different fields which confirm its positive impact on students' learning in those fields and positively affected students' motivation and confidence in meeting their own learning needs, prompted us to implement this model in architecture design studio. In this implemented contract to the studio, students were asked to use the existing possibility of contract to have self assessment and examine their professional development to identify whether they are deficient or they would like to develop more expertise. The evidences of this research as well indicate that students feel positive about the learning contract and see it accommodating their individual learning needs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=contract%20%28LC%29" title="contract (LC)">contract (LC)</a>, <a href="https://publications.waset.org/abstracts/search?q=architecture%20design%20studio" title=" architecture design studio"> architecture design studio</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=student-centered%20learning" title=" student-centered learning"> student-centered learning</a> </p> <a href="https://publications.waset.org/abstracts/3628/overview-on-effectiveness-of-learning-contract-in-architecture-design-studios" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/3628.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">439</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17685</span> Implementation of an Undergraduate Integrated Biology and Chemistry Course</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jayson%20G.%20Balansag">Jayson G. Balansag</a> </p> <p class="card-text"><strong>Abstract:</strong></p> An integrated biology and chemistry (iBC) course for freshmen college students was developed in University of Delaware. This course will prepare students to (1) become interdisciplinary thinkers in the field of biology and (2) collaboratively work with others from multiple disciplines in the future. This paper documents and describes the implementation of the course. The information gathered from reading literature, classroom observations, and interviews were used to carry out the purpose of this paper. The major goal of the iBC course is to align the concepts between Biology and Chemistry, so that students can draw science concepts from both disciplines which they can apply in their interdisciplinary researches. This course is offered every fall and spring semesters of each school year. Students enrolled in Biology are also enrolled in Chemistry during the same semester. The iBC is composed of lectures, laboratories, studio sessions, and workshops and is taught by the faculty from the biology and chemistry departments. In addition, the preceptors, graduate teaching assistants, and studio fellows facilitate the laboratory and studio sessions. These roles are interdependent with each other. The iBC can be used as a model for higher education institutions who wish to implement an integrated biology course. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=integrated%20biology%20and%20chemistry" title="integrated biology and chemistry">integrated biology and chemistry</a>, <a href="https://publications.waset.org/abstracts/search?q=integration" title=" integration"> integration</a>, <a href="https://publications.waset.org/abstracts/search?q=interdisciplinary%20research" title=" interdisciplinary research"> interdisciplinary research</a>, <a href="https://publications.waset.org/abstracts/search?q=new%20biology" title=" new biology"> new biology</a>, <a href="https://publications.waset.org/abstracts/search?q=undergraduate%20science%20education" title=" undergraduate science education"> undergraduate science education</a> </p> <a href="https://publications.waset.org/abstracts/76611/implementation-of-an-undergraduate-integrated-biology-and-chemistry-course" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/76611.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">245</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17684</span> The Preparation and Training of Expert Studio Reviewers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Diane%20M.%20Bender">Diane M. Bender</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In design education, professional education is delivered in a studio, where students learn and understand their discipline. This learning methodology culminates in a final review, where students present their work before instructors and invited reviewers, known as jurors. These jurors are recognized experts who add a wide diversity of opinions in their feedback to students. This feedback can be provided in multiple formats, mainly a verbal critique of the work. To better understand how these expert reviewers prepare for a studio review, a survey was distributed to reviewers at a multi-disciplinary design school within the United States. Five design disciplines are involved in this case study: architecture, graphic design, industrial design, interior design, and landscape architecture. Respondents (n=122) provided information about if and how they received training on how to critique and participate in a final review. Common forms of training included mentorship, modeled behavior from other designers/past professors, workshops on critique from the instructing faculty prior to the crit session, and by being a practicing design professional. Respondents also gave feedback about how much the instructor provided course materials prior to the review in order to better prepare for student interaction. Finally, respondents indicated if they had interaction, and in what format, with students prior to the final review. Typical responses included participation in studio desk crits, a midterm jury member, meetings with students, and email or social media correspondence. While the focus of this study is the studio review, the findings are equally applicable to other disciplines. Suggestions will be provided on how to improve the preparation of guests in the learning process and how their interaction can positively influence student engagement. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=critique" title="critique">critique</a>, <a href="https://publications.waset.org/abstracts/search?q=design" title=" design"> design</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=evaluation" title=" evaluation"> evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=juror" title=" juror"> juror</a> </p> <a href="https://publications.waset.org/abstracts/160022/the-preparation-and-training-of-expert-studio-reviewers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/160022.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">82</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17683</span> Optimal Construction Using Multi-Criteria Decision-Making Methods</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Masood%20Karamoozian">Masood Karamoozian</a>, <a href="https://publications.waset.org/abstracts/search?q=Zhang%20Hong"> Zhang Hong</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The necessity and complexity of the decision-making process and the interference of the various factors to make decisions and consider all the relevant factors in a problem are very obvious nowadays. Hence, researchers show their interest in multi-criteria decision-making methods. In this research, the Analytical Hierarchy Process (AHP), Simple Additive Weighting (SAW), and Technique for Order Preference by Similarity to Ideal Solution (TOPSIS) methods of multi-criteria decision-making have been used to solve the problem of optimal construction systems. Systems being evaluated in this problem include; Light Steel Frames (LSF), a case study of designs by Zhang Hong studio in the Southeast University of Nanjing, Insulating Concrete Form (ICF), Ordinary Construction System (OCS), and Prefabricated Concrete System (PRCS) as another case study designs in Zhang Hong studio in the Southeast University of Nanjing. Crowdsourcing was done by using a questionnaire at the sample level (200 people). Questionnaires were distributed among experts, university centers, and conferences. According to the results of the research, the use of different methods of decision-making led to relatively the same results. In this way, with the use of all three multi-criteria decision-making methods mentioned above, the Prefabricated Concrete System (PRCS) was in the first rank, and the Light Steel Frame (LSF) system ranked second. Also, the Prefabricated Concrete System (PRCS), in terms of performance standards and economics, was ranked first, and the Light Steel Frame (LSF) system was allocated the first rank in terms of environmental standards. