The majority of mechanical damage to packages or products in shipment can be ascribed to shocks and vibrations experienced during transportation. Vibrations can cause resonance, which has the potential to damage the product or cause the failure of critical elements within due to the repetitive application of stresses. The response behaviour of cushioning or protective packaging materials under vibration excitation is central to the effective design of product packaging. The response characteristics of the cushioning material guide the design parameters of the product-transport cushion system. Conventionally, this is achieved by the measurement of the transmissibility or Frequency Response Function (FRF) of the product/cushion system by a Single Input-Single Output (SISO) approach assuming a linear relationship. However, the product/cushion system can exhibit strong nonlinear behaviour. The Reverse Multiple Input-Single Output (R-MISO) approach has shown a greater ability to more accurately characterise the nonlinear package/cushion system. This greater accuracy will allow for the use of fewer materials with the benefit of cost and environmental savings. The R-MISO approach revealed a significant difference in the natural frequency estimate between the SISO linear assumption and the linear frequency response function estimate of the R-MISO approach. A considerable difference in the magnitude of the transmissibility at the estimated natural frequency was also shown. These differences were accompanied by an improvement in coherence. This work adds to the knowledge of the package designer through the study of the significance of the nonlinear behavior of a common cushioning material using the R-MISO method. This new approach to the vibration analysis of cushioning materials will allow the package designer to assess the nonlinear behavior of a packaging material.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1965. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 130-133).

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acase@tulane.edu

School of architecture in Obřany...new enclave of architects, added value for town, new life for island. These facts would realize this transformation.

Campus of Essler’s mills are located on the triangulas plot, which defines river Svitava. In addition to the building spinning-factory the studied area there are several other buildings, which due to its well-preserved elements and structures are becoming valuable and worth it to keep them. A new use spinning is a private school of architecture. I have kept the formel building for weaving and I use it for business and services. From street Fryčajova is the entrance to the minimarket, stationery, bookstore and copy center. On the other side of the pedestrian zone is the main entrance to the library. Another building is a house that has served as an administrative building and warehouse. Very interesting are brick-vaulted rooms on the ground floor, which I use as a wine cellar. Another floor of this building is offices. This building continues building hydropower plants, which maintain and I restores its function. In the following building is the multipurpose space for various courses and training, dining hall and the university club. The last building, which I preserve is a protected historical gallery building. There are apartments for teachers foreign or students, apartment for manager and technical room. New construction on the island are college for student. They are built from prefabricated cells COMA and simple steel structures roofed with corrugated iron roofs. The main idea of school work is based on the Regulations, which develops into the full freedom. School is for 100 students, therefore 50 students in each grade. Students will not be strictly separated, but rather should fade, draw from each experience and everyone should benefit from the building together. The first floor serves "all" - students and teachers, staff and other people who visited the building. In this floor could happen seminars, exhibitions, lectures, as well as various conferences, openings or other similar activities. In the entrance hall is a reception and the necessary space for relaxation. There is a service with a small snack for students or for example for conferences and for various gallery openings. In the secon floor is happening classical learning, verbal and written examinations. This part of the building no longer serves everyone, it is addressed to students, but everything is under the supervision of teachers and school management. There are also offices for teachers, for network administrators and the school hinterland - dean's office, secretaries, secretary and studies department. Included in this are again floor spaces to allow rest and spend free time. Additional floors are a little more closer to students. There are spaces for ateliers, which are divided shelf moving walls. Students can create their own interior as needed. It should be room for criticism, defense, etc. There are a pattern shop and a small study rooms too. Especially for students is the last floor. The area is completely freedom, without walls, also use the mobile racks, allowing variable division. There is a small kitchen, rest area, changing rooms and showers. This large open space is the most beautiful of the whole building. It is also suitable for holding matriculation, graduation, maybe even balls and other social events. Students Lounge is located in the tower is the final peak imaginary freedom. They have access only to her students ...

My intention to overstep limits and bounds is to renew and create comfortable environment for students and for the local inhabitants. I try to retain values and industrial charakter of spinnig factory.

Esta dissertação tem como objetivo investigar as casas modernas de arquitetos que contribuíram na formação e transformação do viver urbano, onde estes objetos de estudos podem ser utilizados como fio condutor para a discussão do ensino da disciplina de projeto de arquitetura. Também é analisado as principais escolas de arquitetura, tanto européias como as brasileiras que consolidaram um novo modo de compreender o programa de ensino das disciplinas e do curso de arquitetura no ensino moderno e contemporâneo, onde a Bauhaus, na Alemanha, influenciou muitas escolas no Rio e São Paulo, como a FAUUSP e FAUUBC, esta última elemento norteador da pesquisa geradora dos estudos de caso nos anos de 2001 e 2002, onde lecionei como professor assistente e posteriormente como responsável na disciplina de Projeto de Arquitetura, consolidando um conjunto de material para a análise do que chamo de experiência didática vivenciada. / The present dissertation aims to study and analyze the modern house projects which have contributed to new living architecture and urban concepts, and the acknowledgement of these intentions and purposes is used as guideline for the development of didactical orientations. Different projectual concepts that belong to the Twentieth Century architecture history are also compared in order to set up an internationally constructed scenario which will include brazilian didactical teaching experiences (FAUUSP and FAUUBC) as well as historical european examples such as the BAUHAUS experience in Germany. The faculty teaching carreer of the author shall help the construction of the concept he names as shared didactical experience.

