User-centered design through learner-centered instruction

Cataloged from PDF version of article.This article initially demonstrates the parallels between the learner-centered approach in education and the user-centered approach in design disciplines. Afterward, a course on human factors that applies learner-centered methods to teach user-centered design is introduced. The focus is on three tasks to identify the application of theoretical and methodological approach. The major instructional methods utilized in the tasks are role enactment, project-based learning, case-based learning and reflection. These tasks develop students' knowledge, attitude and skills reflecting on their selves, their social and physical environment. Finally, the results of the study on students' evaluations of the course and their learning are presented. The study findings indicate that the course has been successful in its learning objectives. Multiple methods of learner-centered instruction complement lecture sessions and one-another to enhance student learning of user-centered design in different levels of cognitive and affective domains

Inclusive design: developing students' knowledge and attitude through empathic modelling

Cataloged from PDF version of article.To enhance the function and quality of built environments, designers should consider all possible users in their design projects. Therefore, it is essential to incorporate inclusive design in the education of the design student. This study focuses on the educational objectives of and related learning activities in a course where inclusive design is one of the main subjects. Through empathic modelling, students' engagement with the course was enhanced. Within the course, students simulated disabled users while they experienced the campus environment using wheelchairs, crutches or blindfolds. Their experiences were reflected through descriptive texts and poster designs. Descriptive texts were analysed through developing themes and codes whereas posters were analysed through a content analysis method. Our findings showed that students developed their knowledge of inclusive design concerning the physical environment, the self and the social environment. They also developed immediate emotional responses and a positive attitude towards diversity and inclusion. Thus, empathic modelling supported the development of cognitive and affective learning domains of the novice designer, supporting inclusive design education

Critique by Design:Tackling Urban Renewal in the Design Studio

Cataloged from PDF version of article.The dominant mode of urbanization in our contemporary world is marked by large scale urban renewal projects, which are deployed with little or no consideration given to the social predicaments. The urban design studio can serve as a domain in which critical reflections on urban issues can be incorporated into design works. In this article, we propose a methodology of 'critique by design', which does not seek to arrive at scientific knowledge but rather involves the development of urban design proposals critically engaging with the urban issues they address through conceptual approaches. We discuss our methodology through the case of an experimental studio work conducted in Ankara, Turkey at Bilkent University, Department of Urban Design and Landscape Architecture in 2011

Architects and the architectural profession in the Turkish context

This article explores the social construction of the architectural profession in the Turkish context from a historical perspective. It investigates architects' views regarding their roles in society and their positions vis-à-vis their clients and users. The data from in-depth interviews conducted with twenty-four practicing architects demonstrate that both traces of elitism and the tendency to define their professional roles to affect people's lives through their designs have prevailed in architects' beliefs and actions to varying degrees. © 2004 Tahire Erman, Burçak Altay, and Can Altay

Multisensory Inclusive Design Education: A 3D Experience

Inclusive design should be an integral part of the curriculum in the education of environmental design disciplines, incorporating empathic understanding. Among the empathic methods that are employed, ‘build-to-learn’ that promotes experiential learning is effective in students’ multisensory and bodily engagement with the process and product. This paper discusses an exercise in a Human Factors/Ergonomics course in interior design where students create ‘A 3D Experience’. Analysis of exemplary work suggests various ways in which different senses may come forth into awareness to sometimes enrich and at other times limit embodied space, thus opening up a venue of inclusivity in novel and unpredictable ways. Research conducted on student perspectives reveals that the assignment had positive impact on their understanding and awareness of, and attitudes towards, inclusive design, as well as creative thinking. © 2017 Informa UK Limited, trading as Taylor & Francis Group

Developing empathy towards older adults in design

In design disciplines, an affective understanding of users’ everyday lives can increase designer sensitivity and awareness, leading to higher-quality design outcomes. Developing students’ empathic understanding within design education is required to accomplish this goal. This article discusses learning strategies that enhance students’ empathic horizons, and specifically analyzes an assignment conducted in an Interior Architecture and Environmental Design course, “The Grandparent Experience.” Here, exposure through observation and interviewing, and art-based methods are employed to develop students’ empathy towards older adults. We conducted a survey with students who completed the exercise and the course, exploring their perspectives on their learning. The results reveal that students had positive views on the assignment’s effectiveness regarding the learning outcome and learning process. Implications for empathic design education and educational gerontology are discussed. © 2017 Taylor & Francis

