Relevant bibliographies by topics / Design studios

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Design studios'

Author: Grafiati
Published: 4 June 2021
Last updated: 31 January 2023

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Journal articles on the topic "Design studios"

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Pilat, Stephanie Z., and Angela Person. "Inclusive Design Studios." Enquiry The ARCC Journal for Architectural Research 19, no. 1 (September 5, 2022): 62–75. http://dx.doi.org/10.17831/enqarcc.v19i1.1127.

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The culture of the architectural design studio continues, in large part, to be based on centuries old traditions. Research on teaching, learning and bias suggest, however, that a rethinking of these traditions is long overdue if we aim to create inclusive learning environments and diversify our profession. Drawing on recent research on the cultivation of expertise, student motivation and stereotype threat, this essay considers how we might rethink design studio instruction. Studies on the development of expertise suggest a critical re-imagining of the instructor’s role in design studios. Research on student motivation suggests that many of the traditional practices of architectural education inevitably leave students unmotivated and need to be reconsidered. Finally, research on the ways in which stereotypes impact academic performance illuminate some of the roadblocks to diversifying our classrooms and profession. This essay shares evidence-based strategies to address these roadblocks and traditions to develop a more inclusive and effective design studio culture.
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Cordan, Özge. "Research-based Design: IMIAD Design Studios." International Journal of Design Education 11, no. 3 (2017): 15–27. http://dx.doi.org/10.18848/2325-128x/cgp/v11i03/15-27.

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Garner, S. "Understanding Virtual Design Studios." Design Studies 22, no. 1 (January 2001): 103–4. http://dx.doi.org/10.1016/s0142-694x(00)00032-6.

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Pont, Ulrich, Sigrun Swoboda, Andreas Jonas, Kamyar Tavoussi, and Ardeshir Mahdavi. "Effort and Effectiveness Considerations in Architectural Design: Two Case Studies of Architectural Design Studios." Applied Mechanics and Materials 824 (January 2016): 836–44. http://dx.doi.org/10.4028/www.scientific.net/amm.824.836.

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Contemporary architectural design processes show a high degree of complexity: While planners try to fulfill their client’s expectations, they are confronted with a set of constraints and requirements. These include legal constraints such as different building codes, minimum requirements of thermal, acoustical and energy-related indicators as well as structural integrity. In many planning processes, however, the minimum requirements are even less stringent than self-defined expectations. These could - for instance - include a small environmental footprint of the suggested building materials, near zero heating demand, etc. Furthermore, the majority of architectural design processes face a high level of time and cost pressure. Little is known about the time and effort distribution to different processes within such planning processes. These could include consultation with administrative bodies or specific technical planners, performing computational analyses, sketching conceptional options or layouting final designs. In this context, the present contribution explores the time and effort distribution regarding different tasks within the design process in the framework of two design studios. These were conducted with graduate architectural students of the TU Vienna in 2014 and 2015. The concept of these design studios focused on a realistic emulation of real-world project development processes: Participating students were confronted with different (and evolving) visions of their clients, were asked to perform consultation visits with legal bodies of the Viennese building regulation department, and to monitor their time effort for different tasks. These tasks were defined prior to the design studios and allowed for rather detailed classification of different design steps. The two design studios included a roof top extension of a classical 19th century building in Vienna, and the retrofit and extension of a detached house from the 1930ies. This contribution focuses on the time and effort distribution of the different tasks and explores if a general pattern can be identified and derived from the experiences within these design studios.
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Chinnadurai, S., B. R. Benisha, M. Ramachandran, Saravanan Vimala, and Prasanth Vidhya. "Case Studies of Architecture and Interior Design Studios." Sustainable Architecture and Building Materials 1, no. 1 (April 1, 2022): 8–13. http://dx.doi.org/10.46632/sabm/1/1/2.

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In architecture the summary is at Presents from beginning to end and the final product. Abstract is used as a method of gaining environmental knowledge to develop conceptual stages of the design process. Summary Vehicle functions or ATM functions are excellent examples of contractions in the real world. n Electrical switchboard is one of the real world examples of abstraction. A switchboard gives us an easy way to turn electrical devices on or off, hiding all the details of the electrical circuit. Description: The summary applies to both. Control contraction is the use of subroutines to control the contraction of the flow. Data summary involves manipulating data in meaningful ways. Security Summary allows companies to immediately identify the purpose of each event and use the best security particles with relevant capabilities to deal with the threat. If you want to define the method for public classes, the summary will be useful. For example, if there are multiple classes, they use the same method. In this case, you can use the compression method. Can be achieved through the protocol in the Swift interface. Quick summary can be achieved without parenting in the protocol-extension class. Minimize the problem and increase performance. Architects are generally highly respected in the community and if you want to be seen as a respected person in the community, architecture is a great career opportunity! Because of their creativity and attention to detail, they are considered a blend of art and ingenuity.
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SEHGAL, VANDANA. "Formative Studios in Architecture Design: Pedagogy Based on the Syntax." Creative Space 3, no. 1 (July 2, 2015): 83–101. http://dx.doi.org/10.15415/cs.2015.31007.

