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design</title> <meta name="description" content="Search results for: capstone design"> <meta name="keywords" content="capstone design"> <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="capstone design"> <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> 12512</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: capstone design</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">12512</span> Design of a Multidisciplinary Project-Oriented Capstone Course for Mechanical Engineering Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chi-Cheng%20Cheng">Chi-Cheng Cheng</a>, <a href="https://publications.waset.org/abstracts/search?q=Che-Hsin%20Lin"> Che-Hsin Lin</a>, <a href="https://publications.waset.org/abstracts/search?q=Yu-Jen%20Wang"> Yu-Jen Wang</a>, <a href="https://publications.waset.org/abstracts/search?q=Chua-Chin%20Wang"> Chua-Chin Wang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The project-oriented capstone course has become a required element for most engineering educational units. It is not only because the capstone course is an important criterion for international accreditation of engineering degree programs under Washington Accord, but also the capstone course provides an opportunity for students to apply what they have learned in their school years to actual engineering problems. Nevertheless, most project-oriented capstone courses are conducted with one single project for all students or teams. In other words, students work to reach the same or similar goals by coming up with different layouts and approaches. It appears not suitable for a multidisciplinary engineering department. Therefore, a one-year multidisciplinary project-oriented capstone course was designed for the junior year of the undergraduate program. About one-half of faculty members in the department needs to be involved in generating as many projects as possible to meet different students' interests and specialties. Project achievement has to be displayed and demonstrated in the annual exposition and competition at the end of this course. Significant success in attracting attention and hardworking of students on projects was witnessed for the past two pilot years. Analysis of course evaluation demonstrates positive impact on all perspectives despite of slightly negative influence due to poor communication and collaboration between students and their project supervisors. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Capstone%20course" title="Capstone course">Capstone course</a>, <a href="https://publications.waset.org/abstracts/search?q=CDIO" title=" CDIO"> CDIO</a>, <a href="https://publications.waset.org/abstracts/search?q=engineering%20education" title=" engineering education"> engineering education</a>, <a href="https://publications.waset.org/abstracts/search?q=project-oriented%20learning" title=" project-oriented learning"> project-oriented learning</a> </p> <a href="https://publications.waset.org/abstracts/69448/design-of-a-multidisciplinary-project-oriented-capstone-course-for-mechanical-engineering-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/69448.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">452</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">12511</span> Redesigning Clinical and Nursing Informatics Capstones</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sue%20S.%20Feldman">Sue S. Feldman </a> </p> <p class="card-text"><strong>Abstract:</strong></p> As clinical and nursing informatics mature, an area that has gotten a lot of attention is the value capstone projects. Capstones are meant to address authentic and complex domain-specific problems. While capstone projects have not always been essential in graduate clinical and nursing informatics education, employers are wanting to see evidence of the prospective employee's knowledge and skills as an indication of employability. Capstones can be organized in many ways: a single course over a single semester, multiple courses over multiple semesters, as a targeted demonstration of skills, as a synthesis of prior knowledge and skills, mentored by one single person or mentored by various people, submitted as an assignment or presented in front of a panel. Because of the potential for capstones to enhance the educational experience, and as a mechanism for application of knowledge and demonstration of skills, a rigorous capstone can accelerate a graduate's potential in the workforce. In 2016, the capstone at the University of Alabama at Birmingham (UAB) could feel the external forces of a maturing Clinical and Nursing Informatics discipline. While the program had a capstone course for many years, it was lacking the depth of knowledge and demonstration of skills being asked for by those hiring in a maturing Informatics field. Since the program is online, all capstones were always in the online environment. While this modality did not change, other contributors to instruction modality changed. Pre-2016, the instruction modality was self-guided. Students checked in with a single instructor, and that instructor monitored progress across all capstones toward a PowerPoint and written paper deliverable. At the time, the enrollment was few, and the maturity had not yet pushed hard enough. By 2017, doubling enrollment and the increased demand of a more rigorously trained workforce led to restructuring the capstone so that graduates would have and retain the skills learned in the capstone process. There were three major changes: the capstone was broken up into a 3-course sequence (meaning it lasted about 10 months instead of 14 weeks), there were many chunks of deliverables, and each faculty had a cadre of about 5 students to advise through the capstone process. Literature suggests that the chunking, breaking up complex projects (i.e., the capstone in one summer) into smaller, more manageable chunks (i.e., chunks of the capstone across 3 semesters), can increase and sustain learning while allowing for increased rigor. By doing this, the teaching responsibility was shared across faculty with each semester course being taught by a different faculty member. This change facilitated delving much deeper in instruction and produced a significantly more rigorous final deliverable. Having students advised across the faculty seemed like the right thing to do. It not only shared the load, but also shared the success of students. Furthermore, it meant that students could be placed with an academic advisor who had expertise in their capstone area, further increasing the rigor of the entire capstone process and project and increasing student knowledge and skills. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=capstones" title="capstones">capstones</a>, <a href="https://publications.waset.org/abstracts/search?q=clinical%20informatics" title=" clinical informatics"> clinical informatics</a>, <a href="https://publications.waset.org/abstracts/search?q=health%20informatics" title=" health informatics"> health informatics</a>, <a href="https://publications.waset.org/abstracts/search?q=informatics" title=" informatics"> informatics</a> </p> <a href="https://publications.waset.org/abstracts/125667/redesigning-clinical-and-nursing-informatics-capstones" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/125667.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">12510</span> New HCI Design Process Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jongwan%20Kim">Jongwan Kim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Human Computer Interaction (HCI) is a subject covering the study, plan, and design of interactions between humans and computers. The prevalent use of digital mobile devices is increasing the need for education and research on HCI. This work is focused on a new education method geared towards reducing errors while developing application programs that incorporate role-changing brainstorming techniques during HCI design process. The proposed method has been applied to a capstone design course in the last spring semester. Students discovered some examples about UI design improvement and their error discovering and reducing capability was promoted. An UI design improvement, PC voice control for people with disabilities as an assistive technology examplar, will be presented. The improvement of these students' design ability will be helpful to the real field work. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=HCI" title="HCI">HCI</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=error%20reducing%20education" title=" error reducing education"> error reducing education</a>, <a href="https://publications.waset.org/abstracts/search?q=role-changing%20brainstorming" title=" role-changing brainstorming"> role-changing brainstorming</a>, <a href="https://publications.waset.org/abstracts/search?q=assistive%20technology" title=" assistive technology"> assistive technology</a> </p> <a href="https://publications.waset.org/abstracts/24919/new-hci-design-process-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/24919.