Relevant bibliographies by topics / Design Studio - Architecture

Academic literature on the topic 'Design Studio - Architecture'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Design Studio - Architecture"

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Atakan, Gokçe. "A comparative analysis of methods for triggering “creative thinking” in design studios." New Trends and Issues Proceedings on Humanities and Social Sciences 2, no. 1 (February 19, 2016): 344–50. http://dx.doi.org/10.18844/prosoc.v2i1.317.

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“Design Studio” is acknowledged as the core course for “spatial design” in both architecture and interior architecture education. The main idea of the design studio is based on uniting all the gathered information from other classes in a context of an architectural project. The key expectation from the studio is to teach ‘how to think creatively’. This paper, particularly concentrates on interior architecture education. Design studios in Turkey, mostly use what is referred as the “contextual model” which starts with a given problem/ situation and proceeds from that given context. During the process of this approach, the instructor guides the student, discusses space generation and corrects technical mistakes. Taking “creative thinking” into consideration, it is important to constitute another model, which is referred as the “conceptual model”. This process starts with student’s thoughts triggered by chosen materials, and the instructor communicates through abstract and intellectual thinking, discusses idea generation and, corrects technical mistakes. In this paper, the method of comparative analysis is used to examine the advantages and disadvantages of each above mentioned design studio model. The comparison of models is done by criteria derived from Salama’s (1995) survey about the current situation in design studios. As a result of the study it is observed that, both models have some advantages and disadvantages regarding seven excogitated design studio criteria.Keywords: design education, design studio, creative thinking, ınterior architecture.
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Harry, Sachin, and Ambuj Kumar. "Transformation of the Design Studio in New Learning Spaces: Virtual Design Studio in Architecture Pedagogy." ECS Transactions 107, no. 1 (April 24, 2022): 6251–60. http://dx.doi.org/10.1149/10701.6251ecst.

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Architectural education has come a long way since the first formal school of architecture, École des Beaux-Arts, was started at Paris, France in 1816. 21st century architecture is constantly evolving through changes in technology, and now in 2020-’21, COVID-19 pandemic has brought the concept of architectural education going online. Due to the forced disruption to the traditional pedagogical environment, a new pedagogical paradigm has been established through online theory and studio classes. This has brought about a challenging design pedagogy where teachers and students are reaping the benefits of technological advancement but without any prior training. This in turn has raised the question, how can architecture be taught effectively through virtual means? In response, this paper conducts literature review and a questionnaire survey amongst students and teachers of Chandigarh region on experiences of virtual teaching in the field of architecture and seeks to address the issues concerning virtual architectural pedagogy.
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Srirangam, Sucharita, and Veronica Ng. "The New Normal for Architecture Design Studio: Conceptualizing a Design Implementation Model." Journal of Design and Built Environment 22, no. 2 (August 31, 2022): 37–47. http://dx.doi.org/10.22452/jdbe.vol22no2.3.

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Architectural design studios are the crux and core of architecture education. The closure of face-to-face Design studios due to the COVID-19 pandemic during the years 2020 and 2021 has indeed posed a set of challenges to architectural education. Through a rigorous set of research methods, the paper investigates the various possibilities and perspectives of making the challenges into opportunities to rethink, innovate and move on. The paper aims to develop a model for implementing studio-based learning innovative, appropriate, and conducive to covid and post-covid environments. The first objective dealt with in this paper is to find the consensus on the directives to solve and respond to the contemporary challenges of the pandemic for the SBL. The second is to arrive at a toolkit or a model that strategically summarizes the processes for the directives. The School of Architecture, Building, and Design from Taylor’s University Malaysia has been the case study of the investigation. The research methods involved conducting focus group meetings with various stakeholders, such as the Students, Tutors, Studio Coordinators, Program Directors, and the Head of the School. The findings firstly offered a set of shifts in paradigms of SBL and secondly, a toolkit that we named as Design Implementation Model (DIM) for a hybrid studio pedagogy that we envisage and envision to be the future of architectural education.
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Hengrasmee, Sirimas, and Sant Chansomsak. "Environmentally Friendly Architectural Design Studio: A Studio Based Case Study." Journal of Architectural/Planning Research and Studies (JARS) 8, no. 1 (September 3, 2018): 97–108. http://dx.doi.org/10.56261/jars.v8i1.168670.