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Costa e Mattos, Erica Azevedo, Diego Fagundes Silva, and José Ripper Kós. "Design studios associated with hackerspaces." Brazilian Journal of Development 5, no. 11 (2019): 23805–17. http://dx.doi.org/10.34117/bjdv5n11-081.

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Geyer, Florian, and Harald Reiterer. "Toward mixed-media design studios." Interactions 19, no. 2 (March 2012): 54–59. http://dx.doi.org/10.1145/2090150.2090164.

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Karsli, Umut Tuğlu. "Performance Evaluation of Open and Cell Type Design Studios." Open House International 41, no. 1 (March 1, 2016): 27–34. http://dx.doi.org/10.1108/ohi-01-2016-b0004.

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Design studio courses take place at the core of education disciplinary design such as architecture and interior architecture. Studios in which design studio courses are conducted can also be used for other practical courses as well. Another important feature of these studios is that they are extensively used by students for individual or group work other than during class hours. Since the students, either on their own or with the project coordinator, experience design process in these studios, their spatial characteristics are highly significant to conduct this process effectively. Within this scope, the aim of the research is to evaluate open and cell type studios commonly used in traditional architecture education through Post-occupancy evaluation (POE) approach, to discuss to what extent these studios meet the spatial requirements of today’s instructional methods and to develop a suggestion for design studio spatial use by taking the strengths and weaknesses of these studios. Accordingly, technical, physical and behavioral variables determining the performance of design studios within the context of spatial requirements have been identified through reviewing the related literature. In framework of a case study, a survey formed with the aforementioned variables was administered to architecture and interior architecture students studying in open and cell type design studios in order to measure their spatial performance. Followingly, in the final part of the study, referring to survey results and evaluation of spatial requirements of today’s instructional methods and tools, a combi design studio space organization has been suggested.
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Ozmehmet, Ecehan, and Ebru Alakavuk. "Integration process of theoretical courses with design studios in undergraduate education: Case studies of architecture and interior design studios." SHS Web of Conferences 26 (2016): 01112. http://dx.doi.org/10.1051/shsconf/20162601112.

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Dissertations / Theses on the topic "Design studios"

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Belek, Fialho Teixeira Müge, and Uraz Turkan Ulusu. "Collaboration in Design Studios." Thesis, Istanbul Technical University, 2005. https://eprints.qut.edu.au/199902/1/Collaboration_in_design.pdf.

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In this study, considering the changes and the needs of the architectural medium in today’s conditions, the development and the change of the formation of education in the design studios is studied. Through the current debates in the architectural world, the profession, the product and the educational frame of architecture are examined. The basic principles of an architectural education are classified. With this vision, the history of architectural education, the importance and the contents of postgraduate education in the formation of an architect are exposed. The members that form the architectural design studios are defined and depending on the students’ way of dealing with projects, the design studio structures are classified into “individual” and “collaboration” based design studio structures. With the use of the interrelations of the members that form the design studios, these two postgraduate studio structures are explained. The medium that these two structures create are dealt with comparisons through the mediums, the design product and the process. In the conclusion / discussions section, supported by the questionnaire, the positive and the negative contributions of collaboration based design studio structures to the design process are examined. The necessity of these studio structures that use diagrammatic design process as a tool for research based design in today’s requirements are put forward.
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鄭桂懷 and Kwai-wai Cheng. "A collaborative design tool for virtual design studios." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31220526.

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Cheng, Kwai-wai. "A collaborative design tool for virtual design studios /." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20971497.

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Teixeira, Müge Belek Fialho. "Collaboration in Design Studios/ Tasarım Stüdyolarında İşbirliği." Thesis, Fen Bilimleri Enstitüsü, 2005. https://eprints.qut.edu.au/121515/1/Collaboration%20in%20design.pdf.

