Thesis (Ph.D.)--University of Adelaide, Dept.of Architecture, 2000. / Bibliography: leaves 172-182.

Thesis (Ph. D.)--UCLA, 2008. / Description based on print version record. Includes bibliographical references (leaves 256-271).

Thesis (Ph. D.)--University of Sydney, 2000. / Title from title screen (viewed December 12, 2008). Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the Dept. of Architectural and Design Science, Faculty of Architecture. Includes bibliographical references. Also available in print form.

Detta kandidatarbete handlar om att undersöka hur designprocessen för en postapokalyptiskmiljö kan gå till utan att förlita sig på det visuella, och istället skapa en helt auditiv upplevelse.För att utföra detta har vi i denna artikel samlat olika källor som berättar om vad en immersivmiljö består av och vilka avgörande faktorer en design måste ta hänsyn till. Dessa källor ärartiklar från till exempel Salselas och Penha (2019), och Smolicki (2019), men också existerandepostapokalyptiska medier som har analyserats efter vad som står i artiklarna. Denna textbeskriver också vår process för skapandet av en sådan gestaltning samt hur den implementerarden information som hittades i våra källor. Resultatet från undersökningen blev 2 olikapostapokalyptiska ljudscenarion designade av oss. Dessa tog stor hänsyn till Salselas och Penhasexempel på 3 olika ljud-egenskaper som har stor inverkan på lyssnarens immersion, och hurdessa 3 egenskaper implementeras inom andra postapokalyptiska medier. Immersion är en stordel av att skapa en ljudmiljö, de 3 ljud-egenskaperna som behövs är efterklang, bakgrundsljud,och spatialiserat ljud, och de medierna vi analyserade dessa i var filmen Book of Eli och serienThe Walking Dead / This bachelor thesis is about examining how the design process for a post-apocalypticenvironment can look without relying on the visual aspect, and instead create a completelyauditory experience. To achieve this, we have in this thesis gathered different sources thatexplain which aspects make an immersive environment, and which deciding factors we have totake into account as designers. These sources are articles, for example those written by Salselasand Penha (2019) and Smolicki (2019), but also existing post-apocalyptic pieces of media thathave been analyzed with the articles content in mind. This text will also explain our process forour designs, as well as how it implements the information we found in our sources. The result ofthis study turned out as 2 different post-apocalyptic sound scenarios designed by us. These tookSalsela’s and Penha’s 3 examples of characteristics that have a big impact on the listenersimmersion, into great consideration, and also how these 3 characteristics are implemented intodifferent post-apocalyptic pieces of media. Immersion plays a big part in creating a soundenvironment, the three characteristics needed are reverb, background sounds and soundspatialization, and the pieces of media we analyzed these characteristics in were the movie Bookof Eli and the tv-show The Walking Dead.