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The introduction of environmental design strategies into an architectural design studio is not alwaysan easy task. An experimental design studio at the Faculty of Architecture, Naresuan University, Phitsanulokencouraged a group of 18 students to design a relatively environmentally friendly office building. The experimentalstudio reported here was one of studios in the Special Topics in Architectural Design Studio course,which allowed students to choose a subject of their interest. The studio’s learning strategies focused on the useof simple but tangible environmental evaluation activities, such as discussions and workshops, to gauge thepossible health and environmental effects of each design, including its estimated rainwater run-off and solarefficiency. Through these strategies, the students were able to evaluate the impacts of their design to thenatural environment. The process of measuring and acknowledging these impacts served as a tool for thestudents to better themselves by developing lower impact designs in the next draft. As a result, these strategieswere demonstrated to encourage design improvement and served as a useful learning strategy for the teachingof environmentally friendly design in an architectural studio.
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Al-Qawasmi, Jamal. "Transformations in Design Education: The Paperless Studio and the Virtual Design Studio." Open House International 31, no. 3 (September 1, 2006): 95–102. http://dx.doi.org/10.1108/ohi-03-2006-b0012.

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Traditional architectural curricula have been based on the design studio model, which emphasizes learning by doing. Under this model, a typical architectural curriculum offers a sequence of design studios in which students learn to design by actually engaging in designing. Until very recently the design studio culture remained largely unchanged. The introduction of the virtual design studio and the paperless studio in early 1990s has resulted in fundamental changes in design studio pedagogy. The paper examines the impact of computers and information technology, as applied in the paperless studio and the virtual design studio, on design studio education. Based on literature reviews on paperless studio and virtual design studio and examination of architectural studio instruction, including several experiences in conducting paperless studios, the author considers the pedagogical shift occurring in design studio instruction as a result of integrating digital media in the design studio. The paper considers two types of transformations in studio instruction: pedagogical transformations related to using digital media as a design tool and pedagogical transformations related to distributing the design studio with some or all participants in remote locations.
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Bishore, D. S., P. Ashika, M. Ramachandran, Ramu Kurinjimalar, and Sriram Soniya. "Exploring Architecture Modeling and Design Studio." Sustainable Architecture and Building Materials 1, no. 1 (April 1, 2022): 14–20. http://dx.doi.org/10.46632/sabm/1/1/3.

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Architects are generally highly respected in the community and architecture is an important career opportunity if you want to be seen as a respected person in the community. Because of their creativity and attention to detail, they are considered a blend of art and ingenuity. Architecture, which encompasses a variety of disciplines including art, science, history, geography and philosophy, is more difficult than many degrees to think creatively and technically. Architecture is an incredibly time consuming subject, with an average workload of 36.7 hours per week. Mathematics is difficult in architecture In general, the mathematics required for architecture is not so difficult. You have to do addition and multiplication, create and solve equations; you do not have to pass an advanced calculus exam to work in the industry. The beauty of Architecture is about the performance and behavior of architectural structures and facade elements. The structural form should have an aesthetic appeal, while being driven by engineering ideas. They must have a variety of qualities, most of which must be well understood. Architects must have a strong understanding of all building fields, including architecture, electrical and mechanical engineering. Wisdom is needed. Being smart does not make you a better architect, it gives you a better foundation. A good architect wants to know anything and everything about a given project. They constantly ask questions, talk to superiors, seek feedback and stay in touch overall to make sure they are getting the project right.
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Saifudin Mutaqi, Ahmad. "Architecture Studio Learning: Strategy to Achieve Architects Competence." SHS Web of Conferences 41 (2018): 04004. http://dx.doi.org/10.1051/shsconf/20184104004.

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In most Schools of Architecture, Architecture Studio is at the core of the architectural learning process. In the process, students are trained to have the skills of architectonic spaces design based on the study of the site, its function, and its aesthetics. Students are also trained to have awareness and understanding about the impact of their design on the surrounding environment, both physically and socially. Also, students are trained to present their designs in various forms such as visual graphics, verbal narratives, and three dimensional model animations. Indonesian Association of School of Architecture (APTARI Asosiasi Perguruan Tinggi Arsitektur Indonesia) and Indonesian Institute of Architects (IAI - Ikatan Arsitek Indonesia) has formulated an education Standards, Curriculum, and Achievements of Architect Professional Program to be referred by Ministry of Research, Technology, and Higher Education (KEMENRISTEKDIKTI – Kementerian Riset, Teknologi, danPerguruanTinggi) as the guidance for the implementation of Architect Professional Program (PPA - Pendidikan Profesi Arsitek) in Indonesia. One of the eight recommendations is the PPA Content Standard which contains the learning for the achievement of IAI Architect Competencies through the recommended study materials. However, the recommended study materials did not indicate the activity of the Architecture Studio learning model (Final Report of APTARI Part II and IAI). Will architect’s competence be achieved if the learning process withoutarchitectural studio learning model? The formulation of the curriculum that is developed independently by the IAI recommends the learning of Architectural Studio as Professional Studio. The size of the SKS is large enough to enable someone who follows the lesson to intensively gain experience in designing the building as a real architectural work. This Architecture Studio learning model is interpreted by PPAr organizer universities with various forms, among others: (1) apprenticeship of architects; (2) supervised studios; And (3) project simulation studio. From various models of Architecture learning model mentioned above, all aim to achieve 13 Architect Competence as formulated by IAI. Which model is effective in learning the Architectural Studio mentioned above? This exploratory study would like to compare the three forms of Architecture Studio learning model to see how much the achievement of the targeted competencies by measuring the success of Competency Test activities still use the standards implemented by LPJK by involving assessors from IAI. The results of the comparison will show the compatibility of the implementation of the Architecture Studio learningmodel what is considered effective. These findings will certainly benefit the development of future PPAr implementation, especially if the Architecture Studio model can be commensurate with the studios developed by the School of Architecture in various countries, at least in the region of 21 member countries ARCASIA.
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Bozkurt, Eray. "Exploration of Climate Change in Architectural Design Studio." SHS Web of Conferences 48 (2018): 01039. http://dx.doi.org/10.1051/shsconf/20184801039.

