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Over the last years, the use of Internet of Things (IoT) systems in healthcare has increased due to technological advancements and increased availability of data. Sensor-based monitoring of physiological parameters, in particular, promises rich opportunities to promote overall health and self-management of patients suffering from chronic diseases. As such, neurogenic bladder patients lack sensation and control over their bladder while they could regain sovereignty over their bladder management through monitoring their physiological parameters. In this paper, we aim to develop a wearable IoT-based bladder level monitoring system for managing neurogenic bladder dysfunctions. We develop a set of design principles taking a stance from behaviour theory and implement the design principles in a software architecture following a design science research approach. Further, we evaluate and revise the developed artefact and implement a prototype of the software architecture. Our research contributes to IS research through prescriptive knowledge for IoT-based bladder level monitoring systems that can be transferred and generalised to similar areas of application. Further, we contribute to behaviour theory as we theorise a new type of trigger that we call a hybrid trigger. [ABSTRACT FROM AUTHOR]

Simple Summary: This review highlights the recent advances in the development and application of dual function kinase inhibitors that also bear fluorescent properties (fluorescent kinase inhibitors), thus can be used as theranostics in the field of cancer. This is a rapidly growing field with significant potential for cancer therapy and diagnosis. This work mainly focuses on the key design principles that guide the development of these multifunctional compounds, emphasizing the integration of essential components such as the kinase cytotoxic warhead, the fluorophore, the linkers, and additional modular elements to enhance the efficacy of the final assembled compound. We anticipate this review to propel the advancement of this field by improving the understanding of the design principles and ultimately leading to the development of more effective tools for the concurrent diagnosis and treatment of cancer. Kinase inhibitors are potent therapeutic agents in cancer treatment, but their effectiveness is frequently restricted by the inability to image the tumor microenvironment. To address this constraint, kinase inhibitor–fluorophore conjugates have emerged as promising theranostic agents, allowing for simultaneous cancer diagnosis and treatment. These conjugates are gaining attention for their ability to visualize malignant tissues and concurrently enhance therapeutic interventions. This review explores the design principles governing the development of multimodal inhibitors, highlighting their potential as platforms for kinase tracking and inhibition via bioimaging. The structural aspects of constructing such theranostic agents are critically analyzed. This work could shed light on this intriguing field and provide adequate impetus for developing novel theranostic compounds based on small molecule inhibitors and fluorophores. [ABSTRACT FROM AUTHOR]

Working memory (WM) is a crucial cognitive function, and a deficit in this function is a critical factor in learning difficulties (LDs). As a result, there is growing interest in exploring different approaches to training WM to support students with LDs. Following the PRISMA 2020 guidelines, this systematic review aims to identify current computer-based WM training applications and their theoretical foundations, explore their effects on improving WM capacity and other cognitive/academic abilities, and extract design principles for creating an effective WM application for children with LDs. The 22 studies selected for this review provide strong evidence that children with LDs have low WM capacity and that their WM functions can be trained. The findings revealed four commercial WM training applications—COGMED, Jungle, BrainWare Safari, and N-back—that were utilized in 16 studies. However, these studies focused on suggesting different types of WM tasks and examining their effects rather than making those tasks user-friendly or providing practical guidelines for the end-user. To address this gap, the principles of the Human–Computer Interaction, with a focus on usability and user experience as well as relevant cognitive theories, and the design recommendations from the selected studies have been reviewed to extract a set of proposed guidelines. A total of 15 guidelines have been extracted that can be utilized to design WM training programs specifically for children with LDs. [ABSTRACT FROM AUTHOR]

Fast‐charging lithium‐ion batteries are pivotal in overcoming the limitations of energy storage devices, particularly their energy density. There is a burgeoning interest in boosting energy storage performance through enhanced fast‐charging capabilities. However, the challenge lies in developing batteries that combine high rates, long cycle life, high capacity, and safety. This review emphasizes the importance of fundamentals and design principles of fast charging, identifying the transport of ion/electron within the electrodes/electrolytes' bulk phase and at phase boundaries as the crucial rate‐limiting steps for fast charging. Such as ion transport tunnel regulation, interfacial modification, defect engineering and multiphase systems, various optimization strategies improve the stable and exceptional electrochemical reaction kinetics for electrodes. Constructing stable solid electrolyte interfaces and adjusting solvation structures further enhance the Li+ diffusion kinetics of electrolytes. The review critically assesses the impacts and limitations of these strategies, suggesting future research directions and insights for advancing fast‐charging lithium‐ion batteries. It is anticipated that this review will inspire and guide the systematic evolution of fast‐charging technologies. [ABSTRACT FROM AUTHOR]