Autekologi dan Fisiologi Percambahan Centaurea kilaea Boiss. dari Turki

In this study germination requirements, plant-soil interactions and population biology of Centaurea kilaea was studied. The plant and soil samples were collected from Sofular Village (Sile District) and shore of Çatalca District (Istanbul) in Turkey by using standard methods. Methods like Scheibler, Wetdigestion, Kjeldahl and Olsen were employed for measurement of soil texture, structure and other physical and chemical characteristics (pH, total protein and electrical conductivity) using spectrophotometer, flame photometer, calcimeter and ICP. The results showed that ranges of different elements in the soil were 0.007-0.2% for N, 0.0007-0.001% for P, 0.001-0.01% for K, 0.0001-0.0002 % for Na. N, P, K and Na values in the plants were 2.17, 0.005, 0.1 and 0.006%, respectively. The data revealed that germination success of the seeds was influenced by the environmental factors such as pH, germination season and temperature.Dalam kajian ini keperluan percambahan, saling tindakan tumbuhan-tanih dan biologi populasi Centaurea kilaea telah dilakukan. Sampel tumbuhan dan tanih telah dikumpul dari Kampung Sofular (Daerah Şile) dan pantai Daerah Çatalca (Istanbul) di Turki dengan menggunakan kaedah piawai. Kaedah seperti Scheibler, Wetdigestion, Kjeldahl dan Olsen telah digunakan bagi pengukuran tekstur tanih, struktur dan sifat fizikal dan kimia lain (pH, jumlah protein dan kekonduksian elektrik) menggunakan spektrofotometer, fotometer api, kalsimeter dan ICP. Hasil menunjukkan bahawa julat unsur berbeza dalam tanih ialah 0.007-0.2% bagi N, 0.0007-0.001% bagi P, 0.001-0.01% bagi K, 0.0001-0.0002% bagi Na. N, P, K dan nilai Na dalam tumbuhan ialah masing-masing 2.17, 0.005, 0.1 dan 0.006%. Data menunjukkan kejayaan percambahan bagi biji benih telah dipengaruhi faktor persekitaran seperti pH, musim percambahan dan suhu

Progression of color decision making in introductory design education

Color comprises both subjective and objective aspects within its contextual nature. Research on color design tends to explore this seemingly contradictory concerns from theoretical point of view, as well as architectural and design practice. The aim of this study was to observe subjective, intuitive or heuristic and objective, knowledge-based or analytical attitudes toward color in design education. In the study 84 introductory design students were surveyed progressively to understand their color decision criteria after completion of three 2-dimensional colored exercises, specific in terms of color education. Students' responses to open-ended questions were coded according to the 5 categories, under 2 decision making processes derived from the literature; heuristic approach: preferential and symbolic criteria, and analytic reasoning: formal, thematic, and systematic criteria. A distinction between associative and emotional aspects of symbolic criteria was also revealed by the data analysis. The findings showed a shift from heuristic responses to analytic reasoning, as expected. Additionally, it is also investigated that students not only used heuristic approaches but also analytical components (formal and systematic) of color decision making in varying degrees as well, even before any color subjects covered. Thematic color decisions became a major part of the students' design considerations upon completion of color subjects. The observed increase in the number of color criteria interrelated by the students' among almost all categories explicated a complex decision making process particularly in color design and education. These findings were expected to lead to some further understanding in color decision making in design. © 2017 Wiley Periodicals, Inc

Pathological relevance of post-translationally modified alpha-synuclein (pSer87, pSer129, nTyr39) in idiopathic Parkinson’s disease and Multiple System Atrophy

Aggregated alpha-synuclein (a-synuclein) is the main component of Lewy bodies (LBs), Lewy neurites (LNs), and glial cytoplasmic inclusions (GCIs), which are pathological hallmarks of idiopathic Parkinson’s disease (IPD) and multiple system atrophy (MSA), respectively. Initiating factors that culminate in forming LBs/LNs/GCIs remain elusive. Several species of a-synuclein exist, including phosphorylated and nitrated forms. It is unclear which a-synuclein post-translational modifications (PTMs) appear within aggregates throughout disease pathology. Herein we aimed to establish the predominant a-synuclein PTMs in post-mortem IPD and MSA pathology using immunohistochemistry. We examined the patterns of three a-synuclein PTMs (pS87, pS129, nY39) simultaneously in pathology- affected regions of 15 PD, 5 MSA, 6 neurologically normal controls. All antibodies recognized LBs, LNs, and GCIs, albeit to a variable extent. pS129 a-synuclein antibody was particularly immunopositive for LNs and synaptic dot-like structures followed by nY39 a- synuclein antibody. GCIs, neuronal inclusions, and small threads were positive for nY39 a- synuclein in MSA. Quantification of the LB scores revealed that pS129 a-synuclein was the dominant and earliest a-synuclein PTM followed by nY39 a-synuclein, while lower amounts of pSer87 a-synuclein appeared later in disease progression in PD. These results may have implications for novel biomarker and therapeutic developments