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In this study, considering the changes and the needs of the architectural medium in today’s conditions, the development and the change of the formation of education in the design studios is studied. Through the current debates in the architectural world, the profession, the product and the educational frame of architecture are examined. The basic principles of an architectural education are classified. With this vision, the history of architectural education, the importance and the contents of postgraduate education in the formation of an architect are exposed. The members that form the architectural design studios are defined and depending on the students’ way of dealing with projects, the design studio structures are classified into “individual” and “collaboration” based design studio structures. With the use of the interrelations of the members that form the design studios, these two postgraduate studio structures are explained. The medium that these two structures create are dealt with comparisons through the mediums, the design product and the process. In the conclusion / discussions section, supported by the questionnaire, the positive and the negative contributions of collaboration based design studio structures to the design process are examined. The necessity of these studio structures that use diagrammatic design process as a tool for research based design in today’s requirements are put forward.
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Sabatelli, Madison. "Navigating the Design Process Through Writing: An Ethnographic Study of Academic Design Studios." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1595270362820823.

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Findlay, Robert Allen. "Learning in community-based collaborative design studios : education for a reflective, responsive design practice." Thesis, Oxford Brookes University, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.363723.

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Powers, Matthew N. "A Study of Self-Regulated Learning in Landscape Architecture Design Studios." Diss., Virginia Tech, 2006. http://hdl.handle.net/10919/29015.

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Design is a multidimensional activity involving a variety of skills and thought processes, including analytic reasoning, intuition, and creative expression. Learning how to design can be a frustrating and confusing process that some students find difficult to understand. Professors employ a range of strategies when teaching design. These strategies are often based on how their professors taught them with little or no theoretical basis in how students learn. For students, the failure to grasp the process of designing can challenge their willingness to stay motivated and actively engaged in the studio project. The result is less than optimal learning and students that do not achieve their full potential. One important factor that influences design learning is the process of self-regulated learning. Self-regulated learning (SRL) refers to a student's self-generated thoughts, strategies, and goal-directed behaviors. This study examined SRL in landscape architecture design studios in order to find out how students self-regulate their learning and performance on studio projects. Interviews with landscape architecture students were used to answer the research questions. Study findings suggest that landscape architecture students self-regulate their learning on studio projects through a process of engaging in design, then using SRL to address issues that arise during design, then generating more design issues that require additional SRL, and so on. The findings indicate that a student's ability to engage in SRL is based on their understanding of design as a complex set of behaviors and activities. Since students in each year have a different understanding of what designing entails, they use and engage in SRL differently. The findings suggest that high achievement in a design studio is a result of advanced knowledge that comes from the freedom to pursue additional issues beyond the basic requirements of the project. The freedom comes when a student attains the expertise to shift cognitive resources away from learning how to design and redirects them towards risk-taking, personal interests, and learning new information. The study sheds light on how students learn, engage, and self-regulate their learning in design studios and provides design educators with a basis for effective design teaching strategies.
Ph. D.
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Sultan, Reem Abbas Ebrahim Ali Ahmed. "Design studios : understanding relations between built environment, learning and behaviours." Thesis, University of Sheffield, 2018. http://etheses.whiterose.ac.uk/21983/.

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The design studio is an important part of design and architectural education, because of the unique approach of pedagogy used (Dutton, 1987, Salama, 1995, 2012). This research uses this space to examine the physical characteristics and properties of the design studio as a space, considering the ways it influences the behaviours and emotions of its users towards learning and collaborating with one another. Starting from the Sheffield School of Architecture, where the focus towards engaged and reflective learning. Trying to answer the research question ‘How do the physical characteristics of the Design Studio influence certain behaviours of the studio user, relevant to collaborative learning?. Ultimately, attention is directed towards looking at their experience, which is created with the influence of the space, and the curriculum of architectural education, with both referred to as the ‘design studio’ (Crowther, 2013). This research has ‘empowered’ users of the design studio (Literat, 2013), notably ‘students’ of four different universities in the context of the United Kingdom, through creating a hybrid research methodology that revolves around capturing their experience in relation to the physical space of the design studio. Under the umbrella of case study, using ethnography and focus groups, which were consisting of ‘Student Designer Engagement Map’, a method created based on a service design tool (Stickdorn and Schneider, 2011) to capture the current and aspired experience. These have then been analysed and interpreted through different lenses, i.e. the interior designer, tutor and the researcher. The findings of the research were themed around spatial features in terms of social aspects, environmental control aspects and in terms of design organisation and furniture. The findings were related to the emotions experienced in the design studio through the project phases and stages. The hybrid methodology used and the methods have helped in creating a framework of propositional guidelines of design considerations, which may be beneficial for the stakeholders of the learning design studio and beyond.
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Green, Lance Noel, and n/a. "A study of the design studio in relation to the teaching of industrial & product design." University of Canberra. Design & Architecture, 2005. http://erl.canberra.edu.au./public/adt-AUC20070129.124614.

