Philosophiae Doctor - PhD / The primary intent of this study was to seek solutions to the practical problems experienced by practitioners in their management of child abuse cases. A fundamental problem regarding the current management of child abuse is that there is no guarantee that a child entering the child protective system will be dealt with in terms of a set procedure and/or protected against further abuse. To address this problem in the Western Cape, the Intervention Research (IR) methodology (Rothman & Thomas, 1994) was used to develop a Protocol for the Multi- Disciplinary Management of Child Abuse and Neglect. IV The protocol was designed for agencies that intervene in instances of child abuse. It establishes criteria and procedures for interdisciplinary co-ordination and effective case management, delineates the professional roles and responsibilities and provides step-by-step intervention procedures. The Intervention Research Design and Development methodology provided a useful framework to apply social science research methods to child protective practice and policy reform. IR focuses on the design of practice guidelines for intervention and policy reform. It can be conducted in a diversity of practice settings and therefore enhances collaborative efforts and inter-agency exchange among practitioners and among practitioners and universities. The study evolved through six phases involving inter-as well as intra-disciplinary activities. These activities were guided by systematic and deliberate research procedures, techniques and instruments. The research phases included: problem analysis; information gathering and synthesis; the development and design of the protocol; testing the protocol through a process of workshops and finally, the launch and dissemination of the protocol. http://etd.uwc.ac.za A core element of the study was the active participation and collaboration of a broad range of key stakeholders, including: victims of child abuse, their families, service providers, and policy makers. The methods and instruments used were therefore designed to enhance participation and included interviews, workshops and observation of court processes. The bottom-up approach and collaborative design enhanced the level of contextual relevance, ownership and the commitment of stakeholders. As a demonstration of this commitment, the protocol has been endorsed by the Ministry of Justice and the Ministry of Health and Social Services of the Western Cape. The Department of Social Services has committed financial support to the project and is pilot testing it in three districts. The study cautions that protocols alone cannot eradicate and solve all the problems in the child protective field and asserts that there is an urgent and critical need to develop and to implement a National Strategy on Child Abuse. Such a National strategy should include legislation that supports and enforces all aspects of a national policy on child abuse. At minimum, national policy should ensure consistent political will and leadership. This means that broad statements about the obligations of politicians and state officials is not enough. These should be followed by specific accountability and measuring mechanisms for enforcement. State policy should also provide guidelines for standardized and appropriate working conditions, recruitment and training of staff. Furthermore, it should provide for a broad array of effective and accessible services to all children and families and the co-ordination of such services. Finally, legislation should include specific obligations regarding the appropriation of adequate and flexible funding to see that commitments made to children are realized

Augmented reality, defined as a real-time direct or indirect view of a physical real-world environment that has been enhanced by adding digital computer generated information to it, is rapidly developing in terms of associated hardware (wearable displays, wireless mobile devices) and software (development platforms). AR enhanced instruction has been shown to provide cognitive and psychomotor support during procedural learning and has been shown to use both words and pictures when delivering instructional content.  A set of message design guidelines, created using a design and development research approach, can be used by novice designers to effectively manage the use of words and pictures while developing instructional applications for AR. / Ph. D.

No description available.

As one of the most critical elements in distance learning, interaction has been identified empirically as increasing learner motivation, satisfaction, participation, communication, and achievement. Fostering pedagogically effective interaction is a major challenge for educators in distance learning. In response to this challenge, the goal of this research was to develop a theoretically- and empirically- grounded framework for guiding interaction design in distance learning. It is anticipated that this framework can assist educators and instructional designers in designing quality interaction in distance learning. This study employed a design and developmental research methodology with three phases: analysis, development and evaluation, and revision. Findings from a systematic literature review of peer-reviewed interaction theory and research in distance learning as well as expert review informed the building of a three-phase framework for guiding interaction instructional design in distance learning. / Ph. D.

About the theme: Public design policies can be explained as sets of principles established by a government intending to apply design into leveraging social, economical, industrial, and regional development. Design policy is an emerging theme in the field of design, and one that has been raising concerns from governments globally. Two aspects drive this interest: the extraordinary growth rates of the creative industries in the past decades; and the ability of Design to be a link between technology, creativity and the user, being a potential unique tool to help innovate and foster economic growth. About the research: The research was proposed responding an observed demand of governments in emerging countries to structure policies to use design to promote industrial and social development. It was structured to analyse current national and regional Design Policies within the framework of common aspects, effective practices and trends; external factors influencing their implementation; general causes of failures; assessment methods; and the influence of coexisting design definitions and trends. The focus is on Brazil, whose government is funding the research, the European Union, and the United Kingdom. In this context the research aims to generate a rationale for planning and assessment of Design Policies based on a review of current effective practices and identified future trends relevant to emerging markets. The main objective of the research is the identification and analysis of the constituent elements, driving forces, impacting factors, expected consequences, assessment methodologies and common failures of design policies. The intended goal is to respond to a demand for new knowledge, data, and tools that could contribute to reduce the current level of uncertainty regarding design policies. Methodology: To acknowledge the established objectives and goal, a comprehensive review of literature was initially carried out, including many reports and other documents from governments and from the EU. Emerging issues from the review informed a two-stage study developed in Brazil. For the first stage, in 2011, thirteen stakeholders were interviewed, from key active governmental programmes and departments. The choice of programmes and departments was validated by questions from the interview itself. The second stage, in 2012, focused on the only currently active design support programme aimed at SMEs in Brazil. During this phase, it was collected archival data and three interviews conducted. Collected data was analysed using descriptive statistic tools. The findings were then filtered using documents and archival data about European effective practices to inform the discussion and recommendations, and further used to generate a modelling framework for design policies. Contribution: The research contribution can be acknowledged in four different levels of outcomes: a comprehensive review of literature (1), combining an assortment of very significant documents and discussing their connections and specific contributions to the field; the application of an interview and archive based case study (2) about design policies in Brazil, corroborating Case Studies as a leading research tool for the area; a discussion on the impacting factors and effective practices of design policies (3); and finally the combined tools Compass Model and Create DP (4) that set together a framework intended to reduce levels of uncertainty in planning design policies.

