scholarly journals Analyzing the physical and virtual interior design studio classroom practices and culture

2018 ◽  
Author(s):  
◽  
Lori Kinley
Keyword(s):  
Real Time ◽  
Design Process ◽  
Interior Design ◽  
Classroom Practices ◽  
Course Design ◽  
Physical Space ◽  
The United States ◽  
Virtual Classroom ◽  
Design Studio ◽  
Studio Classroom

Studio courses are the heart of the undergraduate interior design programs in the United States. Traditionally, studio courses are offered in a physical classroom where the instructor and students meet together for several hours each week. With the emergence of technology, few institutions are offering studio courses in a virtual environment. Although instructors and students interact with one another within the virtual classroom, they do not meet together in the same physical space. The practices within each environment can determine its success. Therefore, the examination of the experience of both the interior design instructors and students, as well as studio classroom practices, is required to gain an understanding of the studio environment and culture within a physical learning classroom and a virtual learning classroom. Guided by grounded theory methodology, data collection was triangulated with 19 personal interviews of instructors and students familiar with both environments, classroom observations, and documents that pertained to the classroom. Virtual environments have the potential to be a productive learning space with the current technologies available, however, it was determined that the examined virtual interior design studio environment did not equate to the rich experiences, practices, or culture of the physical environment. Established course design, studio practices, and the use of collaborative technology were not implemented in the virtual studio classroom to produce the teaching and experiential learning outcomes of real-time intensive studio culture. Specifically, the study found serious limitations in (1) Collaborative interaction among faculty, students, project clients, and experts, (2) Creativity associated with the fluid and open-ended nature of stimulation, trials and exploration in the design process, (3) Personal and individualized interaction in building engaged relationships and networks, (4) Teaching and learning expectations for iterative on-going reflection and continuing improvements in projects evolving in time, and (5) Investment in building studio culture with real-time presence and interaction among a tightly formed group of 16 or less colleagues to address dynamic complexities in the problem-solving design process.

scholarly journals X-Ray of an Architectural Design Studio

2019 ◽  
pp. 18-23
Author(s):  
Ozan Avci
Keyword(s):  
Critical Thinking ◽  
Design Process ◽  
Architectural Design ◽  
Physical Space ◽  
Design Studio ◽  
School Building ◽  
X Ray ◽  
Architectural Design Studio

Architectural design studio is a dynamic/interactive/productive atmosphere. This atmosphere is not limited to a physical space — like the school building — but can be produced collectively with the students where the educator comes together with them. Changing the atmosphere during the design process keeps students active, excited and motivated. This motivation triggers creativity. In order to support this creative atmosphere, a pendulum-like movement should be created between the ontology and epistemology of architecture through relational and critical thinking. At this stage, the design of the content and the process of the design studio by the educator come into prominence. In this paper the x-ray of a 3rd year undergraduate architectural design studio in Istanbul will be presented so as to discuss the interwoven relations between the educator, the content, the place, the students and the process.

scholarly journals The Future Setting of the Design Studio

2009 ◽  
Vol 34 (1) ◽  
pp. 104-112
Author(s):  
Burcu Senyapili ◽  
Ahmet Fatih Karakaya
Keyword(s):  
Design Process ◽  
Virtual Classroom ◽  
Design Studio ◽  
Design Development ◽  
Initial Development ◽  
Face To Face ◽  
Future Design ◽  
Communication Techniques ◽  
The Future ◽  
The Impact

This study explores the impact of virtual classrooms as an emerging classroom typology in comparison to the physical classrooms in the design process. Two case studies were held in order to infer design students' classroom preferences in the project lifecycle. The findings put forth figures that compare two forms of design communication in the two classroom types in terms of their contribution to design development. Although the students acknowledged many advantages of web-based communication in the virtual classroom, they indicated that they are unwilling to let go off face-to-face encounters with the instructors and fellow students in the physical classroom. It is asserted that the future design studio will be an integrated learning environment where both physical and virtual encounters will be presented to the student. Utilizing the positive aspects of both communication techniques, a hybrid setting for the design studio is introduced, comprising the physical classroom as well as the virtual one. The proposed use for the hybrid setting is grouped under 3 phases according to the stage of the design process; as the initial, development and final phases. Within this framework, it is inferred that the design studio of the future will be an integrated form of space, where the physical meets the virtual.

