Submitted by Viviane Lima da Cunha (viviane@biblioteca.ufpb.br) on 2016-07-18T11:12:20Z No. of bitstreams: 1 arquivototal.pdf: 5119582 bytes, checksum: 2cc562a3ca67f59ee9fbfbf94b1c3175 (MD5) / Made available in DSpace on 2016-07-18T11:12:20Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 5119582 bytes, checksum: 2cc562a3ca67f59ee9fbfbf94b1c3175 (MD5) Previous issue date: 2015-01-15 / Despite the fact that biomimicry has been widely used in the fields of design and engineering, its application methods in architectural design are not yet clear, especially in the architectural design education. The transfer of a concept or mechanism of a living organism for non-living systems is not a trivial task and requires knowledge between two domains, the biological and the design. The BioTRIZ, a systematic method and especially developed based on biological phenomena, does not require deep understanding about natural organisms. This study aimed at verifying the adequability of BioTRIZ method in the application of biomimetic concepts in atelier design teaching in the early periods of the architecture program. Exploratory case studies was used through design exercises in models atelier classes with the 3rd semester students of the Architecture and Urban Planning Program of the Federal University of Paraiba. The work proceedings were divided into eight steps: variables definition, pilot studies, teams training, data collection in design exercises with application of BioTRIZ method, questionnaires, focus groups sessions, data analysis and results discussion. It was concluded that BioTRIZ method was not entirely suitable for design education in models atelier, due to the limited design repertoire of students, the difficulties in avoiding fixation on predefined ideas and limitations in the ability to transform specific features in abstract ones and vice versa, all those being requirements for effective use of BioTRIZ method. / Apesar de a biomimética ser bastante utilizada nos campos do design e da engenharia, os seus métodos de aplicação no projeto arquitetônico ainda não são claros, sobretudo no ensino de projeto. A transferência de um conceito ou mecanismo de um organismo vivo para sistemas não vivos não é uma tarefa trivial e requer conhecimento entre dois domínios, o biológico e o de design. O BioTRIZ, método sistemático e especialmente desenvolvido com base em fenômenos biológicos, dispensa conhecimento profundo sobre organismos naturais. O presente trabalho teve como objetivo principal verificar a adequabilidade do método BioTRIZ na aplicação de conceitos biomiméticos no ensino de projeto em ateliês nos períodos iniciais do curso de Arquitetura. Utilizou-se de estudos de caso de caráter exploratório por meio de exercícios de projeto em ateliê de plástica com turmas do 3º período do curso de Arquitetura e Urbanismo da Universidade Federal da Paraíba. O trabalho foi dividido em oito etapas: definição das variáveis, estudos piloto, treinamento das equipes, coleta de dados em exercícios de projeto com aplicação do método BioTRIZ, aplicação de questionário, execução de grupos focais, análise de dados e discussão dos resultados. Concluiu-se que o método BioTRIZ não se mostrou totalmente adequado ao ensino de projeto em ateliês de plástica, devido ao limitado repertório projetual dos alunos, às dificuldades em evitar fixação em ideias predefinidas e às limitações na capacidade de transformar características específicas em abstratas e vice-versa, requisitos necessários para o eficaz emprego do método.

Substantial benefits can be achieved through the adoption of lean type thinking earlier at the design stage to create more viable products. A complex design cannot be easily leaned out in production; therefore, the production of affordable and sustainable products requires effective lean design considerations at the conceptual level. The research presented in this thesis investigates and demonstrates the application of lean design for product enhancement. The aim of the research was to develop a novel lean design framework that would support the generation of product design with attributes such as maximise value, manufacturable, and operable with minimum waste and resources ensuring avoidable harm is eliminated. The framework consists of a systemised process which is organised in to phases and activities that provides a unique practical manner to lean out a design. The construction of the framework initiated with an extensive literature review and proceeded with an industrial field study which consisted of 34 interviews with 11 manufacturing companies in Europe. The findings were amalgamated to generate a lean design definition and principles which would form the foundations of the framework. A real-life industrial case study of an offshore oil/water separator was used to validate the framework. In conclusion, the lean design framework provides the necessary means by which a lean design can be achieved. As a result a functionally viable and enhanced design that is cheaper to manufacture through controlling waste and eliminating avoidable harm occurrence can be realised with minimal effort. The research makes the following contributions: (1) identification of essential elements in lean design, (2) generation of a lean design definition and principles, (3) Lean Design Framework development and (4) illustrative guidelines based on the framework to be used by designers in realising a lean product design.