The contemporary context of Australian social work education creates opportunities for social work educators to reimagine curriculum design and delivery. We propose that design thinking offers one means of broadening approaches to social work teaching in creative and innovative ways. With a focus on the application of knowledge to industry 'problems' and 'person-centered' solutions, design thinking may complement the social justice values of social work and help advance the social change mandate of the profession. In educational settings, it may encourage students to engage more actively in processes of knowledge translation and in the identification of person-centered solutions to social problems. Yet there is very little literature on the application of design thinking in the social sciences and even less specifically relevant to teaching social work. Our paper reports on an international scoping review (n = 73) of existing approaches to teaching design thinking in higher education settings and considers their potential application to creative and innovative social work curriculum. This research contributes to understandings of the potential of design thinking for critical social work education in a changing higher education context. [ABSTRACT FROM AUTHOR]

This study contributes to the call for influencing practice by increasing attention to how learning environments can be designed to support learning in statistical inference. We report on a design experiment in secondary school (students 14–16 years old), that resulted in a set of lessons with the learning goal of teaching students how to apply concepts and principles of hypothesis testing for making an inference as to whether or not students in secondary school can taste the difference between two brands of cola soda. The design experiment resulted in four design principles for a simulation-based approach for learning hypothesis testing in secondary school. The design principles highlight the combination of practical and digital simulations of samplings. They stress the need for using random generators that allow for high reliability in collecting sample data and introduce a simulation-based method for determining p-values, i.e. to quantify how likely or surprising a sample result, or a result more extreme, is under a null hypothesis. [ABSTRACT FROM AUTHOR]

High streets across Europe continue to lose consumers to online retail, leading to business closures and the decline of city centres, impairing cities' overall liveability. To counter this vicious cycle, our study presents smartmarket2, the first instantiation of a digital actor engagement platform designed specifically for high streets. smartmarket2 enables hybrid online-offline customer journeys by connecting consumers to stores and other high street service providers. In an action design research (ADR) project, we design, implement and evaluate smartmarket2, involving 150 high street operators and 2,300 citizens in three cycles of building, intervention and evaluation. We derive four design principles that contribute prescriptive knowledge on the design of digital actor engagement platforms. Our results reveal that such a platform is able to increase engagement, but that it is subject to actors' engagement dispositions. [ABSTRACT FROM AUTHOR]

Introduction. In any society education and science are at the core of social and economic development. Special conditions should be in place to improve the quality of education, make it more attractive, develop science and boost its popularity, get talented young people involved in research activities. One of these conditions is a proper environment for life, education, work and intellectual development. Cases of the largest universities around the world were analyzed to choose the way to arrange the area and infrastructure of an educational institution. The idea is that areas of such universities feature complex spatial arrangement patterns known as “a campus”. According to Presidential Instructions No. Pr-419, by 2030 a network of modern campuses should be created in Russia. The purpose of the study is to identify basic campus arrangement principles, which should serve as the basis for an approach to designing world-class campus spaces and developing management mechanisms of their operation. The identification and formulation of these principles makes it possible to (1) formulate an approach to architectural and spatial solutions, (2) outline requirements for a legal entity to be involved in a campus development project, (3) make a target campus model and identify criteria to benchmark the effectiveness of a campus project.Materials and methods. The authors analyzed 52 campuses located worldwide. The subject of the study was the arrangement of campus space, the search for tools of interaction with the urban environment, and the identification of functional features of a campus. The main research method was information analysis.Results. As a result of analysis of 52 modern universities, 5 principles of campus space arrangement were formulated: the openness of campus space, the hierarchy of space components, the identity of spaces, the use of specialization in architectural solutions, and the use of library spaces as “living rooms”.Conclusions. A study of basic principles of spatial arrangement of modern campuses allows concluding that a new approach to campus spaces has emerged. Campus space arrangement determines a model of interaction between basic processes, the openness or closeness of a university in respect of a city and its requests, and implements the university’s management culture.

[Display omitted] • An efficient descriptor of catalytic activity (ΔE NH2*) was developed. • A descriptor-based design principle was proposed. • Constructing bimetallic MBene can promote the NRR catalytic performance. • Bimetallic MBene break linear scaling relations between ΔE NHNH2** and ΔE NH2NH2**. Electrocatalytic nitrogen reduction reaction (NRR) is one of the most promising approaches to achieving green and efficient NH 3 production. However, the designs of efficient NRR catalysts with high activity and selectivity still are severely hampered by inherent linear scaling relations among the adsorption energies of NRR intermediates. Herein, the properties of ten M 3 B 4 type MBenes have been initially investigated for efficient N 2 activation and reduction to NH 3 via first-principles calculations. We highlight that Cr 3 B 4 MBene possesses remarkable NRR activity with a record-low limiting potential (−0.13 V). Then, this work proposes descriptor-based design principles that can effectively evaluate the catalytic activity of MBenes, which have been further employed to design bimetallic M 2 M'B 4 MBenes. As a result, 5 promising candidates including Ti 2 YB 4 , V 2 YB 4 , V 2 MoB 4 , Nb 2 YB 4 , and Nb 2 CrB 4 with excellent NRR performance have been extracted from 20 bimetallic MBenes. Further analysis illuminates that constructing bimetallic MBenes can selectively tune the adsorption strength of NHNH 2 ** and NH 2 NH 2 **, and break the linear scaling relations between their adsorption energies, rendering them ideal for NRR. This work not only pioneers the application of MBenes as efficient NRR catalysts but also proposes rational design principles for boosting their catalytic performance. [ABSTRACT FROM AUTHOR]