Potential Urban Rainfall Prediction Measurement System

1984 ◽  
Vol 16 (8-9) ◽  
pp. 349-362 ◽  
Author(s):  
John L Vogel
Keyword(s):  
Real Time ◽  
The United States ◽  
Monitoring Systems ◽  
Climatic Region ◽  
Convective Storm ◽  
Rainfall Prediction ◽  
Water Quality Regulations ◽  
General Data ◽  
Real Time Information ◽  
Time Information

Continued growth of urban regions and more stringent water quality regulations have resulted in an increased need for more real-time information about past, present, and future patterns and intensities of precipitation. Detailed, real-time information about precipitation can be obtained using radar and raingages for monitoring and prediction of precipitation amounts. The philosophy and the requirements for the development of real-time radar prediction-monitoring systems are described for climatic region similar to the Midwest of the united States. General data analysis and interpretation techniques associated with rainfall from convective storm systems are presented.

scholarly journals Male autistic youth experiences of belonging in integrated physical education

Autism ◽  
2021 ◽  
pp. 136236132110186
Author(s):  
Justin A Haegele ◽  
Anthony J Maher
Keyword(s):  
Physical Education ◽  
Peer Relationships ◽  
Peer Interactions ◽  
Physical Space ◽  
The United States ◽  
Educational Needs ◽  
Subjective Experiences ◽  
Structured Interviews ◽  
Autistic People ◽  
Locker Room

The study examined the subjective experiences of autistic youth regarding the role of peer interactions and relationships in feelings of belonging in integrated physical education classes. The term integrated is used to describe a setting in which all students, regardless of educational needs, are educated in the same physical space. Eight autistic youth (all male, aged 13–18 years) who had received most of their physical education in integrated classes acted as participants. Semi-structured interviews were used to generate qualitative data, which were analyzed using a reflexive thematic approach. Findings are presented in three themes: (a) bullying can lead to self-harm and self-isolation, (b) peer interactions and relationships in the locker room, and (c) peer relationships are based on shared interests and take time to develop. Even though autistic students were educated in the same spaces as their non-autistic peers, feelings of belonging were largely unavailable to them. Lay abstract Recent years have seen calls to amplify the voices of autistic people in research about their subjective experiences. Despite this, we know little about how autistic youth experience integrated physical education, particularly in the United States. The term integrated is used to describe a setting in which all students, regardless of educational needs, are educated in the same physical space. In this study, we sought to explore the perspectives of autistic youth toward their experiences in integrated physical education, and the roles of social interactions and relationships with peers in those experiences. Findings noted that several factors influenced the ways and extent to which our participants interacted with their peers during physical education. Unfortunately, most of our participants recalled experiencing bullying, and that physical education offered an environment where bullying was most frequent and comparatively unique compared to other contexts throughout the school day. The locker room, a space linked to physical education, was of particular concern because of a lack of teacher presence. Despite the negative views of and experiences in physical education, there was evidence of participants actively pursuing to connect with peers in this context. However, most instances where participants recalled pursuing friendship were not welcomed from others, which stunted their sense of belonging in this space. Given the role that belonging plays in what it means “to be included,” our research supports emerging ideas that even though autistic students were educated in the same physical spaces as their non-autistic peers, feelings of inclusion were largely absent.