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Many researches reveal that climate change is a significant public issue. With the rising awareness of climate change impacts by both national and international bodies, building climate resilience has become a major goal for many institutions. This influence began to find path in architectural design education. Architectural design education is mostly given in the design studios. Each semester, the studio instructors prepare design briefs that need to be completed in a required period of time with given constraints. This is an opportunity for the design studios to adapt new theories and approaches like climate change into the design study. This article describes the experiences of the studio team after the design work proposed for climate. The study explains the transition from research to design stage. The studio tutors collected data after close observations on 42 students from Yasar University, School of Architecture third year studio.
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Alakavuk, Ebru. "Threshold Approaches to Architectural Design Studio." SHS Web of Conferences 48 (2018): 01046. http://dx.doi.org/10.1051/shsconf/20184801046.

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Threshold is a popular design theory in architecture that can be defined in many ways. One definition is “a barrier space that is located for separating the volumes”. This is “dictionary definition” of the threshold, but in fact this term can has various meanings according to the different perspectives. The threshold can be physical, psychological, emotional, social, economic, etc. definitions. There are many ways of expressing threshold in to architectural design considering the terms mentioned above. In this paper different ways of expressing “threshold” term in to the architectural design is discussed. For this purpose third year architecture design studio is taken as a case study. The student projects by the ways of defining and expressing the threshold term in to design is taken in consideration. The aim of this paper to put forward the integration of various meanings of threshold in to the architectural design by the case studies that are obtained from the architectural design studio.
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Ibrahim, Nik Lukman Nik, and Nangkula Utaberta. "Learning in Architecture Design Studio." Procedia - Social and Behavioral Sciences 60 (October 2012): 30–35. http://dx.doi.org/10.1016/j.sbspro.2012.09.342.

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Dissertations / Theses on the topic "Design Studio - Architecture"

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Jenek, Waldemar. "Designing Media Architecture with virtual reality in Architecture Studio Education." Thesis, Queensland University of Technology, 2022. https://eprints.qut.edu.au/235153/1/Waldemar%2BJenek%2BThesis%281%29.pdf.

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Virtual reality can refine the methods and tools of existing design processes of Media Architecture. Architecture does not have to be static anymore. Architecture designs can be interactive and temporary and capable of shifting in a short time to address different problems or needs by incorporating media into architectural structures. Media Architecture can be understood objects with dynamic properties, such as interactive light sources or moving elements, which embody the physical space on an urban scale. Traditionally, architecture is designed with static design tools such as sketches, drawings and physical models. There is little research about how to employ design tools to capture interaction media design in an architectural context. Besides, in higher education, virtual reality design tools, such as real-time visualisation software, can refine traditional teaching approaches while discovering new ways of design thinking and creating design solutions in architecture schools
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Crudden, Jane M. (Jane Marie). "Learning to collaborate : lessons from the design studio." Thesis, Massachusetts Institute of Technology, 1997. http://hdl.handle.net/1721.1/65462.

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Thesis (M.S.)--Massachusetts Institute of Technology, Dept. of Architecture, 1997.
Includes bibliographical references (p. 103-105).
This thesis examines the dynamics of collaboration within the architectural design studio by focusing on the basic elements of group interaction (Commitment, Conflict, Communication, the Collaborative Process and the Role of the Critic), as they apply to both the process and products of collaborative design. The theoretical discussion is supported with data collected from observations of two 'collaborative' studios organized by the School of Architecture and Planning at MIT. Effective collaborative skills are considered to be an important issue for practicing architects, yet these skills are often overlooked in the studio. This thesis proposes an educational pedagogy that balances the teaching of collaborative skills with the teaching of traditional design skills.
by Jane M. Crudden.
M.S.
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Echols, Stuart Patton. "Teaching design : a qualitative study of design studio instruction /." Thesis, This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-12042009-020304/.

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Papanicolaou, Stiliani Sofia. "Exploring walking and mapping in an architecture design studio." Master's thesis, University of Cape Town, 2015. http://hdl.handle.net/11427/13713.