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=multi-criteria%20decision%20making" title="multi-criteria decision making">multi-criteria decision making</a>, <a href="https://publications.waset.org/abstracts/search?q=AHP" title=" AHP"> AHP</a>, <a href="https://publications.waset.org/abstracts/search?q=SAW" title=" SAW"> SAW</a>, <a href="https://publications.waset.org/abstracts/search?q=TOPSIS" title=" TOPSIS"> TOPSIS</a> </p> <a href="https://publications.waset.org/abstracts/158213/optimal-construction-using-multi-criteria-decision-making-methods" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/158213.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">110</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17682</span> A Novel Design of a Low Cost Wideband Wilkinson Power Divider</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=A.%20Sardi">A. Sardi</a>, <a href="https://publications.waset.org/abstracts/search?q=J.%20Zbitou"> J. Zbitou</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Errkik"> A. Errkik</a>, <a href="https://publications.waset.org/abstracts/search?q=L.%20El%20Abdellaoui"> L. El Abdellaoui</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Tajmouati"> A. Tajmouati</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Latrach"> M. Latrach</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper presents analysis and design of a wideband Wilkinson power divider for wireless applications. The design is accomplished by transforming the lengths and impedances of the quarter wavelength sections of the conventional Wilkinson power divider into U-shaped sections. The designed power divider is simulated by using ADS Agilent technologies and CST microwave studio software. It is shown that the proposed power divider has simple topology and good performances in terms of insertion loss, port matching and isolation at all operating frequencies (1.8 GHz, 2.45 GHz and 3.55 GHz). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ADS%20agilent%20technologies" title="ADS agilent technologies">ADS agilent technologies</a>, <a href="https://publications.waset.org/abstracts/search?q=CST%20microwave%20studio" title=" CST microwave studio"> CST microwave studio</a>, <a href="https://publications.waset.org/abstracts/search?q=microstrip" title=" microstrip"> microstrip</a>, <a href="https://publications.waset.org/abstracts/search?q=wideband" title=" wideband"> wideband</a>, <a href="https://publications.waset.org/abstracts/search?q=wilkinson%20power%20divider" title=" wilkinson power divider"> wilkinson power divider</a> </p> <a href="https://publications.waset.org/abstracts/15409/a-novel-design-of-a-low-cost-wideband-wilkinson-power-divider" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/15409.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">370</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17681</span> Real-Time Land Use and Land Information System in Homagama Divisional Secretariat Division </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kumara%20Jayapathma%20J.%20H.%20M.%20S.%20S.">Kumara Jayapathma J. H. M. S. S.</a>, <a href="https://publications.waset.org/abstracts/search?q=Dampegama%20S.%20D.%20P.%20J."> Dampegama S. D. P. J.</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Lands are valuable & limited resource which constantly changes with the growth of the population. An efficient and good land management system is essential to avoid conflicts associated with lands. This paper aims to design the prototype model of a Mobile GIS Land use and Land Information System in real-time. Homagama Divisional Secretariat Division situated in the western province of Sri Lanka was selected as the study area. The prototype model was developed after reviewing related literature. The methodology was consisted of designing and modeling the prototype model into an application running on a mobile platform. The system architecture mainly consists of a Google mapping app for real-time updates with firebase support tools. Thereby, the method of implementation consists of front-end and back-end components. Software tools used in designing applications are Android Studio with JAVA based on GeoJSON File structure. Android Studio with JAVA in GeoJSON File Synchronize to Firebase was found to be the perfect mobile solution for continuously updating Land use and Land Information System (LIS) in real-time in the present scenario. The mobile-based land use and LIS developed in this study are multiple user applications catering to different hierarchy levels such as basic users, supervisory managers, and database administrators. The benefits of this mobile mapping application will help public sector field officers with non-GIS expertise to overcome the land use planning challenges with land use updated in real-time. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Android" title="Android">Android</a>, <a href="https://publications.waset.org/abstracts/search?q=Firebase" title=" Firebase"> Firebase</a>, <a href="https://publications.waset.org/abstracts/search?q=GeoJSON" title=" GeoJSON"> GeoJSON</a>, <a href="https://publications.waset.org/abstracts/search?q=GIS" title=" GIS"> GIS</a>, <a href="https://publications.waset.org/abstracts/search?q=JAVA" title=" JAVA"> JAVA</a>, <a href="https://publications.waset.org/abstracts/search?q=JSON" title=" JSON"> JSON</a>, <a href="https://publications.waset.org/abstracts/search?q=LIS" title=" LIS"> LIS</a>, <a href="https://publications.waset.org/abstracts/search?q=Mobile%20GIS" title=" Mobile GIS"> Mobile GIS</a>, <a href="https://publications.waset.org/abstracts/search?q=real-time" title=" real-time"> real-time</a>, <a href="https://publications.waset.org/abstracts/search?q=REST%20API" title=" REST API"> REST API</a> </p> <a href="https://publications.waset.org/abstracts/135091/real-time-land-use-and-land-information-system-in-homagama-divisional-secretariat-division" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/135091.