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">490</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">12509</span> Teaching a Senior Design Course in Industrial Engineering</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mehmet%20Savsar">Mehmet Savsar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Industrial Engineering is one of the engineering disciplines that deal with analysis, design, and improvement of systems, which include manufacturing, supply chain, healthcare, communication, and general service systems. Industrial engineers involve with comprehensive study of a given system, analysis of its interacting units, determination of problem areas, application of various optimization and operations research tools, and recommendation of solutions resulting in significant improvements. The Senior Design course in Industrial Engineering is the culmination of the Industrial Engineering Curriculum in a Capstone Design course, which fundamentally deals with systems analysis and design. The course at Kuwait University has been carefully designed with various course objectives and course outcomes in mind to achieve several program outcomes by practices and learning experiences, which are explicitly gained by systems analysis and design. The Senior Design Course is carried out in a selected industrial or service organization, with support from its engineering personnel, during a full semester by a team of students, who are usually in the last semester of their academic programs. A senior faculty member constantly administers the course to ensure that the students accomplish the prescribed objectives. Students work in groups to formulate issues and propose solutions and communicate, results in formal written and oral presentations. When the course is completed, they emerge as engineers that can be clearly identified as more mature, able to communicate better, able to participate in team work, able to see systems perspective in analysis and design, and more importantly, able to assume responsibility at entry level as engineers. The accomplishments are mainly due to real life experiences gained during the course of their design study. This paper presents methods, procedures, and experiences in teaching a Senior Design Course in Industrial Engineering Curriculum. A detailed description of the course, its role, its objectives, outcomes, learning practices, and assessments are explained in relation to other courses in Industrial Engineering Curriculum. The administration of the course, selected organizations where the course project is carried out, problems and solution tools utilized, student accomplishments and obstacles faced are presented. Issues discussed in this paper could help instructors in teaching the course as well as in clarifying the contribution of a design course to the industrial engineering education in general. In addition, the methods and teaching procedures presented could facilitate future improvements in industrial engineering curriculum. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=senior%20design%20course" title="senior design course">senior design course</a>, <a href="https://publications.waset.org/abstracts/search?q=industrial%20engineering" title=" industrial engineering"> industrial engineering</a>, <a href="https://publications.waset.org/abstracts/search?q=capstone%20design" title=" capstone design"> capstone design</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a> </p> <a href="https://publications.waset.org/abstracts/86124/teaching-a-senior-design-course-in-industrial-engineering" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/86124.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">134</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">12508</span> An Online Master's Degree Program for the Preparation of Adapted Physical Education Teachers for Children with Significant Developmental Disabilities</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jiabei%20Zhang">Jiabei Zhang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Online programs developed for preparing qualified teachers have significantly increased over the years in the United States of America (USA). However, no online graduate programs for training adapted physical education (APE) teachers for children with significant developmental disabilities are currently available in the USA. The purpose of this study was to develop an online master’s degree program for the preparation of APE teachers to serve children with significant developmental disabilities. The characteristics demonstrated by children with significant developmental disabilities, the competencies required for certified APE teachers, and the evidence-based positive behavioral interventions (PBI) documented for teaching children with significant developmental disabilities were fully reviewed in this study. An online graduate program with 14 courses for 42 credit hours (3 credit hours per course) was then developed for training APE teachers to serve children with significant developmental disabilities. Included in this online program are five components: (a) 2 capstone courses, (b) 4 APE courses, (c) 4 PBI course, (d) 2 elective courses, and (e) 2 capstone courses. All courses will be delivered online through Desire2Learn administered by the Extended University Programs at Western Michigan University (WMU). An applicant who has a bachelor’s degree in physical education or special education is eligible for this proposed program. A student enrolled in this program is expected to complete all courses in 2.5 years while staying in their local area. This program will be submitted to the WMU curriculum committee for approval in the fall of 2018. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=adapted%20physical%20education" title="adapted physical education">adapted physical education</a>, <a href="https://publications.waset.org/abstracts/search?q=online%20program" title=" online program"> online program</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20preparation" title=" teacher preparation"> teacher preparation</a>, <a href="https://publications.waset.org/abstracts/search?q=and%20significant%20disabilities" title=" and significant disabilities"> and significant disabilities</a> </p> <a href="https://publications.waset.org/abstracts/92639/an-online-masters-degree-program-for-the-preparation-of-adapted-physical-education-teachers-for-children-with-significant-developmental-disabilities" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/92639.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">148</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">12507</span> Structural Development and Multiscale Design Optimization of Additively Manufactured Unmanned Aerial Vehicle with Blended Wing Body Configuration</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Malcolm%20Dinovitzer">Malcolm Dinovitzer</a>, <a href="https://publications.waset.org/abstracts/search?q=Calvin%20Miller"> Calvin Miller</a>, <a href="https://publications.waset.org/abstracts/search?q=Adam%20Hacker"> Adam Hacker</a>, <a href="https://publications.waset.org/abstracts/search?q=Gabriel%20Wong"> Gabriel Wong</a>, <a href="https://publications.waset.org/abstracts/search?q=Zach%20Annen"> Zach Annen</a>, <a href="https://publications.waset.org/abstracts/search?q=Padmassun%20Rajakareyar"> Padmassun Rajakareyar</a>, <a href="https://publications.waset.org/abstracts/search?q=Jordan%20Mulvihill"> Jordan Mulvihill</a>, <a href="https://publications.waset.org/abstracts/search?q=Mostafa%20S.A.%20ElSayed"> Mostafa S.A. ElSayed</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The research work presented in this paper is developed by the Blended Wing Body (BWB) Unmanned Aerial Vehicle (UAV) team, a fourth-year capstone project at Carleton University Department of Mechanical and Aerospace Engineering. Here, a clean sheet UAV with BWB configuration is designed and optimized using Multiscale Design Optimization (MSDO) approach employing lattice materials taking into consideration design for additive manufacturing constraints. The BWB-UAV is being developed with a mission profile designed for surveillance purposes with a minimum payload of 1000 grams. To demonstrate the design methodology, a single design loop of a sample rib from the airframe is shown in details. This includes presentation of the conceptual design, materials selection, experimental characterization and residual thermal stress distribution analysis of additively manufactured materials, manufacturing constraint identification, critical loads computations, stress analysis and design optimization. A dynamic turbulent critical load case was identified composed of a 1-g static maneuver with an incremental Power Spectral Density (PSD) gust which was used as a deterministic design load case for the design optimization. 2D flat plate Doublet Lattice Method (DLM) was used to simulate aerodynamics in the aeroelastic analysis. The aerodynamic results were verified versus a 3D CFD analysis applying Spalart-Allmaras and SST k-omega turbulence to the rigid UAV and vortex lattice method applied in the OpenVSP environment. Design optimization of a single rib was conducted using topology optimization as well as MSDO. Compared to a solid rib, weight savings of 36.44% and 59.65% were obtained for the topology optimization and the MSDO, respectively. These results suggest that MSDO is an acceptable alternative to topology optimization in weight critical applications while preserving the functional requirements. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=blended%20wing%20body" title="blended wing body">blended wing body</a>, <a href="https://publications.waset.org/abstracts/search?q=multiscale%20design%20optimization" title=" multiscale design optimization"> multiscale design optimization</a>, <a href="https://publications.waset.org/abstracts/search?q=additive%20manufacturing" title=" additive manufacturing"> additive manufacturing</a>, <a href="https://publications.waset.org/abstracts/search?q=unmanned%20aerial%20vehicle" title=" unmanned aerial vehicle"> unmanned aerial vehicle</a> </p> <a href="https://publications.waset.org/abstracts/93519/structural-development-and-multiscale-design-optimization-of-additively-manufactured-unmanned-aerial-vehicle-with-blended-wing-body-configuration" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/93519.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">376</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">12506</span> Charting the Course: Using group Charters to Enhance Engagement and Learning Outcomes</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Angela%20Knox">Angela Knox</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Student diversity in postgraduate classes puts major challengesoneducatorsseekingtoencouragestudentengagementand desired learning outcomes. This paper outlines the impact of a set of teaching initiatives aimed at addressing challenges associated with teaching and learning in an environment characterized by diversity in the student cohort. The study examines postgraduate students completing the core capstone unit within a specialized business degree. Although relatively small, the student cohort is highly diverse in terms of cultural backgrounds represented, prior learning and/or qualifications,aswellasdurationandtypeofworkexperiencerelevant to the degree being completed. The wide range of cultures, existing knowledge, and experience create enormous challenges with respect to students’ learning needs and outcomes. Subsequently, a suite of teaching innovations has been adopted to enhance curriculum content/delivery and the design of assessments. This paperexplores the impact of formalized group charters on students’ learning outcomes. Data from surveys and focus groups are used to assess the effectiveness of these practices. The results highlight the effectiveness of formalizedgroup charters in addressing diverse student needs and enhancing student engagement and learning outcomes. Thesefindings suggest that such practices would benefit students’ learning in environments marked by diversity in the student cohort. Specific recommendationsareofferedforothereducatorsworkingwithdiverse classes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=assessment%20design" title="assessment design">assessment design</a>, <a href="https://publications.waset.org/abstracts/search?q=curriculum%20content" title=" curriculum content"> curriculum content</a>, <a href="https://publications.waset.org/abstracts/search?q=curriculum%20delivery" title=" curriculum delivery"> curriculum delivery</a>, <a href="https://publications.waset.org/abstracts/search?q=group%20charter" title=" group charter"> group charter</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20diversity" title=" student diversity"> student diversity</a> </p> <a href="https://publications.waset.org/abstracts/145165/charting-the-course-using-group-charters-to-enhance-engagement-and-learning-outcomes" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/145165.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">135</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">12505</span> A Nexus between Research and Teaching: Fostering Student Expectations of Research-Informed Teaching Approaches</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lina%20S.%20Calucag">Lina S. Calucag</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Integration of research and teaching in higher education can provide valuable ways of enhancing the student learning experience, but establishing such integrative links can be complex and problematic, given different practices and levels of understanding. This study contributes to the pedagogical literature in drawing on findings from students’ survey exploring perceptions of research-informed teaching to examine how links between research and teaching can be suitably strengthened. The study employed a descriptive research design limited to the undergraduate students taking thesis/capstone courses in the tertiary levels private or public colleges and universities across the globe as respondents of the study. The findings noted that the students’ responses from different disciplines: engineering, science, education, business-related, and computer on the nexus between research and teaching is remarkable in fostering student expectations of research-informed teaching approaches. Students’ expectations on research-led, research-oriented, research-based, and research-tutored are enablers in linking research and teaching. It is recommended that experimental studies should be conducted using the four different research-informed teaching approaches in the classroom, namely: research-led, research-oriented, research-based, and research-tutored. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=research-led" title="research-led">research-led</a>, <a href="https://publications.waset.org/abstracts/search?q=research-informed%20teaching" title=" research-informed teaching"> research-informed teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=research-oriented%20teaching" title=" research-oriented teaching"> research-oriented teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=research-tutored" title=" research-tutored"> research-tutored</a>, <a href="https://publications.waset.org/abstracts/search?q=research-based" title=" research-based"> research-based</a> </p> <a href="https://publications.waset.org/abstracts/132027/a-nexus-between-research-and-teaching-fostering-student-expectations-of-research-informed-teaching-approaches" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/132027.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">163</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">12504</span> Bridging the Divide: Mixed-Method Analysis of Student Engagement and Outcomes in Diverse Postgraduate Cohorts</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=A.Knox">A.Knox</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Student diversity in postgraduate classes puts major challenges on educators seeking to encourage student engagement and desired to learn outcomes. This paper outlines the impact of a set of teaching initiatives aimed at addressing challenges associated with teaching and learning in an environment characterized by diversity in the student cohort. The study examines postgraduate students completing the core capstone unit within a specialized business degree. Although relatively small, the student cohort is highly diverse in terms of cultural backgrounds represented, prior learning and/or qualifications, as well as duration and type of work experience relevant to the degree, is completed. The wide range of cultures, existing knowledge and experience create enormous challenges with respect to students’ learning needs and outcomes. Subsequently, a suite of teaching innovations has been adopted to enhance curriculum content/delivery and the design of assessments. This paper explores the impact of these specific teaching and learning practices, examining the ways they have supported students’ diverse needs and enhanced students’ learning outcomes. Data from surveys and focus groups are used to assess the effectiveness of these practices. The results highlight the effectiveness of peer-assisted learning, cultural competence-building, and advanced assessment options in addressing diverse student needs and enhancing student engagement and learning outcomes. These findings suggest that such practices would benefit students’ learning in environments marked by diversity in the student cohort. Specific recommendations are offered for other educators working with diverse classes. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=assessment%20design" title="assessment design">assessment design</a>, <a href="https://publications.waset.org/abstracts/search?q=curriculum%20content" title=" curriculum content"> curriculum content</a>, <a href="https://publications.waset.org/abstracts/search?q=curriculum%20delivery" title=" curriculum delivery"> curriculum delivery</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20diversity" title=" student diversity"> student diversity</a> </p> <a href="https://publications.waset.org/abstracts/118249/bridging-the-divide-mixed-method-analysis-of-student-engagement-and-outcomes-in-diverse-postgraduate-cohorts" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/118249.