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Includes bibliography.
The aim of the research was to develop and explore a practice in architecture that would respond to the shifting nature of everyday contemporary life. The practice of design is examined and ideas about space from philosophy are used to broaden the scope of architecture without moving away from its disciplinary intentions and obligations. A theoretical framework is used to underpin the method proposed for student-collaborators to test. The testing by students took place over a number of iterations, each iteration being used to improve the proposal. This dissertation captures the proposal in a moment of its unfolding.The proposal requires a few more iterations before its conclusion.
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Sachs, Avigail. "Why are you stuck? : inquiries in the design studio." Thesis, Massachusetts Institute of Technology, 1997. http://hdl.handle.net/1721.1/69744.

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Thesis (M.S.)--Massachusetts Institute of Technology, Dept. of Architecture, 1997.
Includes bibliographical references (leaves 94-100).
This thesis investigates the architecture design studio by focusing on particular instances in the studio: Situations in which students "get stuck." This study first discusses what these situations involve: When do students consider themselves stuck, how can such situations be recognized in the studio and what are their possible causes. In this description "stuckness" is seen as a reaction to a breakdown in the relation between the student's actions and the requirements of his environment. In the second part of the thesis the notion of inquiry (as described by John Dewey) is applied as a research method and used to determine the cause of a specific situation. The structure and content of such inquiries is discussed through a detailed example. Although the thesis does not intend to devise solutions to "being stuck," the practical uses of the research method in the design studio are considered as well: Inquiries are also seen as a tool to illuminate student's problems and to provide opportunities to discuss issues that are crucial to the student's learning. The theoretical background of this study is drawn from work in several fields, including that of Kurt Lewin, John Dewey and Clifford Geertz. This thesis also relies on information gathered in informal interviews with architecture students and faculty and inquiries conducted within two design studios.
by Avigail Sachs.
M.S.
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Walton, Jessica. "Boomerang Studio: Community Design for Action." VCU Scholars Compass, 2016. http://scholarscompass.vcu.edu/etd/4244.

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An arts education space, focusing on concepts of design thinking aimed at providing low income middle and high school teens of color the opportunity to learn about interior design, architecture and crafts. Ultimately, Boomerang Studio hopes to engage students in the world of design as a means of creating greater diversity within these disciplines.
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McClean, David. "Embedding learner independence in architecture education : reconsidering design studio pedagogy." Thesis, Robert Gordon University, 2009. http://hdl.handle.net/10059/1253.

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The landscape of UK Higher Education has witnessed significant change in recent years, characterised by rapidly increasing numbers, widening participation, and a diminished per capita resource base. Developmental and enhancement agenda have placed greater emphasis on skills for lifelong learning, and the independent learner has thus become a prominent theme. In architecture education these factors are imposing pressures on the traditional studio-based teaching model, one that forms a universal cornerstone of architecture schools. Coincidentally, the same period has seen this model, endorsed by Schon in the 1980s, increasingly challenged. It is argued that the confluence of these factors, presents an opportunity to develop studio-based pedagogy around the notion of the independent learner, renewing studio's relevance and currency. The aim of this thesis was developed from a literature review that was divided into four sections. The first summarised developments within UK higher education, including research into the First Year Experience, and placed architecture education within this context. The second examined the origins of contemporary studio-based teaching, whilst the third discussed the theoretical roots of its pedagogy. The final chapter critiqued teaching and learning practices through comparison with the theoretical intent, revealing a number of contradictory and counter-productive aspects. From this, the position that the development of the truly independent learner in the discipline of architecture requires the formulation of new inclusive pedagogic strategies that explicitly accommodate the individual in the studio-based learning process, and address identified shortcomings in existing studio-based teaching practices, was developed. The methodology adopted an ethnographic approach that gathered data through a longitudinal study of student perceptions, together with interviews with selected academics. Analysis of the findings, whilst replicating many phenomena raised by the literature, also revealed in detail a range of perceptions of learning, and wider student life, giving insight into key challenges. In considering these against the agendum of creating the independent learner, the importance of the peer group as a vehicle for studio-based learning and pastoral support, emerged strongly. A number of recommendations were thus made aimed at reconstructing the role of the tutor in the development of future strategies, as well as harnessing the unrealised potential of the peer group as an agent in embedding independent learning in design studio. The originality of this thesis resides in the fact that it constitutes a holistic study of teaching and learning practices in first year design studio. This is viewed against the background of rapid change in UK Higher Education. Pivotal to the study was the undertaking of a longitudinal survey of student perceptions, presenting a vitally different perspective from, say, that of Schon. From a holistic standpoint, the study creates the theoretical and evidential basis for the future development of key pedagogic strategies relating to design studio. This lays the foundation for the development of learning practices that foster learner independence within the context of design studio.
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Smith, Casey Wayne 1977. "Material design for a robotic arts studio." Thesis, Massachusetts Institute of Technology, 2002. http://hdl.handle.net/1721.1/62367.