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In this thesis the industrial design studio has been investigated with particular reference to studio thinking and learning and project-based activity. This investigation has been set in the context of a final-year, degree program in industrial design that includes a substantial research and development project. From a critical review of the relevant literature the characteristics of studio culture have been identified, together with its role in the teaching of both creative and systematic endeavour. In addition, the history and context of the role of the industrial/product designer is reviewed in order to understand the nature and the required skills of the discipline. In this thesis, an initial study surveyed academics involved in teaching industrial design in Australia, and overseas. The study sought to determine the approach of students, in various industrial design degree programs, to their final-year projects and the extent to which design process and design methods were incorporated in their project reports. The findings revealed a number of operational needs associated with studio-based learning, particularly those associated with final-year, project-based activity. These findings, together with teachings from the literature concerning how students go about design in the studio and the needs associated with project activity, led to the proposal of a generic model, entitled the Major Project Development Model "MPD Model". The operational criteria in the MPD Model guided the development of a computer-integrated system of design methods allocated to the respective phases of the process. This system, called the "MPD System", is designed to support and enhance student design work in major projects. A second study was conducted that analysed: student performance in their project reports; the extent to which their design research conformed to the MPD Model; and the extent to which design methods were used in their final-year projects. Criteria and guidelines for the successful conduct and evaluation of such projects have been proposed and set up as part of the experimental programme. The experimental work, reported in this thesis, is based on an in-depth, comparative investigation of a range of major project reports, firstly those produced in the year 2003 during which final-year students did not have access to or knowledge of the MPD System and secondly, those produced in 2004 where students were provided with the MPD System, hence providing two cohorts for comparative purposes. The theoretical and experimental work have been related, with appropriate results and conclusions, to the following issues: Design theory � an MPD Model has been proposed and applied in keeping with a set of operational criteria; design methods - a model reflecting a range of methods aligned to phases of the MPD Model have been established in keeping with needs of designers in their execution of phases of the process; brainbased learning theory � a model of the integration of the MPD System as a means of linking systematic and creative thinking in the studio process is proposed; academic performance � the academic performance of students has been studied and data have been derived which provide valuable information for the design educational process. The results of this research will encourage use of a more structured teaching and learning approach and the employment of design methods in major projects. This comprehensive research thesis provides a framework for further research and recommendations for further research.
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Evans, Marise Meredith Tillman Thomas S. "Maximizing collaborative problem solving within higher education design studios with a minimal open floor plan." Auburn, Ala, 2008. http://repo.lib.auburn.edu/EtdRoot/2008/SUMMER/Industrial_Design/Thesis/Evans_Marise_58.pdf.

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Books on the topic "Design studios"

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Maher, Mary Lou, Simeon J. Simoff, and Anna Cicognani. Understanding Virtual Design Studios. London: Springer London, 2000. http://dx.doi.org/10.1007/978-1-4471-0729-3.

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Council, Sports. Exercise studios. London: Sports Council, 1996.

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Wijesooriya, Niranjika, Arianna Brambilla, and Lina Markauskaite. A Biophilic Design Guide to Environmentally Sustainable Design Studios. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-4428-4.

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Recording studio design. Boston, Mass: Focal Press, 2003.

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Recording studio design. 3rd ed. Oxford: Focal, 2012.

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Herbert, Weisskamp, ed. Rooms by design: Houses, apartments, studios, lofts. London: Thames and Hudson, 1989.

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Gallagher, Mitch. Acoustic design for the home studio. New York: Schirmer Trade Books, 2006.

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Exchange, Bradford Design. Design studios to let: 170-2850 sq. ft.. Bradford: Bradford Design Exchange, 1992.

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Project studio blueprint. Carmel, Ind: Sams, 1992.

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Findlay, Robert Allen. Learning in community-based collaborative design studios: Education for a reflective, responsive design practice. Oxford: Oxford Brookes University, 1996.