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">12503</span> Threading Professionalism Through Occupational Therapy Curriculum: A Framework and Resources</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ashley%20Hobson">Ashley Hobson</a>, <a href="https://publications.waset.org/abstracts/search?q=Ashley%20Efaw"> Ashley Efaw</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Professionalism is an essential skill for clinicians, particularly for Occupational Therapy Providers (OTPs). The World Federation of Occupational Therapy (WFOT) Guiding Principles for Ethical Occupational Therapy and American Occupational Therapy Association (AOTA) Code of Ethics establishes expectations for professionalism among OTPs, emphasizing its importance in the field. However, the teaching and assessment of professionalism vary across OTP programs. The flexibility provided by the country standards allows programs to determine their own approaches to meeting these standards, resulting in inconsistency. Educators in both academic and fieldwork settings face challenges in objectively assessing and providing feedback on student professionalism. Although they observe instances of unprofessional behavior, there is no standardized assessment measure to evaluate professionalism in OTP students. While most students are committed to learning and applying professionalism skills, they enter OTP programs with varying levels of proficiency in this area. Consequently, they lack a uniform understanding of professionalism and lack an objective means to self-assess their current skills and identify areas for growth. It is crucial to explicitly teach professionalism, have students to self-assess their professionalism skills, and have OTP educators assess student professionalism. This approach is necessary for fostering students' professionalism journeys. Traditionally, there has been no objective way for students to self-assess their professionalism or for educators to provide objective assessments and feedback. To establish a uniform approach to professionalism, the authors incorporated professionalism content into our curriculum. Utilizing an operational definition of professionalism, the authors integrated professionalism into didactic, fieldwork, and capstone courses. The complexity of the content and the professionalism skills expected of students increase each year to ensure students graduate with the skills to practice in accordance with the WFOT Guiding Principles for Ethical Occupational Therapy Practice and AOTA Code of Ethics. Two professionalism assessments were developed based on the expectations outlined in the both documents. The Professionalism Self-Assessment allows students to evaluate their professionalism, reflect on their performance, and set goals. The Professionalism Assessment for Educators is a modified version of the same tool designed for educators. The purpose of this workshop is to provide educators with a framework and tools for assessing student professionalism. The authors discuss how to integrate professionalism content into OTP curriculum and utilize professionalism assessments to provide constructive feedback and equitable learning opportunities for OTP students in academic, fieldwork, and capstone settings. By adopting these strategies, educators can enhance the development of professionalism among OTP students, ensuring they are well-prepared to meet the demands of the profession. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=professionalism" title="professionalism">professionalism</a>, <a href="https://publications.waset.org/abstracts/search?q=assessments" title=" assessments"> assessments</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20learning" title=" student learning"> student learning</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20preparedness" title=" student preparedness"> student preparedness</a>, <a href="https://publications.waset.org/abstracts/search?q=ethical%20practice" title=" ethical practice"> ethical practice</a> </p> <a href="https://publications.waset.org/abstracts/186843/threading-professionalism-through-occupational-therapy-curriculum-a-framework-and-resources" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/186843.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">41</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">12502</span> The Link Between Collaboration Interactions and Team Creativity Among Nursing Student Teams in Taiwan: A Moderated Mediation Model</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hsing%20Yuan%20Liu">Hsing Yuan Liu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Considerable theoretical and empirical work has identified a relationship between collaboration interactions and creativity in an organizational context. The mechanisms underlying this link, however, are not well understood in healthcare education. Objectives: The aims of this study were to explore the impact of collaboration interactions on team creativity and its underlying mechanism and to verify a moderated mediation model. Design, setting, and participants: This study utilized a cross-sectional, quantitative, descriptive design. The survey data were collected from 177 nursing students who enrolled in 18-week capstone courses of small interdisciplinary groups collaborating to design healthcare products in Taiwan during 2018 and 2019. Methods: Questionnaires assessed the nursing students' perceptions about their teams' swift trust (of cognition- and affect-based), conflicts (of task, process, and relationship), interaction behaviors (constructive controversy, helping behaviors, and spontaneous communication), and creativity. This study used descriptive statistics to compare demographics, swift trust scores, conflict scores, interaction behavior scores, and creativity scores for interdisciplinary teams. Data were analyzed using Pearson’s correlation coefficient and simple and hierarchical multiple regression models. Results: Pearson’s correlation analysis showed the cognition-based team swift trust was positively correlated with team creativity. The mediation model indicated constructive controversy fully mediated the effect of cognition-based team swift trust on student teams’ creativity. The moderated mediation model indicated that task conflict negatively moderates the mediating effect of the constructive controversy on the link between cognition-based team swift trust and team creativity. Conclusion: Our findings suggest nursing student teams’ interaction behaviors and task conflict are crucial mediating and moderated mediation variables on the relationship between collaboration interactions and team creativity, respectively. The empirical data confirms the validity of our proposed moderated mediation models of team creativity. Therefore, this study's validated moderated mediation model could provide guidance for nursing educators to improve collaboration interaction outcomes and creativity on nursing student teams. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=team%20swift%20trust" title="team swift trust">team swift trust</a>, <a href="https://publications.waset.org/abstracts/search?q=team%20conflict" title=" team conflict"> team conflict</a>, <a href="https://publications.waset.org/abstracts/search?q=team%20interaction%20behavior" title=" team interaction behavior"> team interaction behavior</a>, <a href="https://publications.waset.org/abstracts/search?q=moderated%20mediating%20effects" title=" moderated mediating effects"> moderated mediating effects</a>, <a href="https://publications.waset.org/abstracts/search?q=interdisciplinary%20education" title=" interdisciplinary education"> interdisciplinary education</a>, <a href="https://publications.waset.org/abstracts/search?q=nursing%20students" title=" nursing students"> nursing students</a> </p> <a href="https://publications.waset.org/abstracts/139988/the-link-between-collaboration-interactions-and-team-creativity-among-nursing-student-teams-in-taiwan-a-moderated-mediation-model" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/139988.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">187</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">12501</span> Research on Comfort Degree Design and Practical Design of Wearing Type Headphones</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kuan-Wu%20Lin">Kuan-Wu Lin</a>, <a href="https://publications.waset.org/abstracts/search?q=Tsu-Wu%20Hu"> Tsu-Wu Hu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In recent years, product design has already begun to comfort and humanize, and for different user needs to design products, In particular, closer relationship with the people of the products, Such as headphones and other consumer electronics products. In this study, will for general comfort design principles and field survey results through the use of a headset, including adolescents, young and middle-aged groups such as three users, Further identify the general design principles belong to the headset comfortable design. The study results will include the significance of headphones design and differences between product design principles, Provide the basis for future product design. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=wearing%20type%20headphones" title="wearing type headphones ">wearing type headphones </a>, <a href="https://publications.waset.org/abstracts/search?q=comfort%20degree%20design" title=" comfort degree design"> comfort degree design</a>, <a href="https://publications.waset.org/abstracts/search?q=general%20design%20principles" title=" general design principles"> general design principles</a>, <a href="https://publications.waset.org/abstracts/search?q=product%20design" title=" product design"> product design</a> </p> <a href="https://publications.waset.org/abstracts/50161/research-on-comfort-degree-design-and-practical-design-of-wearing-type-headphones" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/50161.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">328</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">12500</span> Applying Bowen’s Theory to Intern Supervision</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jeff%20A.