This statement gives an overall summary of the aims and achievements of the research work and scholarship carried out by the author during her time at The University of Manchester (and UMIST - now part of The University of Manchester) for which the publications presented give evidence. The research has been about exploring the design process, the activities and issues, and elements involved - from both an industry and student point of view. The publications explore design pedagogy, the skills required by designers and how these might fit into a curriculum for design today.In three parts it summarises the publications presented, reviews the main aspects of design and the current state of knowledge and research in design and summarises the core aspects as distilled from over 36 years practice, research and scholarship.The driver for much of the research undertaken has been to gain a better understanding of the core aspects of design - what key knowledge and skills are required by designers to allow the consistent design of better products and services which enhance the experiences of users. The work presented investigates design and design methods: the activities and processes and the elements involved. It considers responses to designs, the emotional aspect of design - why some designs are preferred over others, why some colour combinations are more desirable, and why repetition is so important to the human psyche. Underpinning the work presented are three research questions. • Are design rules and processes generic for whatever is being designed? • Can a better understanding of design theory and the emotional response to designs ensure a more effective process and thus lead to stronger designs? • Can students be educated to be better design thinkers and ultimately better designers? It concludes that: • 'design' is a process; • design is a problem-solving process and problem-solving is a design process; • for the most effective outcomes a creative and structured approach is required; • this process is based on generic rules and principles which are applicable across all discipline areas; • collaborative/cross disciplinary elements reinforce the concept that there are processes involved that are not unique to individuals or discipline specific; • a greater understanding of the process is of benefit to all individuals and organisations; • any design/problem solving activity will normally result in more than one solution option. The results of the research have informed the author's teaching practice and have been disseminated through publications to benefit the wider education arena. The work presented aims to inform students and design education practitioners.

This paper analyses some existing approaches in security and payment protocol design. It describes protocol design using simple BAN logic and using derivation system. Special attention is paid to composition method, which is based on the design of complicated protocols from small parts called primitives and it is demonstrated on design of purchase procedure of SET protocol. This method was automated and implemented in C++ language, which allows designer to generate set of candidate protocols according to his needs and this set can be further used for next phase of protocol design process.

This research paper presents a study exploring if using the Conversational Analysis (CA) method in design research could result in designing more socioculturally contextual conversational agents. The research specifically focused on understanding the 1) effect on the design outcome and 2) the role in the design process. This was studied through practice-based design research, participant evaluation of the design outcome, and expert interviews on the design method. The findings were analysed both qualitatively and quantitatively and showed, that socioculturally contextual design could potentially be a data-rich field of study with connections to design concepts such as inclusive design, affective design, design ethics, increased user experience, and further studies are therefore recommended. Furthermore, the study provided an understanding of the contexts in which the CA method may be useful in design, how it can potentially impact the design, and how to apply it to the design process and showed a positive effect on the design outcome in terms of socioculturally contextual design.

The development in structural design and construction of high-speed craft has been extensive during the last decades. Environmental and economical issues have increased the need to develop more optimized structures, using new material concepts, to reduce weight and increase performance efficiency. However, both lack of, and limitations in design methodology, makes this a difficult task. In this thesis a methodological framework which enables detailed studies of the slamming loads and associated responses for high-speed planing craft in irregular waves is established. The slamming loads can either be formulated based on numerical simulations, or on experimental measurements and pressure distribution reconstruction. Structure responses are derived in the time-domain using finite element analysis. Statistical methods are used to determine design loads and lifetime extreme responses. The framework is applied to perform phenomenological studies of the slamming loading conditions for high-speed craft, and used to highlight and quantify the limitations in the prevailing semi-empirical method for design load determination with respect to slamming. A number of clarifications regarding the original derivation and the applicability of the prevailing semi-empirical method are presented. Finally, several potential improvements to the method are presented and the associated implications discussed. The long-term goal of the research project is to establish a method for direct calculation of loads and response for high-speed planing craft, which can enable design of truly efficient craft structures. The methodology and the results presented in this thesis are concluded to be important stepping-stones towards this goal. / <p>In page VII, Paper B is wrong title. The correct title is "Experiental Evaluation of Slamming Pressure Models Used in Structural Design of High-Speed Craft". QC 20130228</p>