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Book chapters on the topic "Design studios"

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Maher, Mary Lou, Simeon J. Simoff, and Anna Cicognani. "Digital Design Media." In Understanding Virtual Design Studios, 37–67. London: Springer London, 2000. http://dx.doi.org/10.1007/978-1-4471-0729-3_3.

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Maher, Mary Lou, Simeon J. Simoff, and Anna Cicognani. "The Distributed Design Studio." In Understanding Virtual Design Studios, 133–75. London: Springer London, 2000. http://dx.doi.org/10.1007/978-1-4471-0729-3_6.

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Maher, Mary Lou, Simeon J. Simoff, and Anna Cicognani. "The Concept of a Virtual Design Studio." In Understanding Virtual Design Studios, 3–14. London: Springer London, 2000. http://dx.doi.org/10.1007/978-1-4471-0729-3_1.

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Maher, Mary Lou, Simeon J. Simoff, and Anna Cicognani. "Network Technology." In Understanding Virtual Design Studios, 15–35. London: Springer London, 2000. http://dx.doi.org/10.1007/978-1-4471-0729-3_2.

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Maher, Mary Lou, Simeon J. Simoff, and Anna Cicognani. "Communication in a Virtual Environment." In Understanding Virtual Design Studios, 71–102. London: Springer London, 2000. http://dx.doi.org/10.1007/978-1-4471-0729-3_4.

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Maher, Mary Lou, Simeon J. Simoff, and Anna Cicognani. "Shared Representation in a VDS." In Understanding Virtual Design Studios, 103–29. London: Springer London, 2000. http://dx.doi.org/10.1007/978-1-4471-0729-3_5.

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Maher, Mary Lou, Simeon J. Simoff, and Anna Cicognani. "A Centralised VDS Environment." In Understanding Virtual Design Studios, 177–209. London: Springer London, 2000. http://dx.doi.org/10.1007/978-1-4471-0729-3_7.

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Abdelhamid, Tarek Galal. "A 10-Step Design Process for Architectural Design Studios." In Sustainable Development and Social Responsibility—Volume 1, 1–11. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-32922-8_1.

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Chow, George K. "Steps to Safer and More Sustainable Industrial Design Studios." In Advances in Industrial Design, 277–83. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-51194-4_37.

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Loar, Josh. "Recording/Mixing/Mastering Studios (Project and Commercial) for Music, Film, Etc." In The Sound System Design Primer, 463–73. New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781315196817-48.

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Conference papers on the topic "Design studios"

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Bradford, John W., N. Cheng, and Tom Kvan. "Virtual Design Studios." In eCAADe 1994: The Virtual Studio. eCAADe, 1994. http://dx.doi.org/10.52842/conf.ecaade.1994.163.

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Milovanovic, Julie. "Learning patterns in architectural design studios." In LearnxDesign 2021: Engaging with challenges in design education. Design Research Society, 2021. http://dx.doi.org/10.21606/drs_lxd2021.07.186.

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Moloney, Jules. "Game Engines and Virtual Design Studios." In eCAADe 2005: Digital Design: The Quest for New Paradigms. eCAADe, 2005. http://dx.doi.org/10.52842/conf.ecaade.2005.055.

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Moloney, Jules. "Game Engines and Virtual Design Studios." In eCAADe 2005: Digital Design: The Quest for New Paradigms. eCAADe, 2005. http://dx.doi.org/10.52842/conf.ecaade.2005.055.

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Weber, Karon, and Kitt Hirasaki. "Interaction design at Pixar Animation Studios." In CHI '00 extended abstracts. New York, New York, USA: ACM Press, 2000. http://dx.doi.org/10.1145/633292.633413.

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Kvan, Thomas, Mary Lou Maher, Nancy Yen-wen Cheng, and Gerhard Schmitt. "Teaching Architectural Design in Virtual Studios." In Eighth International Conference on Computing in Civil and Building Engineering (ICCCBE-VIII). Reston, VA: American Society of Civil Engineers, 2000. http://dx.doi.org/10.1061/40513(279)21.

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Ângulo, Antonieta, and Guillermo Vásquez de Velasco. "Immersive Simulation in Instructional Design Studios." In XVIII Conference of the Iberoamerican Society of Digital Graphics - SIGraDi: Design in Freedom. São Paulo: Editora Edgard Blücher, 2014. http://dx.doi.org/10.5151/despro-sigradi2014-0045.

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Kós, José R., Tereza C. Malveira Araujo, José S. Cabral Filho, Eduardo Mascarenhas Santos, and Marcelo Tramontano. "Low-tech remote collaborative design studios." In CAADRIA 2005: Digital Opportunities. CAADRIA, 2005. http://dx.doi.org/10.52842/conf.caadria.2005.415.