%20Tysinger">Jeff A. Tysinger</a>, <a href="https://publications.waset.org/abstracts/search?q=Dawn%20P.%20Tysinger"> Dawn P. Tysinger</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of this paper is to theoretically apply Bowen’s understanding of triangulation and triads to school psychology intern supervision so that it can assist in the conceptualization of the dynamics of intern supervision and provide some key methods to address common issues. The school psychology internship is the capstone experience for the school psychologist in training. It involves three key participants whose relationships will determine the success of the internship.  To understand the potential effect, Bowen’s family systems theory can be applied to the supervision relationship. He describes a way to resolve stress between two people by triangulating or binging in a third person. He applies this to a nuclear family, but school psychology intern supervision requires the marriage of an intern, field supervisor, and university supervisor; thus, setting all up for possible triangulation. The consequences of triangulation can apply to standards and requirements, direct supervision, and intern evaluation. Strategies from family systems theory to decrease the negative impact of supervision triangulation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=family%20systems%20theory" title="family systems theory">family systems theory</a>, <a href="https://publications.waset.org/abstracts/search?q=intern%20supervision" title=" intern supervision"> intern supervision</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20psychology%20training" title=" school psychology training"> school psychology training</a>, <a href="https://publications.waset.org/abstracts/search?q=triangulation" title=" triangulation"> triangulation</a> </p> <a href="https://publications.waset.org/abstracts/125889/applying-bowens-theory-to-intern-supervision" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/125889.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">126</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">12499</span> Using Mind Mapping and Morphological Analysis within a New Methodology for Teaching Students of Products’ Design</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kareem%20Saber">Kareem Saber</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Many products’ design instructors search for how to help students to develop their designs simply by reducing design stages and extrapolating simple design process forms to achieve design creativity. So, the researcher extrapolated a new design process form called “hierarchical design” which reduced design process into three stages and he had tried that methodology on about two hundred students. That trial had led to great results as students could develop their designs which characterized by creativity and innovation. That proved the success and effectiveness of the proposed methodology. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=mind%20mapping" title="mind mapping">mind mapping</a>, <a href="https://publications.waset.org/abstracts/search?q=morphological%20analysis" title=" morphological analysis"> morphological analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=product%20design" title=" product design"> product design</a>, <a href="https://publications.waset.org/abstracts/search?q=design%20process" title=" design process "> design process </a> </p> <a href="https://publications.waset.org/abstracts/122030/using-mind-mapping-and-morphological-analysis-within-a-new-methodology-for-teaching-students-of-products-design" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/122030.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">178</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">12498</span> A Comparison of Design and Off-Design Performances of a Centrifugal Compressor</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zeynep%20Ayta%C3%A7">Zeynep Aytaç</a>, <a href="https://publications.waset.org/abstracts/search?q=Nuri%20Y%C3%BCcel"> Nuri Yücel</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Today, as the need for high efficiency and fuel-efficient engines have increased, centrifugal compressor designs are expected to be high-efficient and have high-pressure ratios than ever. The present study represents a design methodology of centrifugal compressor placed in a mini jet engine for the design and off-design points with the utilization of computational fluid dynamics (CFD) and compares the performance characteristics at the mentioned two points. Although the compressor is expected to provide the required specifications at the design point, it is known that it is important for the design to deliver the required parameters at the off-design point also as it will not operate at the design point always. It was observed that the obtained mass flow rate, pressure ratio, and efficiency values are within the limits of the design specifications for the design and off-design points. Despite having different design inputs for the mentioned two points, they reveal similar flow characteristics in the general frame. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=centrifugal%20compressor" title="centrifugal compressor">centrifugal compressor</a>, <a href="https://publications.waset.org/abstracts/search?q=computational%20fluid%20dynamics" title=" computational fluid dynamics"> computational fluid dynamics</a>, <a href="https://publications.waset.org/abstracts/search?q=design%20point" title=" design point"> design point</a>, <a href="https://publications.waset.org/abstracts/search?q=off-design%20point" title=" off-design point"> off-design point</a> </p> <a href="https://publications.waset.org/abstracts/147046/a-comparison-of-design-and-off-design-performances-of-a-centrifugal-compressor" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/147046.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">144</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">12497</span> The Role of Industrial Design in Fashion</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rojean%20Ghafariasar">Rojean Ghafariasar</a>, <a href="https://publications.waset.org/abstracts/search?q=Leili%20Nosrati"> Leili Nosrati</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The article introduces the categories and characteristics of cross-design, respectively, between industry and industry designers, artists, brands and brands, science, technology, and fashion. It focuses on the combination of technology and fashion cross-design methods, corresponding case studies on the combination of new technology fabrics, fashion design, smart devices, and also 3D printing technology, emphasizing the integration and application value of technology and fashion. The document also introduces design elements into fashion design through scientific and technological intelligence, promoting fashion innovation as well as research and development of new materials and functions, and incubates an ecosystem for the fashion industry through science and technology. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=fashion" title="fashion">fashion</a>, <a href="https://publications.waset.org/abstracts/search?q=design" title=" design"> design</a>, <a href="https://publications.waset.org/abstracts/search?q=industrial%20design" title=" industrial design"> industrial design</a>, <a href="https://publications.waset.org/abstracts/search?q=crossover%20design" title=" crossover design"> crossover design</a> </p> <a href="https://publications.waset.org/abstracts/174832/the-role-of-industrial-design-in-fashion" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/174832.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">93</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">12496</span> Emulation Model in Architectural Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=%C3%96.%20%C5%9Eenyi%C4%9Fit">Ö. Şenyiğit</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20%C3%87olak"> A. Çolak</a> </p> <p class="card-text"><strong>Abstract:</strong></p> It is of great importance for an architectural student to know the parameters through which he/she can conduct his/her design and makes his/her design effective in architectural education. Therefore; an empirical application study was carried out through the designing activity using the emulation model to support the design and design approaches of architectural students. During the investigation period, studies were done on the basic design elements and principles of the fall semester, and the emulation model, one of the designing methods that constitute the subject of the study, was fictionalized as three phased “recognition-interpretation-application”. As a result of the study, it was observed that when students were given a key method during the design process, their awareness increased and their aspects improved as well. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=basic%20design" title="basic design">basic design</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=design%20methods" title=" design methods"> design methods</a>, <a href="https://publications.waset.org/abstracts/search?q=emulation" title=" emulation"> emulation</a> </p> <a href="https://publications.waset.org/abstracts/77529/emulation-model-in-architectural-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/77529.