UNIVERSAL DESIGN Version 2.0 - 4/1/97 Compiled by advocates of universal design‚ listed in alphabetical order: Bettye Rose Connell‚ Mike Jones‚ Ron Mace‚ Jim Mueller‚ Abir Mullick‚ Elaine Ostroff‚ Jon Sanford‚ Ed Steinfeld‚ Molly Story‚ and Gregg Vanderheiden Major funding provided by: The National Institute on Disability and Rehabilitation Research‚ U.S. Department of Education Copyright 1997 NC State University‚ The Center for Universal Design UNIVERSAL DESIGN: The design of products
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"Green" or "ecological design" is one positive response to the environmental crisis. It can be defined as any design or planning taking account of ecological principles such as the reduction of pollution‚ sustainable growth‚ recycling‚ energy efficiency and conservation of scarce resources. Green design results in fewer goods‚ smaller goods‚ or products made from environmentally friendly materials‚ that are cleaner‚ quieter and longer lasting or biodegradable. Green design can be traced back to
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Mola designs have been created since the beginning of the 20th century. They are an important cultural expression of the indigenous women in Kuna Yala. What I notice about this picture is that there is a rooster place in the middle of the page and it is standing on a plant and flowers. I also notice that it is a shirt with patterns and a sunset colour pallet. I can also see people at the top with their hands in the air. Some other shapes and patterns in this molar design are little rectangles surrounding
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On one side we have Intelligent Design‚ or I.D. which claims that something in nature are simply too complex to happen by chance. In their view there is a higher being (God) who us being it all. On the other side of the debate we have evolution‚ which consists of Darwin’s theory of natural
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Facts or Beliefs- The Design Argument Saint Thomas Aquinas was a Catholic Priest in the Dominican Order and a very important medieval philosopher and theologian. He wrote a book‚ SummaTheologiae‚ presenting five proofs of God’s existence. Each of Aquina’s arguments begins with an observation that is supposed to be easily understood by everyone. Aquina’s fifth argument for the existence of God is what has come to be called the Argument from Design. The Design argument is one of three
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CS1015 User Interface Design CS1015 USER INTERFACE DESIGN AIM To implement the basics and in-depth knowledge about UID. It enables the students to take up the design the user interface‚ design‚ menu creation and windows creation and connection between menu and windows. OBJECTIVES • To study the concept of menus‚ windows‚ interfaces. • To study about business functions. • To study the characteristics and components of windows. • To study the various controls for the windows. • To study about various
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DEFINE TWO GROUP SIMPLE RANDOMIZED DESIGN TWO GROUP SIMPLE RANDOMIZED DESIGN: This is a form of completely randomized design (C.R. design). In a two-group simple randomized design‚ first of all the population is defined and then from the population a sample is selected randomly. Further‚ requirements of this design is that items‚ after being selected randomly from the population‚ be randomly assigned to the experimental and control groups (such random assignment of items to two groups is technically
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contemporary landscape design commonly incorporate traditional approaches with applied technologies and newer finishes. This kind of design is unconsciously found nearly everywhere like in a 1950’s home remodel. Newer finishes of stainless steel appliances in a new classic home is another example. It could be seen as enlivening the old by adding modern materials‚ clearer functions and technologies while maintaining an organic‚ simple and beautiful landscape. Contemporary landscape design today lay more
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McTighe’s Understanding By Design (1998) INTRODUCTION The Understanding by Design framework was designed by Grant Wiggins and Jay McTighe. It offers a planning process and structure to guide curriculum‚ assessment‚ and instruction towards interfering students’ understanding. This approach had been used in many countries as a guideline in designing curriculum. It has two key ideas which are‚ focus on teaching and assessing for Understanding and learning transfer‚ and also design curriculum “backward”
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questions in this second edition of Understanding by Design. Drawing on feedback from thousands of educators around the world who have used the UbD framework since its introduction in 1998‚ the authors have greatly revised and expanded their original work to guide educators across the K-16 spectrum in the design of curriculum‚ assessment‚ and instruction. With an improved UbD Template at its core‚ the book explains the rationale of backward design and explores in greater depth the meaning of such key
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