Graduates require employability competences, such as flexibility and team working skills, to gain and maintain employment. Online learning platforms (OLPs) can provide students with resources for reflection, which is a key competence for employability. However, little is known about the design of OLPs meant to provide reflective practices that foster students' employability competences. This research study aims to identify design principles of OLPs providing reflective practices that foster the development of employability competences. Five design principles were derived from thematic analysis following two focus group interviews with students and educational experts in this qualitative study: 1) Embed the OLP in curricular and institutional activities that foster competence development; 2) Facilitate the analysis of students' current state regarding employability competences; 3) Provide recommendations and a repository with learning activities that help students to formulate goals and plan activities; 4) Facilitate the undertaking and recording of learning activities, supported by a blend of three forms of interaction (instructor-student; student–student or student-content); and 5) Foster reflection in and on action via opportunities for applying newly learned knowledge in different settings and reviewing activities via reflective journaling and knowledge sharing. This study is the first to conceptualise design principles for an OLP that is organised to provide reflective practices for the development of employability competences. The design principles were based on students' and teachers' experiences and are grounded in theory. They can inform future research as well as practitioners developing OLPs. [ABSTRACT FROM AUTHOR]

With the comprehensive understanding of microorganisms and the rapid advances of physiochemical engineering and bioengineering technologies, scientists are advancing rationally‐engineered bacteria as emerging drugs for treating various diseases in clinical disease management. Engineered bacteria specifically refer to advanced physiochemical or genetic technologies in combination with cutting edge nanotechnology or physical technologies, which have been validated to play significant roles in lysing tumors, regulating immunity, influencing the metabolic pathways, etc. However, there has no specific reviews that concurrently cover physiochemically‐ and genetically‐engineered bacteria and their derivatives yet, let alone their distinctive design principles and various functions and applications. Herein, the applications of physiochemically and genetically‐engineered bacteria, and classify and discuss significant breakthroughs with an emphasis on their specific design principles and engineering methods objective to different specific uses and diseases beyond cancer is described. The combined strategies for developing in vivo biotherapeutic agents based on these physiochemically‐ and genetically‐engineered bacteria or bacterial derivatives, and elucidated how they repress cancer and other diseases is also underlined. Additionally, the challenges faced by clinical translation and the future development directions are discussed. This review is expected to provide an overall impression on physiochemically‐ and genetically‐engineered bacteria and enlighten more researchers. [ABSTRACT FROM AUTHOR]

Providing foreign language students with opportunities to engage in meaningful and purposeful communication and culturally authentic interaction with peers and native speakers is critical to successful second language acquisition and the development of intercultural competence. This paper describes research that investigated how selected native speaker mentors supported foreign language university students as they completed authentic collaborative tasks in an online community of learners. Intermediate and advanced level students of Italian at an Australian university collaborated with each other and with their assigned mentors through online resources provided in the course website. Data were collected and analysed through multi-data sources including online interactions, forum posts and individual and focus group interviews with mentors and students. Findings suggest that native speaker mentors actively supported students' learning and provided effective scaffolding across a number of domains. The paper concludes with specific recommendations to guide mentors and language educators in the process of assisting student collaborative learning. [ABSTRACT FROM AUTHOR]