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">236</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">12495</span> Exploring the Dualistic Nature of Design: Integrative Perspectives and Methodological Approaches in Design Research</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Joni%20Agung%20Sudarmanto">Joni Agung Sudarmanto</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The concept of design has historically been elusive and characterized by its fluidity, leading to divergent viewpoints on its fundamental nature. Guy Julier views design as inherent in material culture, while Sanders sees it as a collective endeavor focusing on the outcome. Design's dualistic nature, procedural and outcome-oriented, spans various domains, including objects, individuals, and the environment. This comprehensive view of design challenges the notion that design practice is distinct from research, highlighting their shared exploratory nature. The article explores methodological techniques in design research and the three prevalent approaches: "into design," "through design," and "for design." The contradictory meanings of design arise from its etymology and its duality as both process and result, leading to its integrative nature across objects, humans, and the environment. The parallels between design and research activities, underscoring their exploratory and knowledge-generating nature, are situated within creative research, challenging the perception of design practice as separate from research endeavors. The "into design" approach encourages interdisciplinary collaboration, enriching design research with diverse perspectives. The "through design" approach bridges theory and practice, producing more practical outcomes. The "for design" approach supports specific design solutions, providing designers with valuable guidance. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=dualistic%20nature%20of%20design" title="dualistic nature of design">dualistic nature of design</a>, <a href="https://publications.waset.org/abstracts/search?q=integrative%20perspectives" title=" integrative perspectives"> integrative perspectives</a>, <a href="https://publications.waset.org/abstracts/search?q=methodological%20approaches" title=" methodological approaches"> methodological approaches</a>, <a href="https://publications.waset.org/abstracts/search?q=design%20research" title=" design research"> design research</a> </p> <a href="https://publications.waset.org/abstracts/174843/exploring-the-dualistic-nature-of-design-integrative-perspectives-and-methodological-approaches-in-design-research" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/174843.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">71</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">12494</span> Quality Assurance in Software Design Patterns</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rabbia%20Tariq">Rabbia Tariq</a>, <a href="https://publications.waset.org/abstracts/search?q=Hannan%20Sajjad"> Hannan Sajjad</a>, <a href="https://publications.waset.org/abstracts/search?q=Mehreen%20Sirshar"> Mehreen Sirshar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Design patterns are widely used to make the process of development easier as they greatly help the developers to develop the software. Different design patterns have been introduced till now but the behavior of same design pattern may differ in different domains that can lead to the wrong selection of the design pattern. The paper aims to discover the design patterns that suits best with respect to their domain thereby helping the developers to choose an effective design pattern. It presents the comprehensive analysis of design patterns based on different methodologies that include simulation, case study and comparison of various algorithms. Due to the difference of the domain the methodology used in one domain may be inapplicable to the other domain. The paper draws a conclusion based on strength and limitation of each design pattern in their respective domain. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=design%20patterns" title="design patterns">design patterns</a>, <a href="https://publications.waset.org/abstracts/search?q=evaluation" title=" evaluation"> evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=quality%20assurance" title=" quality assurance"> quality assurance</a>, <a href="https://publications.waset.org/abstracts/search?q=software%20domains" title=" software domains"> software domains</a> </p> <a href="https://publications.waset.org/abstracts/25836/quality-assurance-in-software-design-patterns" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/25836.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">522</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">12493</span> An Exploratory Study of Chinese Paper-Cut Art in Household Product Design </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ruining%20%20Wu">Ruining Wu</a>, <a href="https://publications.waset.org/abstracts/search?q=Na%20Song"> Na Song</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Paper-cut, as one of the Chinese traditional folk decoration art, has become a unique visual aesthetic characteristics of the Chinese nation in the long-term evolution of cultural symbols. Chinese paper-cut art is the treasure-house for product design in natural resources. This paper first analyzed Chinese folk art of historical origin, cultural background, cultural values, aesthetic value, style features of Chinese paper cut art, then analyzed the design thought and design cases of paper-cut art application in different areas, such as clothing design, logo design and product design areas. Through the research of Chinese paper-cut art culture and design elements, this paper aims to build a household product design concept of Chinese traditional culture. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=paper-cut%20art" title="paper-cut art">paper-cut art</a>, <a href="https://publications.waset.org/abstracts/search?q=culture" title=" culture"> culture</a>, <a href="https://publications.waset.org/abstracts/search?q=household%20products" title=" household products"> household products</a>, <a href="https://publications.waset.org/abstracts/search?q=design" title=" design"> design</a> </p> <a href="https://publications.waset.org/abstracts/64971/an-exploratory-study-of-chinese-paper-cut-art-in-household-product-design" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/64971.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">613</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">12492</span> The Development of Statistical Analysis in Agriculture Experimental Design Using R</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Somruay%20Apichatibutarapong">Somruay Apichatibutarapong</a>, <a href="https://publications.waset.org/abstracts/search?q=Chookiat%20Pudprommart"> Chookiat Pudprommart</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study was to develop of statistical analysis by using R programming via internet applied for agriculture experimental design. Data were collected from 65 items in completely randomized design, randomized block design, Latin square design, split plot design, factorial design and nested design. The quantitative approach was used to investigate the quality of learning media on statistical analysis by using R programming via Internet by six experts and the opinions of 100 students who interested in experimental design and applied statistics. It was revealed that the experts’ opinions were good in all contents except a usage of web board and the students’ opinions were good in overall and all items. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=experimental%20design" title="experimental design">experimental design</a>, <a href="https://publications.waset.org/abstracts/search?q=r%20programming" title=" r programming"> r programming</a>, <a href="https://publications.waset.org/abstracts/search?q=applied%20statistics" title=" applied statistics"> applied statistics</a>, <a href="https://publications.waset.org/abstracts/search?q=statistical%20analysis" title=" statistical analysis"> statistical analysis</a> </p> <a href="https://publications.waset.org/abstracts/2748/the-development-of-statistical-analysis-in-agriculture-experimental-design-using-r" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/2748.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">369</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">12491</span> International Comparison in Component of Design-Potential</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kazuko%20Sakamoto">Kazuko Sakamoto</a> </p> <p class="card-text"><strong>Abstract:</strong></p> It is difficult to explain the factor of design preference only in culture or a geographical environment. It is necessary to turn one's eyes also to the factor in an individual. The purpose of this research is to clarify design potential which is inherent in consumers. Design potential is the consciousness and interpretation to an individual design. That is, it catches quantitatively the preparatory state which faces design. For example, a mobile phone differs in designs, such as a color and a form, by the country or the area. It is considered because a regional consumer taste exists. The root is design potential. This consists of design participation, design knowledge, and design sensitivity. Having focused this time is by design sensitivity, and international comparison of the Netherlands, Bangladesh, China, and Japan was performed. As a result, very interesting finding has been derived. For example, although Bangladesh caught the similarity of goods by the color, other three nations were caught in the form. Moreover, although the Netherlands, Bangladesh, and China liked symmetry, only Japan liked asymmetry. This shows that history and a cultural background have had big influence to the design. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=design-potential" title="design-potential">design-potential</a>, <a href="https://publications.waset.org/abstracts/search?q=cultural%20difference" title=" cultural difference"> cultural difference</a>, <a href="https://publications.waset.org/abstracts/search?q=form%20characteristic" title=" form characteristic"> form characteristic</a>, <a href="https://publications.waset.org/abstracts/search?q=product%20development" title=" product development"> product development</a> </p> <a href="https://publications.waset.org/abstracts/67486/international-comparison-in-component-of-design-potential" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/67486.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">377</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">12490</span> Harnessing the Power of Feedback to Assist Progress: A Process-Based Approach of Providing Feedback to L2 Composition Students in the United Arab Emirates</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Brad%20Curabba">Brad Curabba</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Utilising active, process-based learning methods to improve critical thinking and writing skills of second language (L2) writers brings unique challenges. To comprehensively satisfy different learners' needs, when commenting on student work, instructors can embed multiple feedback methods so that the capstone of their abilities as writers can be achieved. This research project assesses faculty and student perceptions regarding the effectiveness of various feedback practices used in process-based writing classrooms with L2 students at the American University of Sharjah (AUS). In addition, the research explores the challenges encountered by faculty during the provision of feedback practices. The quantitative research findings are based on two concurrent electronically distributed anonymous surveys; one aimed at students who have just completed a process-based writing course, and the other at instructors who delivered these courses. The student sample is drawn from multiple sections of Academic Writing I and II, and the faculty survey was distributed among the Department of Writing Studies (DWS) faculty. Our findings strongly suggest that all methods of feedback are deemed equally important by both students and faculty. Students, in particular, find process writing and its feedback practices to have greatly contributed to their writing proficiency. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=process%20writing" title="process writing">process writing</a>, <a href="https://publications.waset.org/abstracts/search?q=feedback" title=" feedback"> feedback</a>, <a href="https://publications.waset.org/abstracts/search?q=formative%20feedback" title=" formative feedback"> formative feedback</a>, <a href="https://publications.waset.org/abstracts/search?q=composition" title=" composition"> composition</a>, <a href="https://publications.waset.org/abstracts/search?q=reflection" title=" reflection"> reflection</a> </p> <a href="https://publications.waset.org/abstracts/100983/harnessing-the-power-of-feedback-to-assist-progress-a-process-based-approach-of-providing-feedback-to-l2-composition-students-in-the-united-arab-emirates" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/100983.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">138</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">12489</span> Designing for Wearable Interactions: Exploring Care Design for Design Anthropology and Participatory Design</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wei-Chen%20Chang">Wei-Chen Chang</a>, <a href="https://publications.waset.org/abstracts/search?q=Yu-Cheng%20Pei"> Yu-Cheng Pei</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research examines wearable interaction design to mediate the design anthropology and participatory design found in technology and fashion. We will discuss the principles of design anthropology and participatory design using a wearable and fashion product process to transmit the ‘people-situation-reason-object’ method and analyze five sense applied examples that provide new thinking for designers engaged in future industry. Design anthropology and Participatory Design attempt to engage physiological and psychological design through technology-function, meaning-form and fashion aesthetics to achieve cognition between user and environment. The wearable interaction provides technological characteristics and semantic ideas transmitted to craft-cultural, collective, cheerful and creative performance. It is more confident and innovative attempt, that is able to achieve a joyful, fundamental interface. This study takes two directions for cultural thinking as the basis to establish a set of life-craft designs with interactive experience objects by users that assist designers in examining the sensual feelings to initiate a new lifestyle value. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=design%20anthropology" title="design anthropology">design anthropology</a>, <a href="https://publications.waset.org/abstracts/search?q=wearable%20design" title=" wearable design"> wearable design</a>, <a href="https://publications.waset.org/abstracts/search?q=design%20communication" title=" design communication"> design communication</a>, <a href="https://publications.waset.org/abstracts/search?q=participatory%20design" title=" participatory design"> participatory design</a> </p> <a href="https://publications.waset.org/abstracts/83409/designing-for-wearable-interactions-exploring-care-design-for-design-anthropology-and-participatory-design" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/83409.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">238</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">12488</span> Aqua Logo Design 2013 Decomposition and Meanings</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Peni%20Rizki">Peni Rizki</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This article presents decomposition on Aqua logo design 2013 as well as exploration on the meanings denoting marketing resolution. In the analysis, it is described decomposition details on Aqua logo design 2013, a semiotics implementation on marketing enterprise. 2013’s design is different in parts from its first establishment in 1973. Upon that, design elements such as pictures and colors are examined in semiotic theories of sign utilized as directives to the meaning constructed. Each part of the design is analyzed based on its significations that generate denotation and connotation as well as myth. At the end will be concluded the converses of Aqua logo design 2013 in reflection to its initiated marketing creativity; what pictures and colors do in it. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=design" title="design">design</a>, <a href="https://publications.waset.org/abstracts/search?q=aqua" title=" aqua"> aqua</a>, <a href="https://publications.waset.org/abstracts/search?q=semiotics" title=" semiotics"> semiotics</a>, <a href="https://publications.waset.org/abstracts/search?q=signification" title=" signification"> signification</a> </p> <a href="https://publications.waset.org/abstracts/45954/aqua-logo-design-2013-decomposition-and-meanings" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/45954.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">377</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">12487</span> Incorporation of Safety into Design by Safety Cube</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohammad%20Rajabalinejad">Mohammad Rajabalinejad </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Safety is often seen as a requirement or a performance indicator through the design process, and this does not always result in optimally safe products or systems. This paper suggests integrating the best safety practices with the design process to enrich the exploration experience for designers and add extra values for customers. For this purpose, the commonly practiced safety standards and design methods have been reviewed and their common blocks have been merged forming Safety Cube. Safety Cube combines common blocks for design, hazard identification, risk assessment and risk reduction through an integral approach. An example application presents the use of Safety Cube for design of machinery. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=safety" title="safety">safety</a>, <a href="https://publications.waset.org/abstracts/search?q=safety%20cube" title=" safety cube"> safety cube</a>, <a href="https://publications.waset.org/abstracts/search?q=product" title=" product"> product</a>, <a href="https://publications.waset.org/abstracts/search?q=system" title=" system"> system</a>, <a href="https://publications.waset.org/abstracts/search?q=machinery" title=" machinery"> machinery</a>, <a href="https://publications.waset.org/abstracts/search?q=design" title=" design"> design</a> </p> <a href="https://publications.waset.org/abstracts/88489/incorporation-of-safety-into-design-by-safety-cube" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/88489.