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This thesis investigates the influence that cultural differences have in the designing of products and services that encourage sustainable lifestyles. This was researched through a case study of dishwashing practices in Mexico and the UK, and the development of a methodological framework for supporting designers working in cross-cultural contexts. Designers can shift user behaviour to be more responsible, and by doing this, reduce a product s impact on the use phase of its lifecycle. Nevertheless, designing products that successfully drive behaviour towards a more sustainable path can only be accomplished if they are conceived to fit the user and the specific context of interaction. In order to do so, designers must truly understand the users, and take into account the complex web of factors that lay behind individual behaviour. A comprehensive review of the literature established an understanding of human behaviour and the emergence and evolution of practices and routines. This brought to light the diverse behavioural patterns in different contexts; and was further investigated with a scoping study in two different locations (Mexico and the UK), exploring general water consuming practices in the home, specifically manual dishwashing practices. The preliminary findings shaped a study that aimed to deepen the understanding of these practices in the selected sites, involving the use of Cultural Probes and videoing people in their common kitchen environment. A robust and clear image of washing-up practices emerged with rich and detailed data presented in different media, ideal to be implemented in a design process. To this end, a series of multicultural Personas were created as the direct outcome of the Cultural Probes and the scoping study, giving way to the design studies phase of the project, carried out with industrial design students in Mexico and the UK. A design brief for sustainable washing up practices was delivered. Design experiments were used to provide interesting evidence of the influence in the design process of the designers understanding of the target user. The findings indicate that designers benefit from exploration and creativity tools tailored directly from the user-research findings in the early design process. This increases the level of empathy towards the user, particularly making it easier to design for users with different needs and contexts than the designers themselves. It also helps designers to better apply design for sustainable behaviour framework to their concept designs.

Projetos de estabilidade de escavações mineiras por meio de estudos de caracterização do maciço rochoso com o uso da mecânica de rochas são indispensáveis para otimizar o aproveitamento das jazidas, garantir segurança nas operações de lavra e minimizar os impactos ambientais decorrentes da instabilidade dos taludes da cava. Nesta dissertação utilizou-se de critérios recentes de ruptura em rocha, para obtenção de dados de entrada em métodos já clássicos de análise da estabilidade de taludes em maciços rochosos para a cava de dolomito lavrada a céu aberto. Os critérios utilizados serão avaliados com relação à compatibilidade dos resultados obtidos com sua aplicação e a coerência com a situação atual observada na lavra em desenvolvimento. Análises sobre a paralisação da lavra em decorrência dos problemas de instabilidade também serão avaliadas e discutidas. Para ilustrar esta dissertação foi eleita a jazida de dolomito localizada no Sinclinal do Gandarela em virtude dos problemas de instabilidade encontrados na cava. As conclusões finais são apresentadas nos últimos itens deste trabalho. / The design of stable excavations using rock masses characterization with the tools provided by rock mechanics, are indispensable for optimizing the economic exploitation of ore deposits, to ensure the safety in the mining works and to minimize the environmental impacts deriving of the open pit slopes instability. In this Dissertation, for obtain the input data for classic methods of rocky slopes stability analyses, it is used the most recent criteria of rock mass failure applied for an open pit mine of dolomite. The utilized criteria compatibility will be evaluated by the results obtained with their utilization and the coherence with the real situation verified at the developing mine. Will be evaluated and discussed the analyses about the stoppage of the mine works due to the slope instability problems. To illustrate this Dissertation are elected a dolomite ore deposit situated at the Gandarela Synclinal on account of the instability problems that occurred in the mine pit. The final conclusions are listed in the items presented at the end of this work.