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Thesis (S.M.)--Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences, 2002.
Includes bibliographical references (p. 59).
A growing number of artists are using new electronic and computational technologies for the creation of interactive, kinetic, and behavior-based art. However, users without technical backgrounds often find that there is no simple way to begin creating with these new materials without first learning a wide range of programming and electronic skills. This thesis discusses a set of technologies and activities designed for an introductory robotic art course that enable art students with little technical background to experiment with computation as a medium. The thesis presents case studies to highlight how students engaged with these technologies and discusses how the ideas represented in the course make possible a new model for artist/engineer collaboration.
by Casey Wayne Smith.
S.M.
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Rrumbullaku, Desantila. "An Assessment On Housing Design Exercises In Architecture Design Studio At Middle East Technical University,1957-2010." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612711/index.pdf.

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Housing projects assigned in architecture design studio are considered as an exercise having several pedagogical objectives which constitute a suitable ground of maturation for students after completing their first and second year design studio. The aim of the research is to make an overview of the way housing design projects are conducted in the third year architectural design studio at the Middle East Technical University Department of Architecture, focusing on the last five years in particular. But in the first place, the background of housing assignments is reviewed in order to understand how teaching methods and problem definitions have evolved in the past. The objectives and the learning outcomes expected from these studio exercises, the approaches and tendencies that determine the way the project exercises are examined and lastly the teaching methods, strategies and tools are studied depending on the written and visual documents related to the studio works and interviews with the studio critics.
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Lueth, Patience Lamunu Opiyo. "The architectural design studio as a learning environment a qualitative exploration of architecture design student learning experiences in design studios from first- through fourth-year/." [Ames, Iowa : Iowa State University], 2008.

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Books on the topic "Design Studio - Architecture"

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Alle, Evita. Ainavu arhitekturas studio: Landscpe architecture studio. Latvia: Latvia University of Agriculture, 2011.

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Architecture 101: A guide to the design studio. New York: Wiley, 1993.

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1959-, Bos Caroline, ed. UN Studio: Design models, architecture, urbanism, infrastructure. London: Thames & Hudson, 2006.

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Spens, Michael. Studio International yearbook. New York: The Studio Trust, 2007.

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Kirsten, Kiser, and Henry Art Gallery, eds. Santiago Calatrava: The architect's studio. Stockholm, Sweden: Arvinius Førlag, 2004.

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American Institute of Architecture Students. Studio Culture Task Force. The redesign of studio culture: A report of the AIAS Studio Culture Task Force. Washington, DC: American Institute of Architecture Students, 2002.

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Expanded practice: Höweler + Yoon Architecture/My Studio. New York, N.Y: Princeton Architectural Press, 2009.

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Maria Carola Morozzo della Rocca, Massimo Musio-Sale, and Mario Ivan Zignego. Charteryachts: Sustainable design studio workshop. Genova: De Ferrari communicazione SRL, 2011.

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IX, Studio, ed. Guinter Parschalk, Studio IX. São Paulo, Brasil: J.J. Carol Editora, 2006.

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Berkel, Ben van. Move: UN Studio. Amsterdam: UN Studio & Goose Press, 1999.

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Book chapters on the topic "Design Studio - Architecture"

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Zaychik, V., J. Sevy, and W. C. Regli. "A Collaborative Design Studio: Architecture and Prototype." In Collaborative Design, 439–50. London: Springer London, 2000. http://dx.doi.org/10.1007/978-1-4471-0779-8_41.

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Cordua, Christian Hermansen, and Solveig Sandness. "Social Architecture." In Design Build with The Scarcity and Creativity Studio, 39–77. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003052593-6.

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Ritchie, Peter. "Design and Architecture: Patterns and Practices." In Practical Microsoft Visual Studio 2015, 79–100. Berkeley, CA: Apress, 2016. http://dx.doi.org/10.1007/978-1-4842-2313-0_4.

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Smith, Ross T. "Design studio through the subtle revelations of phenomenology." In The Interior Architecture Theory Reader, 169–77. New York : Routledge, 2017.: Routledge, 2018. http://dx.doi.org/10.4324/9781315693002-21.

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Akçay, Ayten Özsavaş, Fatma Baysen, and Nermin Çakmak. "Architecture Students’ Smartphone Use in Design Studio I." In Decisions and Trends in Social Systems, 313–22. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-69094-6_25.

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Fowler, T., and S. Rihal. "A consultancy design studio model for advanced structural integration." In Structures and Architecture A Viable Urban Perspective?, 1026–33. London: CRC Press, 2022. http://dx.doi.org/10.1201/9781003023555-123.