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">229</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17680</span> Examination Scheduling System with Proposed Algorithm</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tabrej%20Khan">Tabrej Khan</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Examination Scheduling System (ESS) is a scheduling system that targets as an exam committee in any academic institute to help them in managing the exams automatically. We present an algorithm for Examination Scheduling System. Nowadays, many universities have challenges with creating examination schedule fast with less confliction compared to hand works. Our aims are to develop a computerized system that can be used in examination scheduling in an academic institute versus available resources (Time, Hall, Invigilator and instructor) with no contradiction and achieve fairness among students. ESS was developed using HTML, C# language, Crystal Report and ASP.NET through Microsoft Visual Studio 2010 as developing tools with integrated SQL server database. This application can produce some benefits such as reducing the time spent in creating an exam schedule and achieving fairness among students <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=examination%20scheduling%20system%20%28ESS%29" title="examination scheduling system (ESS)">examination scheduling system (ESS)</a>, <a href="https://publications.waset.org/abstracts/search?q=algorithm" title=" algorithm"> algorithm</a>, <a href="https://publications.waset.org/abstracts/search?q=ASP.NET" title=" ASP.NET"> ASP.NET</a>, <a href="https://publications.waset.org/abstracts/search?q=crystal%20report" title=" crystal report"> crystal report</a> </p> <a href="https://publications.waset.org/abstracts/62755/examination-scheduling-system-with-proposed-algorithm" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/62755.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">404</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17679</span> Dynamic Foot Pressure Measurement System Using Optical Sensors</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tanapon%20Keatsamarn">Tanapon Keatsamarn</a>, <a href="https://publications.waset.org/abstracts/search?q=Chuchart%20Pintavirooj"> Chuchart Pintavirooj</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Foot pressure measurement provides necessary information for diagnosis diseases, foot insole design, disorder prevention and other application. In this paper, dynamic foot pressure measurement is presented for pressure measuring with high resolution and accuracy. The dynamic foot pressure measurement system consists of hardware and software system. The hardware system uses a transparent acrylic plate and uses steel as the base. The glossy white paper is placed on the top of the transparent acrylic plate and covering with a black acrylic on the system to block external light. Lighting from LED strip entering around the transparent acrylic plate. The optical sensors, the digital cameras, are underneath the acrylic plate facing upwards. They have connected with software system to process and record foot pressure video in avi file. Visual Studio 2017 is used for software system using OpenCV library. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=foot" title="foot">foot</a>, <a href="https://publications.waset.org/abstracts/search?q=foot%20pressure" title=" foot pressure"> foot pressure</a>, <a href="https://publications.waset.org/abstracts/search?q=image%20processing" title=" image processing"> image processing</a>, <a href="https://publications.waset.org/abstracts/search?q=optical%20sensors" title=" optical sensors"> optical sensors</a> </p> <a href="https://publications.waset.org/abstracts/89148/dynamic-foot-pressure-measurement-system-using-optical-sensors" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/89148.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">247</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17678</span> Effect on Bandwidth of Using Double Substrates Based Metamaterial Planar Antenna</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Smrity%20Dwivedi">Smrity Dwivedi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present paper has revealed the effect of double substrates over a bandwidth performance for planar antennas. The used material has its own importance to get minimum return loss and improved directivity. The author has taken double substrates to enhance the efficiency in terms of gain of antenna. Metamaterial based antenna has its own specific structure which increased the performance of antenna. Improved return loss is -20 dB, and the voltage standing wave ratio (VSWR) is 1.2, which is better than single substrate having return loss of -15 dB and VSWR of 1.4. Complete results are obtained using commercial software CST microwave studio. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=CST%20microwave%20studio" title="CST microwave studio">CST microwave studio</a>, <a href="https://publications.waset.org/abstracts/search?q=metamaterial" title=" metamaterial"> metamaterial</a>, <a href="https://publications.waset.org/abstracts/search?q=return%20loss" title=" return loss"> return loss</a>, <a href="https://publications.waset.org/abstracts/search?q=VSWR" title=" VSWR"> VSWR</a> </p> <a href="https://publications.waset.org/abstracts/64563/effect-on-bandwidth-of-using-double-substrates-based-metamaterial-planar-antenna" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/64563.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">390</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17677</span> A Discussion on the Design Practice of College Students for Virtual Avatars in Social Media Ecology</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mei-Chun%20Chang">Mei-Chun Chang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Due to digital transformation and social media development in recent years, various real-time interactive digital tools have been developed to meet the design demands for virtual reality avatars, which also promote digital content learners' active participation in the creation process. As a result, new social media design tools have the characteristics of intuitive operation with a simplified interface for fast production, from which works can be simply created. This study carried out observations, records, questionnaire surveys, and interviews on the creation and learning of visual avatars made by students of the National Taiwan University of Science and Technology (NTUST) with the VRoid Studio 3D modeling tool so as to explore their learning effectiveness on the design of visual avatars. According to the results of this study, the VRoid Studio 3D character modeling tool has a positive impact on the learners and helps to improve their learning effectiveness. Students with low academic achievements said that they could complete the conceived modeling with their own thinking by using the design tool, which increased their sense of accomplishment. Conclusions are drawn according to the results, and relevant future suggestions are put forward. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=virtual%20avatar" title="virtual avatar">virtual avatar</a>, <a href="https://publications.waset.org/abstracts/search?q=character%20design" title=" character design"> character design</a>, <a href="https://publications.waset.org/abstracts/search?q=social%20media" title=" social media"> social media</a>, <a href="https://publications.waset.org/abstracts/search?q=vroid%20studio" title=" vroid studio"> vroid studio</a>, <a href="https://publications.waset.org/abstracts/search?q=creation" title=" creation"> creation</a>, <a href="https://publications.waset.org/abstracts/search?q=digital%20learning" title=" digital learning"> digital learning</a> </p> <a href="https://publications.waset.org/abstracts/139677/a-discussion-on-the-design-practice-of-college-students-for-virtual-avatars-in-social-media-ecology" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/139677.