The significant influence that practice learning plays within undergraduate nurse education cannot be overstated. By practice learning, I mean work-based learning immersed in the activities of nursing practice, typically involving learning undertaken in placements at hospitals and other clinical worksites. Practice learning is intended to achieve standards defined by professional regulatory bodies, and aims to enhance learners' capability and employability. Learning here refers to processes through which student nurses develop capabilities to practice effectively, critically, confidently and professionally in health care settings. Practice is a key concept in this thesis, much contested in debates about professional learning in practice which I will examine in detail in chapter 2. In terms of current policy regarding practice learning, I would, however, suggest that what we have at the moment is an inherited legacy which to date has not been robustly scrutinised. Based on my experiences as a nursing educator I came to believe that it was timely for a re-examination of policies, practices and philosophies underpinning the duration and structure of the current practice learning model. Taken together, the above experiences led me to focus this thesis on the following research question: How might practice learning experiences be better designed to promote nursing capability? This thesis brings together six published papers reporting studies that I conducted to explore this question, as well as chapters explaining the background literature, theory and methodology guiding these studies. My overarching aim is to contribute to the improved practice learning experiences of undergraduate student nurses, retaining them on programmes and easing their transition into the role of newly qualified practitioners (NQP). Chapter 1 charts the history of nursing educational developments. The aim is to demonstrate the influence of government and professional policy over nursing’s development from an apprentice-style model to the current-day academic model. In charting these developments alongside reviewing the contemporary research literature, what is obvious is that the issues of support, retention, models of practice learning and curricula to prepare nurses are perennial challenges. However, as a practice-based discipline, the focus of preparation has always remained grounded in practice. Chapter 2 sets forth the theoretical constructs of this thesis. During the course of conducting the studies reported in the publications of this thesis, I became frustrated with the relative lack of emphasis on contemporary learning theory in nursing education, and the paucity of supporting evidence for the ‘reflective’ theory that seems to be dominant in nursing. The discussion presented in this chapter aims to provide an overview of the major traditions of constructivism and reflective practice, as well as their historical theoretical foundations, which have been widely adopted in nurse education. I discuss the strengths and limitations of these theories as they apply to undergraduate nurses’ practice learning and capability development. These are then contrasted via the means of a critical discussion with more novel alternative models. These include situated learning theory and legitimate peripheral participation, and practice-based learning theory as advocated by contemporary writers such as Schatzki (2002). These theories changed my thinking about practice learning and informed my efforts to develop a more cogent understanding of learning through, for and at work for undergraduate nurse education. In setting out Chapter 3, I am presenting a brief overview of these publications for a nursing education audience. Firstly, I have included information that is generally considered important to this audience, such as details about the journal’s standing and article citations, the databases searched, and the percentage of my own contributions. Secondly, I report the studies from an evidence-based perspective of prediction and control aligned with the contexts of the commissioning process and the conduct of each project. By this I mean that I treat the findings in these papers as valid and credible within the stated limitations Chapter 4 presents the six publications in their entirety for the reader Chapter 5 explains the research methodology adopted in the papers presented for this thesis, and offers my critical reflections on these methodologies. I outline the philosophy that underpins the approach taken with the research studies, discussing the interpretive stance that was taken to research and the consequent choice of qualitative approaches. The chapter also discusses the strengths and limitations of the methods employed in each of my papers along with the means used to analyse the data, and the ethical considerations that an interpretive researcher must consider. In retrospect, given where my theoretical orientation has moved (as explained in chapter 2), I now look rather more critically on the premises of these studies, their categories of definition, multiple causes and uncertainties at play. In my reflections on the research approach, I explain some of these issues. In concluding this thesis, Chapter 6 details my recommendations and some future implications for policy and practice. It also explains my plans for carrying forward different methodological and theoretical approaches in my future research work examining nurses' practice learning.

People-centred design is a design approach that takes the intended end users into consideration throughout the development process, resulting in more appropriate design output in terms of meeting peoples needs and wants. There is recognised value in the use of user-based information, and in establishing empathy with those being designed for, yet there is a distinct lack of literature addressing both aspects and the potential for associated support mechanisms for designers. The combination of information and empathy is the focus of this research. This thesis presents studies carried out to investigate the potential for ‘supporting people-centred design through information and empathy’, focusing upon the early stages of design development. The main aims of this research were to understand designers’ processes and where users fit into these, and to suggest means of support that could promote user focus whilst remaining a practical and appropriate complement to established methods. The under-explored nature of this area required empirical research engaging in practical ways with designers, which was achieved through in-depth probe studies and follow-up interviews with 10 designers; active participation in two four-month real-life design projects; the examination and co-creation of resource tool concepts during two workshops, each with 20 design participants; and ‘MHIRROR’ (Means of Human Information Retrieval, Representation, Organisation and Reflection), a mixed media human information resource was developed and trialed with six experienced inclusive design practitioners. These qualitative explorations with designers and within real-life projects facilitated understanding of the potential for human information resources to support the design process. The thesis has made original contribution to knowledge in terms of the formation of a framework for the manipulation and integration of human information into the design process; the iterative design and embodiment of a working prototype resource MHIRROR, and it has provided insights into the value of information and empathy resource combinations and their potential to promote people-centred design.

Our understanding of the effects that human production and consumption has on our planet and its resources has challenged us to think differently when developing new products. In response to these problems, Eco Design has been developed over the last few decades. Eco Design is a process integrated into product and engineering design that aims to lower the environmental impact of products across their life cycle, whilst not hindering design brief criteria such as function, price, performance, and quality. Research in Eco Design has focused mainly on the development of new tools and ways to implement Eco Design in industry. However, there is still little empirical knowledge today regarding the state of Eco Design implementation and practices in industry; in addition to the prerequisite needs and factors to successfully implement Eco Design. The aim of this research has been to review the level and type of Eco Design in the British Product Design industry and to identify recurrent themes helping or hindering implementation. This was achieved through the use of a pilot study followed by a two stage case study design, involving 20 cases and 57 participants across 65 interviews. The investigation and its analysis produced 12 confirmed themes, each generating their own drivers and barriers to Eco Design implementation. This research into Eco Design implementation provides a unique contribution and a timely insight into the Eco Design practices of the British Product Design industry today. The research also provides the novel contribution of identifying the drivers and barriers to implementing and sustaining Eco Design, as well as an understanding of the strengths and shortfalls of the current Eco Design processes and tools. These contributions to knowledge in the field of Eco Design will help future research formulate better solutions to implement Eco Design processes in the Product Design industry.

