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Titled ‘Unique Uses of the Mobile Phones’ the author has been collating information and news about the various ways and means by which smart phones have gone beyond their first incarnation as mobile or cell phones. 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As an alternative to the oppositional approach frequently taken by critical design practitioners, working through design practices collaboratively alongside client brands creates potential for the radical changes sought by many of the movement’s vanguard. A case study of recent work with a corporate client demonstrates the practical effects of using critical design practice within a commercial setting, proving the complementarity between critical design practice and commercial semiotics – where the confluence of the thinking brought new value to improve product design for example – and points to the value of using current leading edge thinking within the design community."],"license_tesim":["http://creativecommons.org/licenses/by-nc/4.0/"],"date_created_tesim":["2017-10-31"],"thumbnail_path_ss":"/downloads/rb68xb881?file=thumbnail","suppressed_bsi":false,"actionable_workflow_roles_ssim":["admin_set/default-default-depositing"],"workflow_state_name_ssim":["deposited"],"member_ids_ssim":["g732d8963","rb68xb881"],"member_of_collections_ssim":["IASDR 2017 Conference"],"member_of_collection_ids_ssim":["d504rk335"],"file_set_ids_ssim":["g732d8963","rb68xb881"],"visibility_ssi":"open","admin_set_tesim":["Default Admin Set"],"sort_title_ssi":"CRITICAL SPECULATIVE DESIGN PRACTICE AND SEMIOTICS MEANINGCRAFTING FOR FUTURES READY BRANDS","human_readable_type_tesim":["Article"],"read_access_group_ssim":["public"],"edit_access_person_ssim":["vannesdi@mail.uc.edu","drewll@ucmail.uc.edu"],"nesting_collection__ancestors_ssim":["d504rk335"],"nesting_collection__parent_ids_ssim":["d504rk335"],"nesting_collection__pathnames_ssim":["d504rk335/pv63g024f"],"nesting_collection__deepest_nested_depth_isi":2,"_version_":1697099185674780672,"timestamp":"2021-04-15T09:45:05.771Z","score":0.00049999997},{"system_create_dtsi":"2017-11-30T19:18:03Z","system_modified_dtsi":"2019-06-06T15:03:44Z","has_model_ssim":["Article"],"id":"dn39x1535","accessControl_ssim":["51a07a67-7a45-4edf-927e-07d971e14fe2"],"hasRelatedMediaFragment_ssim":["6395w7106"],"hasRelatedImage_ssim":["6395w7106"],"depositor_ssim":["drewll@ucmail.uc.edu"],"depositor_tesim":["drewll@ucmail.uc.edu"],"title_tesim":["Differences of Cast Shadows on Food Image Perception"],"date_uploaded_dtsi":"2017-11-30T19:18:03Z","date_modified_dtsi":"2018-01-16T14:00:00Z","isPartOf_ssim":["admin_set/default"],"proxy_depositor_ssim":["salguemd@mail.uc.edu"],"on_behalf_of_ssim":["drewll@ucmail.uc.edu"],"doi_tesim":["doi:10.7945/C2WQ2F"],"required_software_tesim":[""],"college_tesim":["Design, Architecture, Art and Planning"],"department_tesim":["Graduate Studies and Research "],"note_tesim":[""],"creator_tesim":["Sakay R. 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The main approach was to create and survey food images with several cast shadow composition; evaluate them and determine if the difference of cast shadows has an impact on how food images are perceived.\r\n\r\nAs a result, the experiment showed that different cast shadows affect not only the mood in which food is perceived but also the taste of the food. These findings can be useful to\r\nexplain how cast shadows are also a key visual element in the decision making process\r\nor human behavior when choosing what to eat from a group of food images."],"license_tesim":["http://creativecommons.org/licenses/by-nc/4.0/"],"date_created_tesim":["2017-10-31"],"thumbnail_path_ss":"/downloads/6395w7106?file=thumbnail","suppressed_bsi":false,"actionable_workflow_roles_ssim":["admin_set/default-default-depositing"],"workflow_state_name_ssim":["deposited"],"member_ids_ssim":["6395w7106","2r36tx54r","k643b117x"],"member_of_collections_ssim":["IASDR 2017 Conference"],"member_of_collection_ids_ssim":["d504rk335"],"file_set_ids_ssim":["6395w7106","2r36tx54r","k643b117x"],"visibility_ssi":"open","admin_set_tesim":["Default Admin Set"],"sort_title_ssi":"DIFFERENCES OF CAST SHADOWS ON FOOD IMAGE