Detection by real-time quaking-induced conversion (RT-QuIC), ELISA, and IHC of chronic wasting disease prion in lymph nodes from Pennsylvania white-tailed deer with specific PRNP genotypes

2021 ◽  
pp. 104063872110214
Author(s):  
Deepanker Tewari ◽  
David Steward ◽  
Melinda Fasnacht ◽  
Julia Livengood
Keyword(s):  
Real Time ◽  
Disease Susceptibility ◽  
Chronic Wasting Disease ◽  
Low Frequency ◽  
The United States ◽  
Detection Methods ◽  
Spongiform Encephalopathy ◽  
Wasting Disease ◽  
Diagnostic Laboratory ◽  
Highly Sensitive

Chronic wasting disease (CWD) is a prion-mediated, transmissible disease of cervids, including deer ( Odocoileus spp.), which is characterized by spongiform encephalopathy and death of the prion-infected animals. Official surveillance in the United States using immunohistochemistry (IHC) and ELISA entails the laborious collection of lymphoid and/or brainstem tissue after death. New, highly sensitive prion detection methods, such as real-time quaking-induced conversion (RT-QuIC), have shown promise in detecting abnormal prions from both antemortem and postmortem specimens. We compared RT-QuIC with ELISA and IHC for CWD detection utilizing deer retropharyngeal lymph node (RLN) tissues in a diagnostic laboratory setting. The RLNs were collected postmortem from hunter-harvested animals. RT-QuIC showed 100% sensitivity and specificity for 50 deer RLN (35 positive by both IHC and ELISA, 15 negative) included in our study. All deer were also genotyped for PRNP polymorphism. Most deer were homozygous at codons 95, 96, 116, and 226 (QQ/GG/AA/QQ genotype, with frequency 0.86), which are the codons implicated in disease susceptibility. Heterozygosity was noticed in Pennsylvania deer, albeit at a very low frequency, for codons 95GS (0.06) and 96QH (0.08), but deer with these genotypes were still found to be CWD prion-infected.

scholarly journals Envisioning the atmospheric effect through (im)materiality

2019 ◽  
Vol 64 ◽  
pp. 02007
Author(s):  
Nilay Ünsal Gülmez ◽  
Dürnev Atılgan Yagan ◽  
Murat Şahin ◽  
Efsun Ekenyazıcı Güney ◽  
Hande Tulum
Keyword(s):  
Interior Design ◽  
Analytical Method ◽  
Design Studio ◽  
First Year ◽  
Second Phase ◽  
Design Practice ◽  
Atmospheric Effect ◽  
Two Phases ◽  
Light Color ◽  
Design Experiments

In an attempt to bridge the gap between architectural/interior design practice and education, ‘atmosphere’ as a prolific contemporary architectural debate in practice and theory is covered by the experiment of ‘Staging Poe’ carried out as a first year Design Studio through the study of Edgar Allen Poe’s selected poems. Poe’s 1846 text of ‘The Philosophy of Composition’, unfolding his analytical method of writing and emphasis on “effect” in poetry, provides a ground for experimenting with facets of materiality and structuring the studio. Aiming to cultivate intuitive design experiments of students into informed processes in hybridizing conceptual/textual and material/sensual aspects, studio is structured in two phases. In the first phase, “materialization”, idiosyncratic interpretations of students from words to materials with a focus on tectonic experiments and haptic experiences are sought in between materializing and dematerializing processes. In the second phase, the “atmospheric”, emphasis on dematerialization of the perception of materials through tools, such as light, color and sound is exercised to transform the object into a performance stage. Outcomes of the studio on aspects pertaining to material and materialities in creation of the immaterial that is the atmosphere is followed and evaluated through responses of students’ weekly reports.

Interior Design Process for UM-D's Low Mass Vehicle

2004 ◽  
Author(s):  
Vivek Bhise ◽  
Roger Shulze ◽  
Huzefa Mamoola ◽  
Jeffrey Bonner
Keyword(s):  
Design Process ◽  
Interior Design ◽  
Low Mass
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