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">190</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17676</span> Exploration of Influential Factors on First Year Architecture Students’ Productivity</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shima%20Nikanjam">Shima Nikanjam</a>, <a href="https://publications.waset.org/abstracts/search?q=Badiossadat%20Hassanpour"> Badiossadat Hassanpour</a>, <a href="https://publications.waset.org/abstracts/search?q=Adi%20Irfan%20Che%20Ani"> Adi Irfan Che Ani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The design process in architecture education is based upon the Learning-by-Doing method, which leads students to understand how to design by practicing rather than studying. First-year design studios, as starting educational stage, provide integrated knowledge and skills of design for newly jointed architecture students. Within the basic design studio environment, students are guided to transfer their abstract thoughts into visual concrete decisions under the supervision of design educators for the first time. Therefore, introductory design studios have predominant impacts on students’ operational thinking and designing. Architectural design thinking is quite different from students’ educational backgrounds and learning habits. This educational challenge at basic design studios creates a severe need to study the reality of design education at foundation year and define appropriate educational methods with convenient project types with the intention of enhancing architecture education quality. Material for this study has been gathered through long-term direct observation at a first year second semester design studio at the faculty of architecture at EMU (known as FARC 102), fall and spring academic semester 2014-15. Distribution of a questionnaire among case study students and interviews with third and fourth design studio students who passed through the same methods of education in the past 2 years and conducting interviews with instructors are other methodologies used in this research. The results of this study reveal a risk of a mismatch between the implemented teaching method, project type and scale in this particular level and students’ learning styles. Although the existence of such risk due to varieties in students’ profiles could be expected to some extent, recommendations can support educators to reach maximum compatibility. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=architecture%20education" title="architecture education">architecture education</a>, <a href="https://publications.waset.org/abstracts/search?q=basic%20design%20studio" title=" basic design studio"> basic design studio</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20method" title=" educational method"> educational method</a>, <a href="https://publications.waset.org/abstracts/search?q=forms%20creation%20skill" title=" forms creation skill"> forms creation skill</a> </p> <a href="https://publications.waset.org/abstracts/45636/exploration-of-influential-factors-on-first-year-architecture-students-productivity" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/45636.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">375</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17675</span> Teaching Timber: The Role of the Architectural Student and Studio Course within an Interdisciplinary Research Project</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Catherine%20Sunter">Catherine Sunter</a>, <a href="https://publications.waset.org/abstracts/search?q=Marius%20Nygaard"> Marius Nygaard</a>, <a href="https://publications.waset.org/abstracts/search?q=Lars%20Hamran"> Lars Hamran</a>, <a href="https://publications.waset.org/abstracts/search?q=B%C3%B8rre%20Skodvin"> Børre Skodvin</a>, <a href="https://publications.waset.org/abstracts/search?q=Ute%20Groba"> Ute Groba</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Globally, the construction and operation of buildings contribute up to 30% of annual green house gas emissions. In addition, the building sector is responsible for approximately a third of global waste. In this context, the utilization of renewable resources in buildings, especially materials that store carbon, will play a significant role in the growing city. These are two reasons for introducing wood as a building material with a growing relevance. A third is the potential economic value in countries with a forest industry that is not currently used to capacity. In 2013, a four-year interdisciplinary research project titled “Wood Be Better” was created, with the principle goal to produce and publicise knowledge that would facilitate increased use of wood in buildings in urban areas. The research team consisted of architects, engineers, wood technologists and mycologists, both from research institutions and industrial organisations. Five structured work packages were included in the initial research proposal. Work package 2 was titled “Design-based research” and proposed using architecture master courses as laboratories for systematic architectural exploration. The aim was twofold: to provide students with an interdisciplinary team of experts from consultancies and producers, as well as teachers and researchers, that could offer the latest information on wood technologies; whilst at the same time having the studio course test the effects of the use of wood on the functional, technical and tectonic quality within different architectural projects on an urban scale, providing results that could be fed back into the research material. The aim of this article is to examine the successes and failures of this pedagogical approach in an architecture school, as well as the opportunities for greater integration between academic research projects, industry experts and studio courses in the future. This will be done through a set of qualitative interviews with researchers, teaching staff and students of the studio courses held each semester since spring 2013. These will investigate the value of the various experts of the course; the different themes of each course; the response to the urban scale, architectural form and construction detail; the effect of working with the goals of a research project; and the value of the studio projects to the research. In addition, six sample projects will be presented as case studies. These will show how the projects related to the research and could be collected and further analysed, innovative solutions that were developed during the course, different architectural expressions that were enabled by timber, and how projects were used as an interdisciplinary testing ground for integrated architectural and engineering solutions between the participating institutions. The conclusion will reflect on the original intentions of the studio courses, the opportunities and challenges faced by students, researchers and teachers, the educational implications, and on the transparent and inclusive discourse between the architectural researcher, the architecture student and the interdisciplinary experts. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=architecture" title="architecture">architecture</a>, <a href="https://publications.waset.org/abstracts/search?q=interdisciplinary" title=" interdisciplinary"> interdisciplinary</a>, <a href="https://publications.waset.org/abstracts/search?q=research" title=" research"> research</a>, <a href="https://publications.waset.org/abstracts/search?q=studio" title=" studio"> studio</a>, <a href="https://publications.waset.org/abstracts/search?q=students" title=" students"> students</a>, <a href="https://publications.waset.org/abstracts/search?q=wood" title=" wood"> wood</a> </p> <a href="https://publications.waset.org/abstracts/47500/teaching-timber-the-role-of-the-architectural-student-and-studio-course-within-an-interdisciplinary-research-project" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/47500.