[pt] O trabalho apresenta um modelo de ensino de métodos de projeto de produto elaborado de modo a facilitar o trabalho docente nas disciplinas de metodologia de projeto e projeto de produto. A pesquisa vem ao encontro da necessidade de, durante o processo projetual, lidar com vários saberes que deverão estar presentes não apenas na fase de projeto abstrato, como também na concretização do objeto. Sustenta-se na investigação que cabe ao docente ser um facilitador da aprendizagem do futuro designer, demonstrando conhecimento profundo da disciplina a ser ministrada, de forma a ressaltar seus aspectos fundamentais e esclarecer acerca de suas aplicações práticas. O aporte teórico do trabalho mostra que a atividade cientifica do design, que estuda métodos e determina a lógica e processos sequenciais se mostra adequada para tornar o design uma prática reflexiva. Entre as habilidades e competências, o designer deve ter capacidade criativa para propor soluções inovadoras, utilizando-se do domínio de técnicas e do processo de criação, assim como domínio das diferentes etapas do desenvolvimento de um projeto, a saber: definição de objetivos, técnicas de coleta e análise de dados, geração e avaliação de alternativas, configuração de solução e comunicação de resultados. As duas habilidades e competências são básicas, pois é isso que se deseja do formando. Assim, o ensino de design deve ser de qualidade e os conhecimentos de métodos projetuais devem ser apreendidos pelo futuro designer para que possa exercer a sua profissão com segurança. O método não garante a solução nem a eficácia do projeto e da sua concretização, pois está relacionado à aproximação com os saberes sendo apenas uma garantia de consecução da finalidade. Dessa forma, o trabalho aqui apresentado tem como objetivo propor o Modelo de Ensino de Métodos de Design de Produto (MEM), apoiado na teoria da aprendizagem significativa. O MEM visa que o professor use estratégias diferenciadas para alcançar a aprendizagem significativa, a partir de um guia que se apóia nos conhecimentos da pedagogia por meio da metodologia do ensino superior. O trabalho propõe estratégias de aprendizagem, estratégias de avaliação e recursos como instrumentos capazes de proporcionar uma aprendizagem mais eficaz de 40 métodos de projeto de produto. Finalmente, o trabalho apresenta a aplicação do MEM pelo período de um semestre na disciplina de Metodologia de Projeto da Univille. A partir dos resultados da avaliação conclui-se sobre a eficácia do modelo, recomendando-se seu uso por outros docentes das disciplinas de Metodologia de Projeto e Projeto de Produto em cursos de design. / [en] This study presents a teaching model for product design methods. It was developed in order to assist the teacher in subjects such as Project Methodology and Product Design. The research aims to attend the necessity, during the product design process, in dealing with all kind of information to be considered not only during the abstract project phase, but also at the moment of the project achievement. During the study the author affirms that the teacher should be a facilitator in the learning process of the future designer, while showing thorough knowledge of the subject to be taught, in a way to emphasize its fundamental aspects and enlighten its practical applications. The theoretical contribution of this study shows that the scientific activity of design, which investigates methods and determines the logic and sequential processes, has demonstrated to be suitable to transform design into a reflective practice. Beyond abilities and competence, a designer should possess creative capacities in order to propose innovative solutions, by means of mastery of the process designing techniques, as well as mastery of the different development steps of a project, namely: object definition, data collection and data analysis techniques, generation and evaluation of alternatives, solution configuration and communication of the results. These two abilities and competences are fundamental, and are required of a graduate student. Therefore, education in design should possess quality and the knowledge regarding project design methods should be learned by the future designer so he or she will be able to face his profession with confidence. This method neither guarantees the solution nor the project’s effectiveness and its achievement since it is related to the approximation of knowledge, being only a guarantee of the attainment of the project s aim. Thus, this study aims to propose a Teaching Model for Product Design Methods (TMM), based on the theory of meaningful learning. The method proposes that the teacher should use differentiated strategies to achieve meaningful learning, based on a guide, which relies on pedagogic knowledge by means of the methodologies of higher education. This study proposes learning strategies, evaluation strategies and 40 product design methods as tools capable of providing a more effective learning process. At last, this work presents the application of the method to the subject Project Methodology during a semester at the Univille University and from the analysis of the results, the effectiveness of the model is found, thus recommending its use by other teachers of the subjects Project Methodology and Project Design of industrial design courses.