Throughout recent years, computer based programs has been applied to solve and analyze industrial problems. One of these developed programs is the Computational Fluid Dynamics (CFD) program. The purpose of implementing CFD analysis is to solve complex flow behavior which is not possible with ordinary calculus. The extensive application of CFD in the industry is a result of improved commercial CFD codes  in terms of more advance partial differential equations (PDE) describing various physical phenomena, CAD and mesh-grid generating tools and improved graphical user interfaces (GUI). Today, CFD usage has extended to fields such as aerodynamic, chemical process engineering, biomedical engineering and drying technology. As there is an on-going expansion of CFD usages in the industry, certain issues need to be addressed as they are frequently encountered. The general demand for simulation of larger control volumes and more advanced flow processes result in extensive requirement of computer resources. Numerous complex flow topics today require computer cluster networks which are not accessible for every company. The second issue is the implementation of commercial CFD codes in minor industrial companies is utilized as a black box based on the knowledge on fluid mechanic theory. A vital part of the simulation process is the evaluation of data through visual analysis of flow patterns, analysis on the sensitivity of the mesh grid, investigation of quantitative parameters such as pressure loss, velocity, turbulence intensity etc. Moreover, increased partnerships between industry and the academic world involving various CFD based design processes generally yields to a verbal communication interface which is a crucial step in the process given the fact of the level of dependency between both sides. The aim of this thesis is to present methods of CFD analysis based on these issues. In paper I, a heuristically determined design process of the geometry near the front trap door of an internal duct system was achieved by implementing the CFD code COMSOL MultiPhysics as a communication tool. The design process was established by two counterparts in the project in which CFD calculations and geometry modifications were conducted separately. Two design criteria presenting the pressure drop in duct and the outflow uniformity was used to assess geometry modifications conducted by a CAD-engineer. The geometry modifications were based on visual results of the flow patterns. The geometry modifications confirmed an improvement in the geometry as the pressure drop was reduced with 23% and the uniformity was increased with 3%. In paper II, volume-averaged equations were implemented in a tube-fin heat exchanger in order to simulate airflow. Focus was on achieving a correct volume flow rate and pressure drop (V-p) correlation. The volume averaged model (VAM) is regarded as a porous medium in which the arrangement of fins and tube bundles are replaced with volume-averaged equations. Hence, the computational time was reduced significantly for the VAM model. Moreover, experimental results of the (V-p) correlation showed good agreement with the VAM model.

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This research proposes the exploration of intertwining eating and playing in social eating situations. Play theory and literature research in related fields build the theoretical background for exploring how play can unfold in different eating situations. Ethnography, Research through Design and the playcentric design approach are the chosen methods for the practical exploration of the design space. There emerged two sets of experiments. The first set of experiments is concerned with provoking playfulness in different eating situations. The second set of experiments is based on Caillois four types of games and uses flavor as a game design material. Findings suggest further research in the underexplored field and show first ideas on how to intertwine eating and playing through two flavor exploration games.

This masters thesis is about how to enhance creativity and investigates the design process of interaction designers, in terms of the creative process, design support tools and especcially through a concept presented in this thesis. The concept is called DSTZ (Design Support Tool Z) and suggests ways in how to support a designer in the creative process. An empirical study was carried out in the thesis that consisted of a survey conducted on 8 "interaction designers" investigating how interaction designers work and if they require or need any design support. A design survey was later conducted on 18 "interaction designers" of which 9 were professionals and 9 were students, to investigate the concept DSTZ and the creativity enhancing aspect. The resuls from the empirical studies show that a design support tool is desired and DSTZ has features that are useful and can enhance creativity. The features consist of 8 palettes and 3 funtions that are manifested in DSTZ. Further investigation is required in order to find data that support the statement that creativity can be enhanced through a design support tool.

Art and design programs at community colleges challenge students to think of numerous and diverse creative concepts when faced with an assignment that requires creative problem-solving. Concurrently the students are learning to acquire new disciplinary skills and manage the hurdles of various life responsibilities. Thus, it becomes the inspiring role of the art faculty to challenge their students to think creatively and critically about their work. I argue that training focused on creative thinking, self-regulation, and critical thinking in the classroom or through training workshops can improve these latent abilities. This dissertation presents the results of an educational intervention study examining whether undergraduate students in a community college setting who routinely practice and exercise creative thinking skills, self-regulation strategies, and critical thinking can improve their creative problem-solving. Prior research suggests that these skills and strategies can be learned and are critical to a student’s success in college. The sample for this study consisted of undergraduate students at a community college in Southeastern Pennsylvania who were randomly assigned to a treatment or control group. Training modules were delivered over ten weeks of the fall semester via the college’s learning management system. Participants could work through the training modules at their own pace. A pre-test/post-test design using divergent and convergent thinking, metacognition awareness, and critical thinking measured participants’ change in the understanding of those constructs. An additional post-test only, final design project, was used as a measure of the constructs. Demographic data were gathered through a questionnaire. The results indicate that there were no positive significant differences in the constructs from pre-test to post-test. The results of the final project post-test measure indicate that the treatment group had marginally higher scores on the design construct, the creative thinking sub-component of the design construct, and the critical thinking construct. The results also suggest that the additional training had little or no effect on the treatment group. / Educational Psychology

The built environment can be structured to encourage or discourage social interaction and can have effects on children's cognitive, social, and emotional development as well as effects on elder's health and well-being. Knowing the profound influence of the built environment on elders (Garin, et al., 2014) and children (Bradford, 2012), the design of intergenerational spaces therefore has the potential to influence the interaction between elders and children engaged in intergenerational programming. Intergenerational care programs present opportunities for cooperation and exchange of skills, knowledge, and experience between people of different age groups (Bradford, 2012; Jarrott, 2011; Kaplan et al., 2002; Newman, 1997). Highlighting the common points and connections between architectural phenomenology and human development theories, this study presents the benefit of developmental theories being applied empirically in architectural design when creating intergenerational facilities in order to enhance the quality of intergenerational interactions. To address this goal, this study examines physical environments that can effectively and efficiently provide intergenerational services. The objectives of this study are to find out (1) whether or not the identification and adaptation of human development theories and architectural phenomenology inform the extension of normative design for intergenerational facilities and (2) in what ways do architectural conditions of an intergenerational space meet the needs of multiple age groups and facilitates interaction. The study uses grounded theory framework to develop a theory related to the influence of spatial design on the quality of intergenerational interactions. To accomplish this, a phenomenological description of different intergenerational spaces was conducted, followed by four to six hours of behavioral/observation mapping of the intergenerational space. The investigator interviewed the architect(s) to ascertain their main ideas and the purpose of designing the building, and the people (participants, educators, coordinators, and facilitators) involved with the intergenerational programs to indicate how the space influences intergenerational interaction. The result of reviewing and analyzing the collected data is a new model of design process grounded in theoretical tenets of personhood and contact theory and applicable for designing intergenerational facilities. / Ph. D.