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">311</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17674</span> Indoor Air Quality Analysis for Renovating Building: A Case Study of Student Studio, Department of Landscape, Chiangmai, Thailand</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Warangkana%20Juangjandee">Warangkana Juangjandee</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The rapidly increasing number of population in the limited area creates an effect on the idea of the improvement of the area to suit the environment and the needs of people. Faculty of architecture Chiang Mai University is also expanding in both variety fields of study and quality of education. In 2020, the new department will be introduced in the faculty which is Department of Landscape Architecture. With the limitation of the area in the existing building, the faculty plan to renovate some parts of its school for anticipates the number of students who will join the program in the next two years. As a result, the old wooden workshop area is selected to be renovated as student studio space. With such condition, it is necessary to study the restriction and the distinctive environment of the site prior to the improvement in order to find ways to manage the existing space due to the fact that the primary functions that have been practiced in the site, an old wooden workshop space and the new function, studio space, are too different. 72.9% of the annual times in the room are considered to be out of the thermal comfort condition with high relative humidity. This causes non-comfort condition for occupants which could promote mould growth. This study aims to analyze thermal comfort condition in the Landscape Learning Studio Area for finding the solution to improve indoor air quality and respond to local conditions. The research methodology will be in two parts: 1) field gathering data on the case study 2) analysis and finding the solution of improving indoor air quality. The result of the survey indicated that the room needs to solve non-comfort condition problem. This can be divided into two ways which are raising ventilation and indoor temperature, e.g. improving building design and stack driven ventilation, using fan for enhancing more internal ventilation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=relative%20humidity" title="relative humidity">relative humidity</a>, <a href="https://publications.waset.org/abstracts/search?q=renovation" title=" renovation"> renovation</a>, <a href="https://publications.waset.org/abstracts/search?q=temperature" title=" temperature"> temperature</a>, <a href="https://publications.waset.org/abstracts/search?q=thermal%20comfort" title=" thermal comfort"> thermal comfort</a> </p> <a href="https://publications.waset.org/abstracts/89708/indoor-air-quality-analysis-for-renovating-building-a-case-study-of-student-studio-department-of-landscape-chiangmai-thailand" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/89708.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">216</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17673</span> A Case Study in Using Gamification in the Mobile Computing Course</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rula%20Al%20Azawi">Rula Al Azawi</a>, <a href="https://publications.waset.org/abstracts/search?q=Abobaker%20Shafi"> Abobaker Shafi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this paper is to use gamification technology in the mobile computing course to increase students motivation and engagement. The game applied to be designed by students focusing also to design educational game for children with age six years. This game will teach the students how to learn in a fun way. Our case study is implemented at Gulf College which is affiliated with Staffordshire University-UK. Our game design was applied to teach students Android Studio software by designing an educational game. Our goal with gamification is to improve student attendance, increase student engagement, problem solving and user stratification. Finally, we describe the findings and results of our case study. The data analysis and evaluation are based on students feedback, staff feedback and the final marking grades for the students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=gamification" title="gamification">gamification</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20game" title=" educational game"> educational game</a>, <a href="https://publications.waset.org/abstracts/search?q=android%20studio%20software" title=" android studio software"> android studio software</a>, <a href="https://publications.waset.org/abstracts/search?q=students%20motivation%20and%20engagement" title=" students motivation and engagement"> students motivation and engagement</a> </p> <a href="https://publications.waset.org/abstracts/61688/a-case-study-in-using-gamification-in-the-mobile-computing-course" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/61688.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">455</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17672</span> Improvement and Miniaturization RFID Patch Antenna by Inclusion the Complementary Metamaterials</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Seif%20Naoui">Seif Naoui</a>, <a href="https://publications.waset.org/abstracts/search?q=Lassaad%20Latrach"> Lassaad Latrach</a>, <a href="https://publications.waset.org/abstracts/search?q=Ali%20Gharsallah"> Ali Gharsallah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper is specialized to highlight the method of miniaturization and improvement the patch antenna by using the complementary metamaterial. This method is presented by a simple technique is composed a structure of patch antenna integrated in its surface a cell of complementary split ring resonator. This resonator is placed at the middle of the radiating patch in parallel with the transmission line and with a variable angle of orientation. The objective is to find the ultimate angle where the best results are obtained on improving the characteristics of the considered antenna. This motif widespread at the traceability applications by wireless communication for RFID technology at the operation frequency 2.45 GHz. Our contribution is based on studies empirical often presented in this article. All simulation results were made by the CST Microwave Studio. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=complimentary%20split%20ring%20resonators" title="complimentary split ring resonators">complimentary split ring resonators</a>, <a href="https://publications.waset.org/abstracts/search?q=computer%20simulation%20technology%20microwave%20studio" title=" computer simulation technology microwave studio"> computer simulation technology microwave studio</a>, <a href="https://publications.waset.org/abstracts/search?q=metamaterials%20patch%20antennas" title=" metamaterials patch antennas"> metamaterials patch antennas</a>, <a href="https://publications.waset.org/abstracts/search?q=microstrip%20patch%20antenna" title=" microstrip patch antenna"> microstrip patch antenna</a>, <a href="https://publications.waset.org/abstracts/search?q=radio%20frequency%20identification" title=" radio frequency identification"> radio frequency identification</a> </p> <a href="https://publications.waset.org/abstracts/28790/improvement-and-miniaturization-rfid-patch-antenna-by-inclusion-the-complementary-metamaterials" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/28790.