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Utaberta, Nangkula, Badiossadat Hassanpour, Azami Zaharim, and Nurhananie Spalie. "Re-assesing Criteria-Based Assessment in Architecture Design Studio." In Advances in Intelligent and Soft Computing, 231–38. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-25908-1_30.

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Rossberg, Joachim, and Mathias Olausson. "Metrics and ALM Assessment for Architecture, Analysis and Design." In Pro Application Lifecycle Management with Visual Studio 2012, 219–21. Berkeley, CA: Apress, 2012. http://dx.doi.org/10.1007/978-1-4302-4345-8_14.

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Bognar, Botond. "A phenomenological approach to architecture and its teaching in the design studio." In Dwelling, Place and Environment, 183–97. Dordrecht: Springer Netherlands, 1985. http://dx.doi.org/10.1007/978-94-010-9251-7_11.

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Ren, Haibo. "Design of large-scale studio in Hengdian film and television industrial architecture." In Frontiers of Civil Engineering and Disaster Prevention and Control Volume 1, 277–80. London: CRC Press, 2022. http://dx.doi.org/10.1201/9781003308577-37.

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Conference papers on the topic "Design Studio - Architecture"

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Vasquez de Velasco, Guillermo. "Changing the Culture of Design Studio Reviews: The Use of Large Format Interactive Plasma Screens in Design Studio Reviews." In eCAADe 2004: Architecture in the Network Society. eCAADe, 2004. http://dx.doi.org/10.52842/conf.ecaade.2004.540.

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Vasquez de Velasco, Guillermo. "Changing the Culture of Design Studio Reviews: The Use of Large Format Interactive Plasma Screens in Design Studio Reviews." In eCAADe 2004: Architecture in the Network Society. eCAADe, 2004. http://dx.doi.org/10.52842/conf.ecaade.2004.540.

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Homer, J. M. "Integrating Architecture and Structural Design in the Comprehensive Design Studio." In Architectural Engineering Conference (AEI) 2006. Reston, VA: American Society of Civil Engineers, 2006. http://dx.doi.org/10.1061/40798(190)48.

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Kriegh, Michael, Jean Gardner, and Peter Barna. "Kalil Studio: Proportion and Meaning as Key Components of Space Station Design." In AIAA Space Architecture Symposium. Reston, Virigina: American Institute of Aeronautics and Astronautics, 2002. http://dx.doi.org/10.2514/6.2002-6106.

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Tan, Beng Kiang. "Integrating Digital Modeling and Full-Scale Construction in Design Studio." In CAADRIA 2004: Culture, Technology and Architecture. CAADRIA, 2004. http://dx.doi.org/10.52842/conf.caadria.2004.433.

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Nardelli, Eduardo Sampaio, and Charles C. Vincent. "Diagnosis and Strategies for a Digital Design Studio." In eCAADe 2008: Architecture "in computro" - Integrating methods and techniques. eCAADe, 2008. http://dx.doi.org/10.52842/conf.ecaade.2008.177.

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Nardelli, Eduardo Sampaio, and Charles C. Vincent. "Diagnosis and Strategies for a Digital Design Studio." In eCAADe 2008: Architecture "in computro" - Integrating methods and techniques. eCAADe, 2008. http://dx.doi.org/10.52842/conf.ecaade.2008.177.

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Alakavuk, Ebru, and Ceren Polat. "INTEGRAL DESIGN STUDIO EXPERIENCE IN ARCHITECTURE UNDERGRADUATE EDUCATION." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.2200.

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Utaberta, Nangkula, Badiossadat Hassanpour, Azami Zaharin, and Mastor Surat. "An analytical study of critique session in architecture design studio." In 2010 2nd International Congress on Engineering Education (ICEED 2010). IEEE, 2010. http://dx.doi.org/10.1109/iceed.2010.5940783.

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Wu, Pei-Ling. "Playful and Creative Learning - A Preliminary Model for Digital Design Studio." In CAADRIA 2004: Culture, Technology and Architecture. CAADRIA, 2004. http://dx.doi.org/10.52842/conf.caadria.2004.405.

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Reports on the topic "Design Studio - Architecture"

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Leishman, J. G., Robin Preator, and G. D. Baldwin. Conceptual Design Studies of a Mono Tiltrotor (MTR) Architecture. Fort Belvoir, VA: Defense Technical Information Center, December 2004. http://dx.doi.org/10.21236/ada428702.

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Lizama-Pérez, Rodrigo, Ignacio Chirosa-Ríos, Luis Chirosa-Ríos, Enrique Olave, Carmen Ferragut, Helena Vila, and Daniel Jerez-Mayorga. Effects of eccentric exercise on muscle architecture in adults: A systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, December 2021. http://dx.doi.org/10.37766/inplasy2021.12.0094.