PERCEPTION","human_readable_type_tesim":["Article"],"read_access_group_ssim":["public"],"edit_access_person_ssim":["drewll@ucmail.uc.edu","vannesdi@mail.uc.edu"],"nesting_collection__ancestors_ssim":["d504rk335"],"nesting_collection__parent_ids_ssim":["d504rk335"],"nesting_collection__pathnames_ssim":["d504rk335/dn39x1535"],"nesting_collection__deepest_nested_depth_isi":2,"_version_":1697099130544848896,"timestamp":"2021-04-15T09:44:13.196Z","score":0.00049999997},{"system_create_dtsi":"2017-11-30T19:09:19Z","system_modified_dtsi":"2019-06-06T15:15:03Z","has_model_ssim":["Article"],"id":"00000002j","accessControl_ssim":["318564ac-1049-41d7-a358-300ebb1d3d18"],"hasRelatedMediaFragment_ssim":["b2773v68h"],"hasRelatedImage_ssim":["b2773v68h"],"depositor_ssim":["drewll@ucmail.uc.edu"],"depositor_tesim":["drewll@ucmail.uc.edu"],"title_tesim":["Product Identity Footprint: A Set Of Tools To Clarify The Front End Of Industrial Design Projects In Order To Start And Develop Products The Right Way."],"date_uploaded_dtsi":"2017-11-30T19:09:19Z","date_modified_dtsi":"2018-01-30T14:46:41Z","isPartOf_ssim":["admin_set/default"],"proxy_depositor_ssim":["salguemd@mail.uc.edu"],"on_behalf_of_ssim":["drewll@ucmail.uc.edu"],"doi_tesim":["doi:10.7945/C21D5Q"],"required_software_tesim":[""],"college_tesim":["Design, Architecture, Art and Planning"],"department_tesim":["Graduate Studies and Research"],"note_tesim":[""],"creator_tesim":["Rodriguez Cuevas, JM","Islas Munoz, JA"],"publisher_tesim":["University of Cincinnati"],"subject_tesim":["Design"],"language_tesim":["English"],"description_tesim":["Having observed that many industrial design projects are started with the wrong approach, producing loss of resources, time, and professional relationships, this article presents a set of three tools that enables a clearer view of the Fuzzy Front-end (Vogel, Cagan). 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It can increase the efficiency of the product development process by providing an agreed view that can be shared with all the development team, from the project sponsor to the engineering, marketing, planning, and creative departments."],"license_tesim":["http://creativecommons.org/licenses/by-nc/4.0/"],"date_created_tesim":["2017-10-31"],"thumbnail_path_ss":"/downloads/b2773v68h?file=thumbnail","suppressed_bsi":false,"actionable_workflow_roles_ssim":["admin_set/default-default-depositing"],"workflow_state_name_ssim":["deposited"],"member_ids_ssim":["b2773v68h","4t64gn212","1z40ks82j"],"member_of_collections_ssim":["IASDR 2017 Conference"],"member_of_collection_ids_ssim":["d504rk335"],"file_set_ids_ssim":["b2773v68h","4t64gn212","1z40ks82j"],"visibility_ssi":"open","admin_set_tesim":["Default Admin Set"],"sort_title_ssi":"PRODUCT IDENTITY FOOTPRINT A SET OF TOOLS TO CLARIFY THE FRONT END OF INDUSTRIAL DESIGN PROJECTS IN ORDER TO START AND DEVELOP PRODUCTS THE RIGHT WAY","human_readable_type_tesim":["Article"],"read_access_group_ssim":["public"],"edit_access_person_ssim":["vannesdi@mail.uc.edu","drewll@ucmail.uc.edu"],"nesting_collection__ancestors_ssim":["d504rk335"],"nesting_collection__parent_ids_ssim":["d504rk335"],"nesting_collection__pathnames_ssim":["d504rk335/00000002j"],"nesting_collection__deepest_nested_depth_isi":2,"_version_":1697099214397374464,"timestamp":"2021-04-15T09:45:33.164Z","score":0.00049999997},{"system_create_dtsi":"2017-11-30T19:05:00Z","system_modified_dtsi":"2017-12-01T21:16:43Z","has_model_ssim":["Article"],"id":"0v8380566","accessControl_ssim":["aef8ed9f-07b3-4247-a523-dcc6f70778e6"],"hasRelatedMediaFragment_ssim":["8w32r563r"],"hasRelatedImage_ssim":["8w32r563r"],"depositor_ssim":["drewll@ucmail.uc.edu"],"depositor_tesim":["drewll@ucmail.uc.edu"],"title_tesim":["Using frameworks to cross interdisciplinary boundaries: Addressing wellness"],"date_uploaded_dtsi":"2017-11-30T19:05:00Z","date_modified_dtsi":"2017-12-01T21:16:38Z","isPartOf_ssim":["admin_set/default"],"proxy_depositor_ssim":["salguemd@mail.uc.edu"],"on_behalf_of_ssim":["drewll@ucmail.uc.edu"],"required_software_tesim":[""],"college_tesim":["Design, Architecture, Art and Planning"],"department_tesim":["Graduate Studies and Research "],"note_tesim":[""],"creator_tesim":["Rider, Traci Rose "],"publisher_tesim":["University of Cincinnati "],"subject_tesim":["Design "],"language_tesim":["English "],"description_tesim":["Increasing interest is seen at the intersection of architecture and health. The built environment has become associated with a number of negative health outcomes including obesity, cancers, and diabetes. Engaging design students in these inquiries surrounding health is integral in preparing them for future practice. This paper reviews the conceptual development and tested implementation of an interdisciplinary course focusing on the wellbeing and overall health of the occupant, using primary and secondary framework