Este é um trabalho historiográfico. Realiza uma genealogia do ensino de urbanismo na Faculdade de Arquitetura da UFRGS (FA-UFRGS). Busca, com isso, compreendê-lo e identificar seus sentidos subjacentes. Para tanto, recupera a trajetória do ensino da arquitetura e do urbanismo nas instituições que a deram origem – a Escola de Engenharia e o Instituto de Belas Artes – e percorre suas três primeiras décadas de existência. O recorte temporal se encerra nos anos 1970, momento em que ocorrem fatos que se revelariam capitais para o programa de ensino até hoje oferecido pela instituição: a extinção do curso de urbanismo, existente desde os anos 1940, a criação do Programa de Pós-Graduação em Planejamento Urbano e Regional (PROPUR) e a “migração” dos conteúdos do curso desaparecido ao PROPUR e à graduação em arquitetura. A tese sustenta que, na FA-UFRGS – desde o início, e até hoje – o ensino do urbanismo é tributário de saberes e práticas análogos aos do ensino da arquitetura, voltados essencialmente para o projeto de edificações. Sendo assim, a instrução em urbanismo buscou desenvolver a aptidão para elaborar projetos, entendidos como momento de síntese dos conhecimentos-diretores da produção de artefatos, em ponto grande ou pequeno (Alberti). Este seria o eixo central, o tronco ou a espinha dorsal do ensino de urbanismo naquela instituição, abordado finalmente como uma extensão (marginal) da arquitetura. O trabalho dialoga teórico e metodologicamente com a pesquisa historiográfica. De um lado, com a história dos conceitos, que articula seus sentidos a um tempo. Mas também com aquela que trata da constituição do urbanismo como domínio de saberes e práticas. Todavia, o faz a partir de corpo documental pouco usual, relativo ao ensino. / This is a historiographical study on the genealogy of urban planning teaching at the School of Architecture of the Federal University of Rio Grande do Sul, Brazil (FA-UFRGS), aiming at understanding and identifying its underlying directions. It retraces the first three decades of the history of architecture and urban planning from its origins - the School of Engineering and the Institute of Fine Arts. The last period studied is the 1970s, when landmarks of the current trajectory were established: the extinction of urban planning course that existed since the 1940s, the creation of the Graduate Program in Urban and Regional Planning (PROPUR) and the "migration" of the contents of the extinct course to PROPUR and to the undergraduate course in architecture. The thesis argues that at FA-UFRGS, since the beginning and until today, urban planning teaching is secondary to knowledge and practices applied in the teaching of architecture, essentially focused on building design. Therefore, urban planning education has sought to develop skills to develop projects, understood as the synthesis between guiding knowledge and the production of artifacts, according to Alberti. This is be the central axis, the trunk or the backbone of urban planning teaching, which has been essentially approached as an (marginal) extension of architecture. This thesis establishes a theoretical and methodological dialogue with historiographical research. On one hand, the history of concepts that links their meanings to a determined period, and on the other hand, it also discusses urban planning as a domain of knowledge and practices. However, this discussion is made from an unusual perspective – that of teaching.

Esse trabalho investiga um processo de projetar em Arquitetura. Procura explorar com profundidade o contexto no qual vai ser implantada a construção definida na elaboração do projeto. Significa atender ao maior conjunto possível de necessidades e demandas do projeto, seu ajuste com a construção das partes e as especulações intermediárias até a volumetria resultante. A forma final será encontrada na busca da melhor configuração das partes tectônicas e simbólicas da edificação idealizada. Para explicar o processo simulamos sua aplicação num projeto para uma escola contemporânea: a Escola de Aplicação da Faculdade de Educação da Universidade de São Paulo. Como referência para o programa de necessidades utilizamos aqui o programa atual da Escola de Aplicação, comparado ao padrão de recomendações aplicado no Reino Unido, e após a análise de ambos, propomos um novo programa que leva em consideração as duas demandas. O sitio físico localiza-se na Cidade Universitária e constitui um exemplo interessante para demonstrar a interação sitio / programa / projeto. Na simulação do processo de projeto aplica-se um método desenvolvido pelo arquiteto Joaquim Guedes conhecido por diagramas lineares, como meio de investigação na busca da forma. Em conjunto, realizam-se estudos sobre a possibilidade de admissão da iluminação natural nos ambientes, juntamente com uma proposta construtiva baseada num módulo regulador de projeto e construção. / This work deals with a design process in Architecture. It attempts to explore as much as possible the contextual aspects regarding site and building construction. It also means to consider the set of people needs and demands. At the same time speculations on the scheme of building parts must be considered. The final form is the result of this search. This would lead to the best constructive and symbolic idealized building configuration. To explain the process we simulated its application on a contemporary school project - the Escola de Aplicação da Faculdade de Educação da Universidade de São Paulo. As reference to the briefing framework, we used the actual program of this school compared to the guidelines recommendation for schools buildings developed in the United Kingdom, and after studying them, we propose a new brief that consider both demands. The site is located on the University Campus and it represents an interesting example to demonstrate the interaction between site, brief and project. For the process simulation we applied a method developed by the architect Joaquim Guedes known as linear diagrams. This method easy the way to find project form. As part of the process a research was made to admit natural light in the rooms, besides the search for the best design metric standards.