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Review question / Objective: Question: What is the effect of eccentric training on muscle architecture in the adult population? Objective: This review aims to evaluate the effects of eccentric training on muscle architecture in the adult population. Condition being studied: Healthy individuals who were subjected to eccentric training. Eligibility criteria: Articles that met the following criteria were included in this review: (I) subjects >18 years old, (II) Eccentric training program longer than 4 weeks (III) Studies with randomized clinical trial design, (IV) studies reporting measures of muscle architecture: “pennation angle”, “fascicle length”, “muscle thickness”, (V) full text available, and (VI) articles in English. In addition, we excluded all those articles that (I) Eccentric training programs of less than 4 weeks (II) conference presentations, theses, books, editorials, review articles and expert opinions, (III) duplicate articles, and (IV) articles in which the principal or secondary authors did not respond to e-mail requests.
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Bond, Laura S., Kenneth H. Crawford, Beth A. Symonds, James R. Anderson, and Sue Weideman. A Case Study of a Prototype Computer-Aided Architectural Design System. Fort Belvoir, VA: Defense Technical Information Center, August 1988. http://dx.doi.org/10.21236/ada199766.

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Yoozbashizadeh, Mahdi, and Forouzan Golshani. Robotic Parking Technology for Congestion Mitigation and Air Quality Control Around Park & Rides. Mineta Transportation Institute, June 2021. http://dx.doi.org/10.31979/mti.2021.1936.

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A lack or limited availability for parking may have multiple consequences, not the least of which is driver frustration, congestion, and air pollution. However, there is a greater problem that is not widely recognized by the public, namely the negative effect on the use of transit systems due to insufficient parking spaces close to key transit stations. Automated parking management systems, which have been successfully deployed in several European and Japanese cities, can manage parking needs at transit stations more effectively than other alternatives. Numerous studies have confirmed that quick and convenient automobile access to park-and-ride lots can be essential to making public transit competitive with the automobile in suburban areas. Automated parking systems use a robotic platform that carries each vehicle to one of the locations in a custom designed structure. Each location is designed compactly so that considerably more vehicles can be parked in the automated garages than the traditional parking lots. Central to the design of these systems are three key technologies, namely: 1. Mechanical design and the operation of vehicle transfer, i.e., the robotic platform 2. Structural and architectural requirements to meet safety and earthquake standards, among other design imperatives, 3. Automation and intelligent control issues as related to the overall operation and system engineering. This article concerns the first technology, and more specifically the design of the robotic platform for vehicle transfers. We will outline the overall design of the robot and the shuttle, followed by a description of the prototype that was developed in our laboratories. Subsequently, performance related issues and scalability of the current design will be analyzed.
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Tadi, Massimo. New Lynn – Auckland IMM Case Study. Unitec ePress, April 2017. http://dx.doi.org/10.34074/book.062.

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Integrated Modification Methodology (IMM) has already been applied in established metropolitan contexts, such as Porto Maravilha in Rio de Janeiro, the neighbourhood of Shahrak-e Golestan in Tehran, and Block 39 in New Belgrade. When Unitec Institute of Technology’s Associate Professor of Urban Design Dushko Bogunovich came up with the idea of a comparative analysis of two sprawling metropolitan contexts – Auckland and Milan – he and Massimo Tadi, Director of the IMMdesignlab in Milan and Associate Professor at the School of Architectural Engineering at the Politecnico di Milano, decided to apply IMM to a sample area of low-density suburban Auckland. The project presented in this book was developed in a joint international design workshop organised by Politecnico di Milano, IMMdesignlab and Unitec Institute of Technology. The workshop was held at Politecnico di Milano, Polo Territoriale di Lecco (Italy), from 25–29 May 2015, and the team, comprising 14 international students from different design disciplines, was coordinated by Tadi and Bogunovich, assisted by engineers Hadi Mohammad Zadeh and Frederico Zaniol (IMMdesignlab). The outcomes of the workshop were then further developed by IMMdesignlab to demonstrate how, by adopting IMM, it is possible to retrofit, renovate and reactivate an inefficient and energy consuming neighbourhood into a more integrated and sustainable one.
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Bergey, John, Mario Barbacci, and William Wood. Using Quality Attribute Workshops to Evaluate Architectural Design Approaches in a Major System Acquisition: A Case Study. Fort Belvoir, VA: Defense Technical Information Center, July 2000. http://dx.doi.org/10.21236/ada388528.

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Striuk, Andrii, Olena Rybalchenko, and Svitlana Bilashenko. Development and Using of a Virtual Laboratory to Study the Graph Algorithms for Bachelors of Software Engineering. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4462.