structures in the vein of Groat and Wang’s logical argumentation. The reviewed course engages interdisciplinary teams composed of students from the School of Architecture, the College of Engineering, and the College of Natural Resources, with private practice. The course puts forth an effort to break out of the conventional pedagogical structure found in architectural education, primarily the studio and large lecture spaces. The course has been specifically designed to: (1) establish a framework for common content relating to health in the built environment across disciplinary boundaries; (2) build meaningful partnerships between interdisciplinary student groups; and (3) establish a common vocabulary between architectural education and aligned disciplines regarding health and the built environment. The course structure, activities, and assessments are reviewed, proposing a solid framework for including integrated design and themes of health in architectural education."],"license_tesim":["http://creativecommons.org/licenses/by-nc/4.0/"],"date_created_tesim":["2017-10-31"],"thumbnail_path_ss":"/downloads/8w32r563r?file=thumbnail","suppressed_bsi":false,"actionable_workflow_roles_ssim":["admin_set/default-default-depositing"],"workflow_state_name_ssim":["deposited"],"member_ids_ssim":["8w32r563r","xp68kg21m","zc77sq096"],"member_of_collections_ssim":["IASDR 2017 Conference"],"member_of_collection_ids_ssim":["d504rk335"],"file_set_ids_ssim":["8w32r563r","xp68kg21m","zc77sq096"],"visibility_ssi":"open","admin_set_tesim":["Default Admin Set"],"sort_title_ssi":"USING FRAMEWORKS TO CROSS INTERDISCIPLINARY BOUNDARIES ADDRESSING WELLNESS","human_readable_type_tesim":["Article"],"read_access_group_ssim":["public"],"edit_access_person_ssim":["drewll@ucmail.uc.edu","vannesdi@mail.uc.edu"],"nesting_collection__ancestors_ssim":["d504rk335"],"nesting_collection__parent_ids_ssim":["d504rk335"],"nesting_collection__pathnames_ssim":["d504rk335/0v8380566"],"nesting_collection__deepest_nested_depth_isi":2,"_version_":1697099177674145792,"timestamp":"2021-04-15T09:44:58.142Z","score":0.00049999997},{"system_create_dtsi":"2017-11-30T19:00:45Z","system_modified_dtsi":"2019-06-06T15:13:37Z","has_model_ssim":["Article"],"id":"bk128989j","accessControl_ssim":["7ef7a98d-0db6-42b0-b345-8da5eb006063"],"hasRelatedMediaFragment_ssim":["rf55z7692"],"hasRelatedImage_ssim":["rf55z7692"],"depositor_ssim":["drewll@ucmail.uc.edu"],"depositor_tesim":["drewll@ucmail.uc.edu"],"title_tesim":["How to Teach Industrial Design? : A Case Study of College Education for Design Beginners"],"date_uploaded_dtsi":"2017-11-30T19:00:45Z","date_modified_dtsi":"2018-10-15T18:55:56Z","isPartOf_ssim":["admin_set/default"],"proxy_depositor_ssim":["salguemd@mail.uc.edu"],"on_behalf_of_ssim":["drewll@ucmail.uc.edu"],"doi_tesim":["doi:10.7945/C2567N"],"required_software_tesim":[""],"college_tesim":["Design, Architecture, Art and Planning"],"department_tesim":["Graduate Studies and Research"],"note_tesim":[""],"creator_tesim":["Rhi, Joomyung"],"publisher_tesim":["University of Cincinnati"],"subject_tesim":["Design"],"language_tesim":["English"],"description_tesim":["Industrial design education has existed for a long time as part of the university system, but the curriculum and contents of each subject vary considerably from school to school. In recent years, the introduction of new concepts that change the definition of design has blurred the boundaries of design, making the curriculum different. Establishing a standard curriculum to address these challenges is an important task, but it is necessary to fully understand how design education actually takes place and to share content with educators. This paper aims to contribute to the debate on industrial design education by fully disclosing the process and results of the first stage of industrial design education of a university by autobiographical method. The first course, Product Design Practice 1, is a studio class based on a task feedback iteration system. Students are required to submit assignments showing weekly progress. The instructor reviewed the assignments submitted before the class and gave written comments in class. In addition, details of the design process and method that are difficult to identify as novice students are learned through twelve case studies and applied to the project. This Task Feedback Repeating Class system gives students the opportunity to implement design ability while gaining detailed skills with a comprehensive view. 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