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">440</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17671</span> Investigation of Sick Building Syndrome in Student Dormitories</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maryam%20Ghasemi">Maryam Ghasemi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Sick Building Syndrome (SBS) occurs when residents experience negative health impacts linked to their time spent there. Nevertheless, no single symptom or cause can be identified immediately. The confinement may be concentrated or localized in a particular room or area or spread throughout the building. Often, predicaments appear when a building is determined or maintained differently from its original design or intended operating procedures or purposes. Sometimes indoor air problems result from poor building design and occupant activities. This is a case study about a problem that is still going on in the Alfam Studios Dormitory. The goal is to find out if there is a case of SBS at the Eastern Mediterranean University (EMU). The methodology used in this article is both qualitative and quantitative. The information was gathered through a review of the literature, observations, a questionnaire, and interviews with the students' neighbors. There are twelve studio rooms, and in each studio room, two students live. The questionnaires and discussions took place with all twenty-four students. This study showed that in the dormitory design, ventilation and lighting in terms of sick building syndrome might not have been considered. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=sick%20building" title="sick building">sick building</a>, <a href="https://publications.waset.org/abstracts/search?q=lighting" title=" lighting"> lighting</a>, <a href="https://publications.waset.org/abstracts/search?q=ventilation" title=" ventilation"> ventilation</a>, <a href="https://publications.waset.org/abstracts/search?q=illness" title=" illness"> illness</a>, <a href="https://publications.waset.org/abstracts/search?q=humidity" title=" humidity"> humidity</a> </p> <a href="https://publications.waset.org/abstracts/160264/investigation-of-sick-building-syndrome-in-student-dormitories" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/160264.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">77</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17670</span> Graphical User Interface for Presting Matlab Work for Reduction of Chromatic Disperion Using Digital Signal Processing for Optical Communication</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Muhammad%20Faiz%20Liew%20Abdullah">Muhammad Faiz Liew Abdullah</a>, <a href="https://publications.waset.org/abstracts/search?q=Bhagwan%20Das"> Bhagwan Das</a>, <a href="https://publications.waset.org/abstracts/search?q=Nor%20Shahida"> Nor Shahida</a>, <a href="https://publications.waset.org/abstracts/search?q=Abdul%20Fattah%20Chandio"> Abdul Fattah Chandio</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study presents the designed features of Graphical User Interface (GUI) for chromatic dispersion (CD) reduction using digital signal processing (DSP) techniques. GUI is specially designed for windows platform. The obtained simulation results from matlab are presented via this GUI. After importing results from matlab in GUI, It will present your work on any windows7 and onwards versions platforms without matlab software. First part of the GUI contains the research methodology block diagram and in the second part, output for each stage is shown in separate reserved area for the result display. Each stage of methodology has the captions to display the results. This GUI will be very helpful during presentations instead of making slides this GUI will present all your work easily in the absence of other software’s such as Matlab, Labview, MS PowerPoint. GUI is designed using C programming in MS Visio Studio. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Matlab%20simulation%20results" title="Matlab simulation results">Matlab simulation results</a>, <a href="https://publications.waset.org/abstracts/search?q=C%20programming" title=" C programming"> C programming</a>, <a href="https://publications.waset.org/abstracts/search?q=MS%20VISIO%20studio" title=" MS VISIO studio"> MS VISIO studio</a>, <a href="https://publications.waset.org/abstracts/search?q=chromatic%20dispersion" title=" chromatic dispersion"> chromatic dispersion</a> </p> <a href="https://publications.waset.org/abstracts/15838/graphical-user-interface-for-presting-matlab-work-for-reduction-of-chromatic-disperion-using-digital-signal-processing-for-optical-communication" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/15838.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">462</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17669</span> The Extension of Monomeric Computational Results to Polymeric Measurable Properties: An Introductory Computational Chemistry Experiment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jing%20Zhao">Jing Zhao</a>, <a href="https://publications.waset.org/abstracts/search?q=Yongqing%20Bai"> Yongqing Bai</a>, <a href="https://publications.waset.org/abstracts/search?q=Qiaofang%20Shi"> Qiaofang Shi</a>, <a href="https://publications.waset.org/abstracts/search?q=Huaihao%20Zhang"> Huaihao Zhang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Advances in software technology enable computational chemistry to be commonly applied in various research fields, especially in pedagogy. Thus, in order to expand and improve experimental instructions of computational chemistry for undergraduates, we designed an introductory experiment—research on acrylamide molecular structure and physicochemical properties. Initially, students construct molecular models of acrylamide and polyacrylamide in Gaussian and Materials Studio software respectively. Then, the infrared spectral data, atomic charge and molecular orbitals of acrylamide as well as solvation effect of polyacrylamide are calculated to predict their physicochemical performance. At last, rheological experiments are used to validate these predictions. Through the combination of molecular simulation (performed on Gaussian, Materials Studio) with experimental verification (rheology experiment), learners have deeply comprehended the chemical nature of acrylamide and polyacrylamide, achieving good learning outcomes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=upper-division%20undergraduate" title="upper-division undergraduate">upper-division undergraduate</a>, <a href="https://publications.waset.org/abstracts/search?q=computer-based%20learning" title=" computer-based learning"> computer-based learning</a>, <a href="https://publications.waset.org/abstracts/search?q=laboratory%20instruction" title=" laboratory instruction"> laboratory instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=molecular%20modeling" title=" molecular modeling"> molecular modeling</a> </p> <a href="https://publications.waset.org/abstracts/144030/the-extension-of-monomeric-computational-results-to-polymeric-measurable-properties-an-introductory-computational-chemistry-experiment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/144030.