Intern interior designer leadership skills, expected by practitioners in Canada, were explored in this thesis to identify implications for interior designer education. Employment of a 16 question quantitative, online survey, examined National Council of Interior Design Qualification (NCIDQ) certified practitioners beliefs about intern leadership skills. A majority of the 116 participants agreed a leader skill set, that includes authentic and design leadership skills, is valuable for interns to have in practice. Six authentic leadership skills: self-improvement, self-monitoring, goal-commitment, openness, positivity, and composure alongside four design leadership skills: adaptability, professional, building-relationships and collaborative rank as the top ten skills. Respondent practitioners also hold post-secondary interior design educators, interior designers, and interns most accountable for leadership education. Recommendations for interior designer education include increasing authentic leadership development opportunities and practitioner involvement. Further, unification of leadership perceptions and consistent leadership language, along the full interior designer education path, is encouraged for programmatic success. / October 2016

No description available.

Computer-based multimedia offer an alternative means of providing instruction to learners in two primary, yet disparate, ways. Multimedia can be used to convey information to learners, or alternatively, learners can make use of multimedia to impart information. One example of the use of multimedia technologies at the University of South Florida is an interactive computer kiosk installed in the Anthropology Exhibit Gallery. The development of the educational program featured on the kiosk's touchscreen computer is the subject of this paper. The purpose of the kiosk's program was twofold: 1) to introduce the field of anthropology to university students and the general public who visit the Anthropology Exhibit Gallery; and 2) to incorporate training in the creation of multimedia materials into two departmental project-based courses, Museum Methods and Visual Anthropology. Designing effective educational programs that take advantage of multimedia capabilities without losing focus on the user's needs or on the content being presented is a challenging endeavor. In this paper, I present the process of designing an interactive multimedia program, and discuss the critical issues of audience, hardware and software, programming tools and other technical and design considerations. The development of the program, furthermore, must be understood within the broader context of several areas, including anthropology and museums, the role of education in museums, and exhibitions as a form of media and communication. Finally, a summary of the project is presented, including a discussion of the problems and successes encountered and suggested areas for further development.

The notion of sustainability has become an extensive area of research ever since the term emerged in the late 1980s, due to the negative effects of unsustainable production and consumption patterns on environmental stewardship, social equity and economic development. There have been various approaches developed for product design and education within the context sustainability. Biomimicry is one of those approaches, and its implications for product design education have recently started to be explored. In this study, an educational tool - Biomimicry Sketch Analysis (BSA) - was developed and integrated into the idea-generation phase of an educational design project at the undergraduate level in the Department of Industrial Design at the Middle East Technical University (METU). This integration is analyzed throughout the graduate thesis study, to understand and explore the implications of the biomimicry approach for sustainability in product design education. The educational tool within this approach was found as influential among the third year industrial design students for the idea-generation phase, yet the results of this study included both pros and cons for the incorporation of the BSA exercise.

The area of the research comprises the field of virtualization as specified to the field of three-dimensional user interfaces (3D UIs). It is an approach of applying the field of motion-sensing technology to potential areas of apparel value chains focusing on design. The background of this thesis is the industry’s established 3D design and development process and new digital tools that enable embodied interaction. So far companies are still working with a limited 3D design approach, which requires several non-value-adding activities, e.g. technical sketching and pattern creation, before a product can be virtually simulated and evaluated. As the current fashion industry’s human-computer interaction (HCI) applications have non-embodied interaction technologies, which deny natural hand movements, it was evaluated, if motion-sensing technology can enable the feeling of natural handcrafting. The purpose of the project was to investigate the designer’s attitude towards motion-sensing technology as a design tool and the potential of embodied HCI in design and development processes of apparel value chains. Enabling the designer the feeling of handcrafting in a 3D world opens a new area of research within the use of 3D fashion design tools. Moreover the thesis expected to prove the desire towards embodied interaction during the apparel design and development processes and the designer’s openness to try out new things. To fulfill the purpose, the motion-sensing technology tool Leap Motion was used as a practical device, which enables embodied interaction in design applications. A team of various designers was used to conduct a practical experiment, combined with interviews and observations. The experiment has been analysed on the designer’s attitude towards the use of a motion-sensing technology tool within the design field and possible implications on the design and development phases of apparel value chains. The results show, that the designers supported embodied interaction and experienced the use of motion-sensing technology as an enhancing and powerful tool. However, it has become clear that the designers experienced the usage of free-handed motion-sensing technology as not natural or intuitive and rather prefer tangible tools. Presupposing a crucial improvement of the technology, different ways of substituting current design activities like enabling the draping process on a virtual basis could enhance the value chain regarding speed, flexibility and waste. This would enable earlier entry into the evaluation stage of virtual simulated prototypes while directly starting the design and development process in 3D and reducing several iterations of non-value adding activities.