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">246</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">12486</span> An Analysis of Uncoupled Designs in Chicken Egg</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Pratap%20Sriram%20Sundar">Pratap Sriram Sundar</a>, <a href="https://publications.waset.org/abstracts/search?q=Chandan%20Chowdhury"> Chandan Chowdhury</a>, <a href="https://publications.waset.org/abstracts/search?q=Sagar%20Kamarthi"> Sagar Kamarthi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Nature has perfected her designs over 3.5 billion years of evolution. Research fields such as biomimicry, biomimetics, bionics, bio-inspired computing, and nature-inspired designs have explored nature-made artifacts and systems to understand nature’s mechanisms and intelligence. Learning from nature, the researchers have generated sustainable designs and innovation in a variety of fields such as energy, architecture, agriculture, transportation, communication, and medicine. Axiomatic design offers a method to judge if a design is good. This paper analyzes design aspects of one of the nature’s amazing object: chicken egg. The functional requirements (FRs) of components of the object are tabulated and mapped on to nature-chosen design parameters (DPs). The ‘independence axiom’ of the axiomatic design methodology is applied to analyze couplings and to evaluate if eggs’ design is good (i.e., uncoupled design) or bad (i.e., coupled design). The analysis revealed that eggs design is a good design, i.e., uncoupled design. This approach can be applied to any nature’s artifacts to judge whether their design is a good or a bad. This methodology is valuable for biomimicry studies. This approach can also be a very useful teaching design consideration of biology and bio-inspired innovation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=uncoupled%20design" title="uncoupled design">uncoupled design</a>, <a href="https://publications.waset.org/abstracts/search?q=axiomatic%20design" title=" axiomatic design"> axiomatic design</a>, <a href="https://publications.waset.org/abstracts/search?q=nature%20design" title=" nature design"> nature design</a>, <a href="https://publications.waset.org/abstracts/search?q=design%20evaluation" title=" design evaluation"> design evaluation</a> </p> <a href="https://publications.waset.org/abstracts/129725/an-analysis-of-uncoupled-designs-in-chicken-egg" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/129725.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">173</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">12485</span> Design for Sustainability</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Qiuying%20Li">Qiuying Li</a>, <a href="https://publications.waset.org/abstracts/search?q=Fan%20Chen"> Fan Chen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> It is a shared opinion that sustainable development requires continuously updated, meaning that apparent changes in the way we usually produce our buildings are strongly needed. In China’s construction field, the associated environmental, health problems are quite prominent.Especially low sustainable performance (as opposed to Green creation) flooding the real estate boom and high-speed urban and rural urbanization. Currently, we urgently need to improve the existing design basis,objectives,scope and procedures,optimization design portfolio.More new evaluation system designed to facilitate the building to enhance the overall level. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=design%20for%20sustainability" title="design for sustainability">design for sustainability</a>, <a href="https://publications.waset.org/abstracts/search?q=design%20and%20materials" title=" design and materials"> design and materials</a>, <a href="https://publications.waset.org/abstracts/search?q=ecomaterials" title=" ecomaterials"> ecomaterials</a>, <a href="https://publications.waset.org/abstracts/search?q=sustainable%20architecture%20and%20urban%20design" title=" sustainable architecture and urban design"> sustainable architecture and urban design</a> </p> <a href="https://publications.waset.org/abstracts/29957/design-for-sustainability" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/29957.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">521</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">12484</span> A Scientific Umbrella for Industrial Design Disciplines</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hassan%20S.%20Naeini">Hassan S. Naeini</a>, <a href="https://publications.waset.org/abstracts/search?q=Hashem%20Mosaddad"> Hashem Mosaddad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Industrial design as a multidisciplinary science has a vast field in which some different aspects are involved. In this regard, aspects of art, technology and engineering, social and economics are known as the main related fields. Also, state of the art scientific areas and also art based files have been making the new conditions for industrial design discipline. Furthermore, there are some new approaches and branches of industrial design. However, there is not any categorized style for these industrial design sub-groups. Undoubtedly, if there is an appropriate chart for the main industrial design approaches and branches, the related groups such as industrial designers, manufacturers, and industrial design students will have practical ideas to categorize their activities. In this case study, we developed a scientific umbrella for industrial design in which most of current approaches and branches and related association are introduced. For data gathering, some interviews were done among volunteer industrial design lecturers who are teaching at some well-known universities in Iran. Also, according to the inventory of industrial design, theses which are in university libraries, thesis approaches, and titles were assessed. Based on gathered data, we introduced a scientific umbrella for industrial design in which most of related branches and approaches are categorized. In this umbrella, the hierarchy of related branches is highlighted as well. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=industrial%20design" title="industrial design">industrial design</a>, <a href="https://publications.waset.org/abstracts/search?q=art" title=" art"> art</a>, <a href="https://publications.waset.org/abstracts/search?q=industrial%20design%20approaches" title=" industrial design approaches"> industrial design approaches</a>, <a href="https://publications.waset.org/abstracts/search?q=scientific%20umbrella" title=" scientific umbrella"> scientific umbrella</a> </p> <a href="https://publications.waset.org/abstracts/6997/a-scientific-umbrella-for-industrial-design-disciplines" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/6997.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">405</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">12483</span> Healing Architecture and Evidence Based Design: An Interior Design Example in Medicana KızıLtoprak Hospital</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yunus%20Emre%20Kara">Yunus Emre Kara</a>, <a href="https://publications.waset.org/abstracts/search?q=Atilla%20Kuzu"> Atilla Kuzu</a>, <a href="https://publications.waset.org/abstracts/search?q=Levent%20Cirpici"> Levent Cirpici</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Recently, in the interior design of hospitals, the effect of the physical environment on the healing process has been frequently emphasized, and the importance of psychological and behavioral factors has increased day by day. When designing new hospital interiors, it became important to create spaces that not only meet medical requirements but also support the healing process of patients with interior design. In this study, the patient rooms, corridor, atrium area, waiting area, and entrance counter in a hospital were handled with patient-centered design, evidence-based design, and remedial architectural approaches, and it was seen that the healing and reassuring elements in hospitals were extremely important. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=evidence%20based%20design" title="evidence based design">evidence based design</a>, <a href="https://publications.waset.org/abstracts/search?q=healing%20architecture" title=" healing architecture"> healing architecture</a>, <a href="https://publications.waset.org/abstracts/search?q=hospital" title=" hospital"> hospital</a>, <a href="https://publications.waset.org/abstracts/search?q=organic%20design" title=" organic design"> organic design</a>, <a href="https://publications.waset.org/abstracts/search?q=parametric%20design" title=" parametric design"> parametric design</a> </p> <a href="https://publications.waset.org/abstracts/131160/healing-architecture-and-evidence-based-design-an-interior-design-example-in-medicana-kiziltoprak-hospital" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/131160.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> <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=capstone%20design&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=capstone%20design&page=3">3</a></li> <li class="page-item"><a class="page-link" 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