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Kós, José R., Tereza C. Malveira Araujo, José S. Cabral Filho, Eduardo Mascarenhas Santos, and Marcelo Tramontano. "Low-tech remote collaborative design studios." In CAADRIA 2005: Digital Opportunities. CAADRIA, 2005. http://dx.doi.org/10.52842/conf.caadria.2005.415.

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Slone, Ryan. "Mash maker: Improvisation for student studios." In LearnxDesign 2021: Engaging with challenges in design education. Design Research Society, 2021. http://dx.doi.org/10.21606/drs_lxd2021.14.266.

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Reports on the topic "Design studios"

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Jeffery-Schwikkard, David, Timothy Lomas, Phalasha Nagpal, Ellen Morgan, and Junying Li. A systematic review of the empirical literature on character development in individuals in low- and middle-income countries. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, October 2022. http://dx.doi.org/10.37766/inplasy2022.10.0117.

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Review question / Objective: How has character development in individuals been studied in low-income and middle-income countries? Constituent questions: 1. Which populations are being studied? a. Which demographics? (gender, age, income, minorities, disabilities) 2. What aspects of character development are being studied? a. Including for interventions – intervention design, duration, dosage. b. How is character development itself conceptualized and operationalized? 3. What are the contexts of these studies? a. Which countries? b. For interventions – what is the site of the intervention? (e.g., schools, communities, religious institutions) 4. What are the methodological designs of these studies? a. What measurement tools are used in these studies? i. Are these developed for use (or otherwise adapted for use) in these regions? If so, how? b. What is the quality of these studies? 5. What are the key findings of these studies? 6. Who is funding and conducting this research?
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Santarius, J. F., G. L. Kulcinski, and G. A. Emmert. Fusion reactor design studies. Office of Scientific and Technical Information (OSTI), October 1991. http://dx.doi.org/10.2172/6378463.

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Fox, J. M., B. D. Degen, G. Cady, F. D. Deslate, R. L. Summers, A. Akgerman, and J. M. Smith. Slurry reactor design studies. Office of Scientific and Technical Information (OSTI), June 1990. http://dx.doi.org/10.2172/6094135.

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4

El-Guebaly, Laila, Douglass Henderson, Paul Wilson, and Jake Blanchard. Fusion Advanced Design Studies. Office of Scientific and Technical Information (OSTI), March 2017. http://dx.doi.org/10.2172/1349881.

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5

Schock, Alfred. Thermionic Reactor Design Studies. Office of Scientific and Technical Information (OSTI), August 1994. http://dx.doi.org/10.2172/1033362.

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Schock, Alfred. Thermionic Reactor Design Studies. Office of Scientific and Technical Information (OSTI), June 1994. http://dx.doi.org/10.2172/1033380.

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Fox, J., and B. Degen. Slurry reactor design studies. Office of Scientific and Technical Information (OSTI), April 1990. http://dx.doi.org/10.2172/6844613.

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8

Griffin, Dayton A. Blade system design studies volume II : preliminary blade designs and recommended test matrix. Office of Scientific and Technical Information (OSTI), June 2004. http://dx.doi.org/10.2172/918295.

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9

Sawatzky, Richard, TT Sajobi, L. Russell, OA Awosoga, A. Ademola, JR Böhnke, O. Lawal, et al. A synthesis of response shift effects in quantitative health research: A systematic review and meta-regression protocol. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, September 2022. http://dx.doi.org/10.37766/inplasy2022.9.0033.

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Abstract:
Review question / Objective: The first aim is to descriptively synthesize evidence about response shift results including prevalence and, where possible, distributions of response shift effect sizes, for different subcategories of response shift methods, populations, study designs, and patient-reported outcome measures (PROMs). The second aim is to identify response shift methods, population characteristics, design characteristics and PROMs that explain variability in: (a) standardized mean differences (for then-test and latent variable methods) and (b) prevalence of response shifts. Condition being studied: The systematic review included all studies on response shifts in PROMs, irrespective of the condition being studied. The type of health condition that each individual study focused on (if applicable), was extracted as a study-level variable.
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Hahn, H., N. Tsoupas, and J. E. Tuozzolo. RHIC Injection Kicker Design Studies. Office of Scientific and Technical Information (OSTI), January 1997. http://dx.doi.org/10.2172/1119234.

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