Browsing by Subject "design"

Now showing 1 - 20 of 44
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    Categories of Design for Sustainability: A Wearer's Perspective of Classic Design
    (2015-08) Casto, Mary Alice
    This research examined classic design through the three interrelated aspects of the aesthetic response--form, viewer, and context. Classic is a term applied to clothing, regularly, but can reference a variety meanings, including a signature example of a particular artist, style or period; a designed object that has attained iconic status; and objects that are timeless, long lasting, and with universal appeal. Classic is considered timeless in its fashionability; its basic formal attributes and meanings have changed very little. Therefore, the investigation into classic design included how the aesthetic response to the form, results in associated expressive and symbolic attributes and how those impact and inform classic design's role in the fashion system. To explore a potential common understanding and aesthetic experience of the formal attributes, viewer's experience, and the cultural context of classic design two pilot studies were conducted. The results of these pilot studies indicated that the interpretation of formal attributes determined how classic design was applied within personal and cultural contexts. Based on these findings, surveys and interviews were used in the final study and included both personal and standard (to all participants) garments as stimuli. Survey and interview participants were undergraduate students, with fashion involvement, enrolled in a Fashion: Trends and Communication course at the University of Minnesota. Data analysis focused on the framework of formal, expressive, and symbolic attributes described as part of and associated with classic design (DeLong, 1998). Participants discussed many aspects related to the formal attributes in their evaluation of classic design. However, the results gave no indication of a universal set of formal attributes, or form, essential for classic design because according to the findings, classic design exists primarily in the viewer and context portions of the aesthetic response. The form is important as the physical object for the aesthetic experience but classic design is not the form itself but rather it is the viewer's personal and cultural interpretation of that form. Therefore, the form of classic design often varies, but personal interpretations and applications of any given classic design varied significantly less.
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    Connect [Fall 2013]
    (University of Minnesota: College of Education and Human Development, 2013-09) University of Minnesota: College of Education and Human Development
    Smart space: Investments with attention to design, technology, and accessibility are paying off. Never lose hope: Opening this fall, the Cicchetti Child and Family Laboratory brings groundbreaking work to Minnesota. The principal difference: The Minnesota Principals Academy has a new home and enhanced curriculum. Leadership, state by state: Effective school leadership varies based on deep political culture.
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    Creative Minds Abroad: How Design Students Make Meaning of Their International Education Experiences
    (2016-05) Johnson, Rachel
    The purpose of this study is to explore the ways in which students majoring in a design discipline make meaning of their study abroad experiences in relation to their creativity and creative design work. Students and recent alumni from the College of Design (CDes) at the University of Minnesota-Twin Cities (UMTC) who had studied abroad formed the population of interest. Mezirow’s (1991) transformative learning theory is at the center of this epistemologically constructionist study’s theoretical framework, and is combined with the intergroup contact theory (Allport, 1954; Pettigrew, 1998), the systems perspective on creativity (Csikszentmihalyi, 1988), and motivated cultural cognition (Chiu et al., 2000; Chiu & Hong, 2005) to form an integrated conceptual model. The model proposes a rationale for how study abroad is meaningful for design student sojourners. A variant of Brinkerhoff’s (2006) success case method (SCM) was used to select study participants. A recruitment survey was sent to the entire population of interest, and then, based on the survey responses, information-rich interview participants were selected; therefore, the majority of the study data is qualitative. Both the survey instrument and the interview protocol were independently developed by the researcher. Blogs and designs created by the interview participants were used to triangulate information from the survey and interviews. The findings are organized by research question, and focus on four distinct yet related lines of inquiry: students’ expectations for the study abroad experience; the ways they describe the learning they experienced; the ways they make meaning of the experience in relation to their creativity; and the ways it influenced their future aspirations or plans. The key findings of the study relate to the process of making meaning of the learning experience, and include: the value of engaging with a culture mentor who has deep knowledge of both the host culture and design; the importance of experiencing, firsthand, the reciprocal relationship between culture and design; and the ability to borrow and apply concepts and processes from the study abroad host culture into new and creative designs.
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    Design Concepts for Freeborn.
    (1991) Kiesling, Fran, et al.
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    Design Concepts for Greenway Park, New Prague, Minnesota.
    (1990) Bachman, David et al.
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    Design Ideas for Neighborhood Safe Art Spot.
    (1991) Husting (comp.), Michael
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    Design Ideas for Thomas Avenue, St. Paul, Minnesota.
    (1991) Friedrich (comp.), Chris
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    EE E-Tip for Field Days: Follow effective design principles to connect youth with nature at your field days.
    (St. Paul, MN: University of Minnesota Extension Service, 2009) Carlson, Stephan
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    Eight Ideas for Lost Lake, Mound, Minnesota.
    (1988) Ivers, David et al.
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    Franklin Avenue Light Rail Transit Task Force.
    (2000) Mendez, Veronica
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    Green Infrastructure Systems as part of the Solution for Flooding in Panama
    (2020-12) Aizpurua Miranda, Nathaly
    This study aims to find solutions to mitigate the problem of flooding in Panama City. This was conducted in order to create a support containing Green Stormwater Infrastructures methods and proposals to guide the community towards more sustainable development. Panama has been notoriously affected by climate change, especially in terms of rainfall. There have been alterations in the rainfall regime that together with other factors such as pollution by disposals have caused serious problems of flooding in the capital city.However, there are limitations such as the lack of soil studies and non-easily accessible environmental information, among other things, which complicate the collection of information for a more in-depth study on which methods would be more feasible according to the sector. Hence, one of the areas most affected by the floods (Juan Diaz Township and Domingo Diaz Av) was chosen as a case study, thus demonstrating that despite being an already developed area, small changes can be made to generate a great impact. The paper can also be improved by collecting site-specific data, such as the percentage of evapotranspiration, more in-depth studies on types of plants that benefit green infrastructure systems, among others, but more time and money would have to be invested to obtain quick results . Future researchers can use this work as a starting point for the application of these systems in Panama.
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    Hawthorne Area Revitalization Demonstration Project.
    (1991) McKenna (comp.), M. Alison
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    Lake Benton Community Study.
    (Center for Urban and Regional Affairs/Urban Education Center, University of Minnesota., 1975) Longbotham, John; Wolfgram, Craig
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    Lanesboro and the Root River Valley: Ideas for Recreational Development and Community Design.
    (Center for Urban and Regional Affairs/Urban Education Center, University of Minnesota, 1977) Clemence, Roger D.; Morse, Robert M.; Weir, Judith
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    Le Bourget Park, Little Falls, MN.
    (1989) Sand, Peggy; Mierow, Brian