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The paper presents an analysis of the importance of studying graph algorithms, the reasons for the need to implement this project and its subsequent use. The existing analogues analysis is carried out, due to which a list of advantages and disadvantages is formed and taken into account in developing the virtual laboratory. A web application is created that clearly illustrates the work of graph algorithms, such as Depth-First Search, Dijkstra’s Shortest Path, Floyd- Warshall, Kruskal Minimum Cost Spanning Tree Algorithm. A simple and user- friendly interface is developed and it is supported by all popular browsers. The software product is provided with user registration and authorization functions, chat communication, personal cabinet editing and viewing the statistics on web- application use. An additional condition is taken into account at the design stage, namely the flexibility of the architecture, which envisaged the possibility of easy expansion of an existing functionality. Virtual laboratory is used at Kryvyi Rih National University to training students of specialty 121 Software Engineering in the disciplines “Algorithms and Data Structures” and “Discrete Structures”.
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Cliffe, Emma. Local Humanitarian Leadership Index: A snapshot of progress towards local humanitarian leadership outcomes in the humanitarian coordination architecture in Jordan, Lebanon and Syria. Oxfam, July 2022. http://dx.doi.org/10.21201/2022.9141.

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This index outlines what needs to change in order to achieve local humanitarian leadership in the Syria crisis response. It summarizes research undertaken on the engagement of local and national actors in the international humanitarian coordination architecture in Jordan, Lebanon and Syria, and is accompanied by three country case studies. The index is designed to support local and national non-government organizations to advocate for reforms so they can increase their engagement within the humanitarian coordination system, and use these spaces to advocate for their desired changes in the response. Donors, UN agencies and INGOs bear the main responsibility for enabling those reforms. The recommendations in each section provide practical solutions to address the barriers and challenges identified in the research.
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Weller, Joel I., Derek M. Bickhart, Micha Ron, Eyal Seroussi, George Liu, and George R. Wiggans. Determination of actual polymorphisms responsible for economic trait variation in dairy cattle. United States Department of Agriculture, January 2015. http://dx.doi.org/10.32747/2015.7600017.bard.

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The project’s general objectives were to determine specific polymorphisms at the DNA level responsible for observed quantitative trait loci (QTLs) and to estimate their effects, frequencies, and selection potential in the Holstein dairy cattle breed. The specific objectives were to (1) localize the causative polymorphisms to small chromosomal segments based on analysis of 52 U.S. Holstein bulls each with at least 100 sons with high-reliability genetic evaluations using the a posteriori granddaughter design; (2) sequence the complete genomes of at least 40 of those bulls to 20 coverage; (3) determine causative polymorphisms based on concordance between the bulls’ genotypes for specific polymorphisms and their status for a QTL; (4) validate putative quantitative trait variants by genotyping a sample of Israeli Holstein cows; and (5) perform gene expression analysis using statistical methodologies, including determination of signatures of selection, based on somatic cells of cows that are homozygous for contrasting quantitative trait variants; and (6) analyze genes with putative quantitative trait variants using data mining techniques. Current methods for genomic evaluation are based on population-wide linkage disequilibrium between markers and actual alleles that affect traits of interest. Those methods have approximately doubled the rate of genetic gain for most traits in the U.S. Holstein population. With determination of causative polymorphisms, increasing the accuracy of genomic evaluations should be possible by including those genotypes as fixed effects in the analysis models. Determination of causative polymorphisms should also yield useful information on gene function and genetic architecture of complex traits. Concordance between QTL genotype as determined by the a posteriori granddaughter design and marker genotype was determined for 30 trait-by-chromosomal segment effects that are segregating in the U.S. Holstein population; a probability of <10²⁰ was used to accept the null hypothesis that no segregating gene within the chromosomal segment was affecting the trait. Genotypes for 83 grandsires and 17,217 sons were determined by either complete sequence or imputation for 3,148,506 polymorphisms across the entire genome. Variant sites were identified from previous studies (such as the 1000 Bull Genomes Project) and from DNA sequencing of bulls unique to this project, which is one of the largest marker variant surveys conducted for the Holstein breed of cattle. Effects for stature on chromosome 11, daughter pregnancy rate on chromosome 18, and protein percentage on chromosome 20 met 3 criteria: (1) complete or nearly complete concordance, (2) nominal significance of the polymorphism effect after correction for all other polymorphisms, and (3) marker coefficient of determination >40% of total multiple-regression coefficient of determination for the 30 polymorphisms with highest concordance. The missense polymorphism Phe279Tyr in GHR at 31,909,478 base pairs on chromosome 20 was confirmed as the causative mutation for fat and protein concentration. For effect on fat percentage, 12 additional missensepolymorphisms on chromosome 14 were found that had nearly complete concordance with the suggested causative polymorphism (missense mutation Ala232Glu in DGAT1). The markers used in routine U.S. genomic evaluations were increased from 60,000 to 80,000 by adding markers for known QTLs and markers detected in BARD and other research projects. Objectives 1 and 2 were completely accomplished, and objective 3 was partially accomplished. Because no new clear-cut causative polymorphisms were discovered, objectives 4 through 6 were not completed.
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