Research by design refers to the design of architectural research as an integral part of architectural design processes. In 1980s, it emerged as a third way in design research that was dominated until then by the methods of natural sciences and humanities. With this new formulation of design research, a methodological and epistemological transformation occurs, leading to the integration of practical knowledge into architectural research. The primary epistemological question transforms from knowing what design is and knowing how to design to knowing what through the act of design. The integration of the act of design in research transforms the status of design in design research from being an object of inquiry to being a research approach. In the literature on research by design, this transformation is often related with Donald Sch&ouml / n&rsquo / s conceptualization of &ldquo / reflective practice.&rdquo / The main discussion of reflective practice is primarily methodological rather than epistemological. Although it provides methodological insights, it is not sufficient to constitute an epistemological basis for research by design. Thus, the epistemological basis of research by design has not yet been adequately defined. In this study, the notion of &ldquo / reflective practice&rdquo / is investigated in a broader context relating it to its sources in the concepts of &ldquo / tacit knowledge&rdquo / and &ldquo / action research.&rdquo / A conceptual framework for research by design is constructed by relating these concepts with the discussions on research by design and with practical philosophy, the implications of which has remained rather uninvestigated in this context. Aristotle&rsquo / s elaboration of knowledge generation in action and the concept of phron&amp / #275 / sis (practical knowledge, prudence, or practical wisdom) constitute the underpinning of this conceptual framework. The conceptual framework that is constructed on the basis of the key concepts in practical philosophy is discussed in the context of architectural design education. When architectural design education is formulated as a process of research by design within this framework, knowledge generated in the educational design processes promises not only to improve the particular educational context and architectural education but eventually to contribute to architectural knowledge.

Die Konzeption und Durchführung komplexer und auf Innovation ausgerichteter Produktentwicklungsprojekte ist ein fester und wesentlicher Bestandteil des Curriculums im Studiengang M.A. Produktgestaltung an der Fakultät Gestaltung der HTW-Dresden. Praxisnah und in möglichst authentischen Entwicklungsumgebungen wird in Form eines Kooperationsprojekts eine konkrete Aufgabe für ein Unternehmen bearbeitet. Für die Unternehmen sind solche Projekte Teil ihrer mehr oder weniger bereits etablierten kollaborativen Wertschöpfungsnetzwerke. Im gegenteiligen Fall werden solche Modelle von unserer Seite her an die Unternehmen herangetragen und diskutiert. In der Regel entstehen an die Semesterzeiten gebundene und ergebnisoffene Machbarkeitsstudien. Die Studierenden erhalten im Gegenzug die Möglichkeit, ihr theoretisches Wissen ganz eng an der Wirklichkeit zu üben, entsprechende Erfahrungen zu sammeln und sich über solche Projekte für die spätere Berufspraxis zu empfehlen. Die Fakultät Gestaltung hat in diesem Sinne bereits mit einer Vielzahl von Kooperationspartnern zusammengearbeitet und sehr viel positive Erfahrung sammeln können Das Projekt mit dem Arbeitstitel \"Abkantmaschine für die Industrie 4.0\" wurde für die Bystronic AG in Gotha/Thüringen erarbeitet. Die Bystronic AG ist Tochter eines schweizer Unternehmens und stellt Laserstrahlschneid-, Wasserstrahlschneid- und Abkantmaschinen her. / The design and implementation of complex and geared to innovation product development projects is an integral and essential part of the curriculum in the course MA Product design at the Design Faculty of HTW Dresden. Practical and in authentic development environments a specific task is processed for a company in the form of a cooperation project. For companies, such projects are part of their more or less established collaborative value networks. In the opposite case, such models are brought and discussed by our side to companies. Usually caused bound to the semester dates and open-ended feasibility studies. The students receive in return the opportunity to practice their theoretical knowledge very closely to reality, to gain experience and to advise on such projects in their later professional applications and practice. The Faculty of Design has worked in this sense, with a number of partners and gained a lot of positive experience. The project with the working title \"pressbrake for industry 4.0\" has been developed for Bystronic AG in Gotha/Thuringia. The Bystronic AG is a subsidiary of a Swiss company and produces laser cutting and waterjet systems as well as pressbrakes.