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">133</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17668</span> An Essay on Origamic and Isomorphic Approach as Interface of Form in Architectural Basic Design Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gamze%20%20Atay">Gamze Atay</a>, <a href="https://publications.waset.org/abstracts/search?q=Altay%20Colak"> Altay Colak</a> </p> <p class="card-text"><strong>Abstract:</strong></p> It is a fact that today's technology shapes the change and development of architectural forms by creating different perspectives. The research is an experimental study that explores the integration of architectural forms in this process of change/development into design education through traditional design tools. An examination of the practices in the studio environment shows that the students who just started architectural education have difficulty accessing the form. The main objective of this study has been to enable students to use and interpret different disciplines in the design process to improve their perception of form. In this sense, the origami, which is defined as "the art of paper folding", and isomorphous (equally formed) approaches have been used with design studio students at the beginning stage as methods in the process of 3-dimensional thinking and creating the form. These two methods were examined with students in three stages: analysis, creation, and outcome. As a result of the study, it was seen that the use of different disciplines as a method during form creation gave the designs of the student originality, freedom, and dynamism. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=architectural%20form" title="architectural form">architectural form</a>, <a href="https://publications.waset.org/abstracts/search?q=design%20education" title=" design education"> design education</a>, <a href="https://publications.waset.org/abstracts/search?q=isomorphic%20approach" title=" isomorphic approach"> isomorphic approach</a>, <a href="https://publications.waset.org/abstracts/search?q=origamic%20approach" title=" origamic approach"> origamic approach</a> </p> <a href="https://publications.waset.org/abstracts/111155/an-essay-on-origamic-and-isomorphic-approach-as-interface-of-form-in-architectural-basic-design-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/111155.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">152</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17667</span> The Spirit of Midwood: The Vitagraph Company of America and Its Special Relationship with the Borough of Brooklyn, 1897-1925</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=David%20Morton">David Morton</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This work discusses the relationship between the Vitagraph Company of America (VCA) and the neighborhood of Midwood, Brooklyn, where the company’s largest production studio was located. The relationship between VCA and the Borough of Brooklyn was unique from other production companies in that despite the nationwide popularity of Vitagraph’s films, the content of the films produced by Vitagraph were directly influenced by the cinematic preferences of one specific urban center. In contrast to the national aspirations of the leading production companies of the period such as Twentieth Century Fox, Paramount, and Universal, who set out to attract the broadest audience possible, VCA’s films were aimed to appeal to specific a niche group that embodied Brooklyn’s conservative principles. As a result of the VCA’s alliance with theater owners and movie spectators in Brooklyn, the Vitagraph studio in Midwood became one of the Borough’s most recognizable cultural institutions, and through the production of Vitagraph’s quality films Brooklynites had a significant means of sharing their unique cultural identity with the rest of the United States. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Vitagraph%20Company%20of%20America" title="Vitagraph Company of America">Vitagraph Company of America</a>, <a href="https://publications.waset.org/abstracts/search?q=Midwood" title=" Midwood"> Midwood</a>, <a href="https://publications.waset.org/abstracts/search?q=Brooklyn" title=" Brooklyn"> Brooklyn</a>, <a href="https://publications.waset.org/abstracts/search?q=Vitagrapheville" title=" Vitagrapheville"> Vitagrapheville</a>, <a href="https://publications.waset.org/abstracts/search?q=New%20York%20Motion%20Picture%20History" title=" New York Motion Picture History"> New York Motion Picture History</a>, <a href="https://publications.waset.org/abstracts/search?q=silent%20era" title=" silent era"> silent era</a>, <a href="https://publications.waset.org/abstracts/search?q=J.%20Stuart%20Blackton" title=" J. Stuart Blackton"> J. Stuart Blackton</a>, <a href="https://publications.waset.org/abstracts/search?q=Albert%20Smith" title=" Albert Smith "> Albert Smith </a> </p> <a href="https://publications.waset.org/abstracts/8751/the-spirit-of-midwood-the-vitagraph-company-of-america-and-its-special-relationship-with-the-borough-of-brooklyn-1897-1925" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/8751.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">415</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17666</span> Effectiveness of Cold Calling on Students’ Behavior and Participation during Class Discussions: Punishment or Opportunity to Shine</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maimuna%20Akram">Maimuna Akram</a>, <a href="https://publications.waset.org/abstracts/search?q=Khadija%20Zia"> Khadija Zia</a>, <a href="https://publications.waset.org/abstracts/search?q=Sohaib%20Naseer"> Sohaib Naseer</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Pedagogical objectives and the nature of the course content may lead instructors to take varied approaches to selecting a student for the cold call, specifically in a studio setup where students work on different projects independently and show progress work time to time at scheduled critiques. Cold-calling often proves to be an effective tool in eliciting a response without enforcing judgment onto the recipients. While there is a mixed range of behavior exhibited by students who are cold-called, a classification of responses from anxiety-provoking to inspiring may be elicited; there is a need for a greater understanding of utilizing the exchanges in bringing about fruitful and engaging outcomes of studio discussions. This study aims to unravel the dimensions of utilizing the cold-call approach in a didactic exchange within studio pedagogy. A questionnaire survey was conducted in an undergraduate class at Arts and Design School. The impact of cold calling on students’ participation was determined through various parameters, including course choice, participation frequency, students’ comfortability, and teaching methodology. After analyzing the surveys, specific classroom teachers were interviewed to provide a qualitative perspective of the faculty. It was concluded that cold-calling increases students’ participation frequency and also increases preparation for class. Around 67% of students responded that teaching methods play an important role in learning activities and students’ participation during class discussions. 84% of participants agreed that cold calling is an effective way of learning. According to research, cold-calling can be done in large numbers without making students uncomfortable. As a result, the findings of this study support the use of this instructional method to encourage more students to participate in class discussions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=active%20learning" title="active learning">active learning</a>, <a href="https://publications.waset.org/abstracts/search?q=class%20discussion" title=" class discussion"> class discussion</a>, <a href="https://publications.waset.org/abstracts/search?q=class%20participation" title=" class participation"> class participation</a>, <a href="https://publications.waset.org/abstracts/search?q=cold%20calling" title=" cold calling"> cold calling</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogical%20methods" title=" pedagogical methods"> pedagogical methods</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20engagement" title=" student engagement"> student engagement</a> </p> <a href="https://publications.waset.org/abstracts/187072/effectiveness-of-cold-calling-on-students-behavior-and-participation-during-class-discussions-punishment-or-opportunity-to-shine" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/187072.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">37</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17665</span> The Awareness of Sustainability Concerns in Design Studio Education Process: A Case from TOBB ETU University, Interior Architecture Department in Turkey</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Pelin%20Atav">Pelin Atav</a>, <a href="https://publications.waset.org/abstracts/search?q=G%C3%B6zen%20G%C3%BCner%20Akta%C5%9F"> Gözen Güner Aktaş</a>, <a href="https://publications.waset.org/abstracts/search?q=Nur%20Ayalp"> Nur Ayalp</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Today’s world has started to develop design process within an interdisciplinary working environment. There is an aim of creating the most permanent design for the future. While satisfying people’s needs, environment and people relationships should be considered. When this relationship was considered for the future, the sustainability term comes to mind. The term Sustainability has been adapted very well by designer and architects. It is also one of the main and significant parts of the design process. As the education process cultivates the future professionals, the awareness of those concepts in the education process has a vital importance. The question is stated as thus: Are the 3rd and 4th year design studio students, familiar and sensitive to the concept of sustainability in the TOBB ETU University Interior Design Studio. Design studios and the instructors should be taken into consideration while this sustainability term is taught. The term "Sustainability" can not be learned without making any application in the actual real world. While students make this study, They can have the chance to search the topic of sustainability step by step. Due to having various extent, sustainability term becomes quite a comprehensive issue. In order not to create negative consequences, designers and architects work by adapting this term. In terms of material, construction process, lighting, building service, furniture, systems that are used, energy consumption issues that are considered and creating positive drawbacks for the future are aimed. This research is aimed at how university education shapes designer’s works in terms of sustainability. By giving a project that is a main interest in the field of sustainability, students are expected to reach well-thought-of results and analysis. Project process were conducted with instructor and student studies together. According to critics from their instructors, students try to product well- designed results. TOBB University was choosen as a research area situated in Ankara in Turkey. Third and fourth class (interior designer/architect department) students who are from the Faculty of Fine Arts Design and Architecture are the subject group selected for this study. Aim of this study is demonstrating sustainability as a term having application in design studio. Thus, awareness of sustainability terms will be evaluated and its development process in the university education will be observed. Consequently, results that are expected is how sustainability term is conducted in project and for the sustainability term awareness in design studios and their projects have been sufficient or not. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=design%20education" title="design education">design education</a>, <a href="https://publications.waset.org/abstracts/search?q=design%20process" title=" design process"> design process</a>, <a href="https://publications.waset.org/abstracts/search?q=interior%20design%20studios" title=" interior design studios"> interior design studios</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainability" title=" sustainability"> sustainability</a> </p> <a href="https://publications.waset.org/abstracts/27354/the-awareness-of-sustainability-concerns-in-design-studio-education-process-a-case-from-tobb-etu-university-interior-architecture-department-in-turkey" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/27354.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">283</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">17664</span> An Ultrasonic Signal Processing System for Tomographic Imaging of Reinforced Concrete Structures</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Edwin%20Forero-Garcia">Edwin Forero-Garcia</a>, <a href="https://publications.waset.org/abstracts/search?q=Jaime%20Vitola"> Jaime Vitola</a>, <a href="https://publications.waset.org/abstracts/search?q=Brayan%20Cardenas"> Brayan Cardenas</a>, <a href="https://publications.waset.org/abstracts/search?q=Johan%20Casagua"> Johan Casagua</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research article presents the integration of electronic and computer systems, which developed an ultrasonic signal processing system that performs the capture, adaptation, and analog-digital conversion to later carry out its processing and visualization. The capture and adaptation of the signal were carried out from the design and implementation of an analog electronic system distributed in stages: 1. Coupling of impedances; 2. Analog filter; 3. Signal amplifier. After the signal conditioning was carried out, the ultrasonic information was digitized using a digital microcontroller to carry out its respective processing. The digital processing of the signals was carried out in MATLAB software for the elaboration of A-Scan, B and D-Scan types of ultrasonic images. Then, advanced processing was performed using the SAFT technique to improve the resolution of the Scan-B-type images. Thus, the information from the ultrasonic images was displayed in a user interface developed in .Net with Visual Studio. For the validation of the system, ultrasonic signals were acquired, and in this way, the non-invasive inspection of the structures was carried out and thus able to identify the existing pathologies in them. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=acquisition" title="acquisition">acquisition</a>, <a href="https://publications.waset.org/abstracts/search?q=signal%20processing" title=" signal processing"> signal processing</a>, <a href="https://publications.waset.org/abstracts/search?q=ultrasound" title=" ultrasound"> ultrasound</a>, <a href="https://publications.waset.org/abstracts/search?q=SAFT" title=" SAFT"> SAFT</a>, <a href="https://publications.waset.org/abstracts/search?q=HMI" title=" HMI"> HMI</a> </p> <a href="https://publications.waset.org/abstracts/162674/an-ultrasonic-signal-processing-system-for-tomographic-imaging-of-reinforced-concrete-structures" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/162674.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">107</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=studio%20system&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=studio%20system&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=studio%20system&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=studio%20system&page=5">5</a></li> <li class="page-item"><a class="page-link" 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