Background: Online interaction in blended learning is leveraged through social presence and convergence. However, little systematic work currently exists on how researchers have explored these challenges in higher education institutions and no studies have synthesised these challenges. Objectives: The purpose of this study is to give a novel overview of social presence and convergence to improve online interaction in blended learning in higher education. The findings will be synthesised into blended learning design principles. Method: Two systematic literature reviews, one on each challenge, were carried out through the Web of Science databases and consulting cited sources in review articles. Accordingly, 28 distinct studies were selected through the guidelines of the PRISMA statement, using predefined selection criteria. Results and Conclusions: The results show that social presence in blended learning is mostly evoked through course design, introductory f2f meetings, collaborative activities, prompt online feedback, the teacher's presence, and planned facilitation. To establish convergence, it is recommended to make basic theory available online through video clips, web‐lectures, articles, followed by simple online assignments or self‐study to increase understanding, thereby creating opportunities for deep learning during face‐to‐face through discussions and collaborative activities. Implications: This paper adds to the theory on blended learning and instructional design in higher education, and further offers an elaborate set of design principles for educational practice. Future research on instructional design may investigate in particular how a target group or student factors, are affected by the blended learning environment in order to tailor designs for a specific target group. Lay Description: What is known?: Online interaction is pivotal in blended learningOnline interaction is leveraged through social presence and convergenceSocial presence prevents the online student from feeling lonelyConvergence entails deciding the best‐suited delivery mode: online or face‐to‐face What this paper adds: A novel overview and critical analysis of social presence in blended learningA novel overview and critical analysis of convergence in blended learningA synthesis of the findings on social presence and convergenceExtraction of the findings into blended learning design principles Implications for practitioners: The teacher's presence through design and accessibility fosters students' social presencePlacing concepts online leaves room for deep learning during face‐to‐faceCollaborative activities evoke social presence and facilitate deep learningBlended learning designs should be further tailored for the target group [ABSTRACT FROM AUTHOR]

Copyright of Food & Machinery is the property of Food & Machinery Editorial Office and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Safranbolu, located in the Western Black Sea region of northern Turkey, consists of three historical settlements distinguished by monumental buildings and especially traditional houses. For this reason, the city was declared a 'World Heritage Site' by UNESCO in 1994. Traditional Safranbolu houses are examples of Turkish houses built with mixed techniques. In research on Turkish residences and traditional Safranbolu houses, the focus has been on the origin of dwelling construction culture, the spatial reading of the parts of the house, the sociocultural life of the owners, and the surveying of traditional construction techniques. In this study, the design principles affecting the spatial arrangement of Safranbolu houses were evaluated from a holistic perspective. Dwellings selected from Safranbolu sites were analyzed at the urban scale according to the environmental design data of the residential area. It can be seen that houses were designed in a certain order according to these factors. In the building scale analyses, the diversity in the domestic space configuration was surveyed by the drawings of immediate environments at the plans and sections of the houses. The study contributes by explaining the relationship between parcel characteristics and house design. [ABSTRACT FROM AUTHOR]

Due to the criticality of software and IT in today's business environment, organisations often align business goals and IT strategies. One alignment method is GQM+Strategies® (GQM+Strategies® is a registered trademark (No. 302008021763 at the German Patent and Trade Mark Office and international registration number IR992843). Although GQM+Strategies employs a vertical refinement tree grid based on rationales to align business goals and IT strategies in each department and throughout the organisation, it allows multiple perspectives. This can lead to strategic problems and risks because the GQM+Strategies grid may be unclear. To address this deficiency, this study defines modelling rules with a metamodel specified using a Unified Modelling Language (UML) class diagram and employs design principles described by Object Constraint Language (OCL) to automatically configure GQM+Strategies grids. These design principles are used in an experiment as the evaluation criteria to assess potential strategic problems and risks. The results confirm that our method has the potential to support the construction of GQM+Strategies grids with a consistent perspective, aiding in the alignment of business goals and IT strategies throughout an organisation. [ABSTRACT FROM AUTHOR]

Mechanical degradation in electrode materials during successive electrochemical cycling is critical for battery lifetime and aging properties. A common strategy to mitigate electrode mechanical degradation is to suppress the volume variation induced by Li/Na intercalation/deintercalation, thereby designing strain-less electrodes. In this study, we investigate the electrochemically-induced volume variation in layered and spinel compounds used in Li-ion and Na-ion battery electrode materials through density functional theory computations. Specifically, we propose to decompose the volume variation into electronic, ionic, and structural contributions. Based on this analysis, we suggest methods to separately influence each contribution through strategies such as chemical substitution, doping, and polymorphism. Altogether, we conclude that volume variations can be controlled by designing either mechanically hard or compact electrode materials. [ABSTRACT FROM AUTHOR]

In this paper, we investigate the relationship between organizational culture (OC) profiles and the adoption of Industry 4.0 (I4.0) design principles. We surveyed 153 middle and senior managers from Brazil and India, whose manufacturing companies have been implementing I4.0. Participants provided answers regarding the perceived OC characteristics that prevail in their companies, which were assessed based on the Competing Values Framework. We also collected data on the adoption levels of I4.0 design principles, whose analysis was conducted through the utilization of multivariate data analysis techniques. Our results indicated that, depending on the I4.0 design principle, OC profiles (Clan, Adhocracy, Market and Hierarchy) may either corroborate or impair its adoption, allowing the verification of the hypothesized relationships. The understanding of the association between OC profiles and I4.0 design principles provides practitioners with arguments to identify possible problems during their digital transformation. As changes in OC require significant efforts and are usually time-consuming, companies that can anticipate those issues might face a smoother transition towards the Fourth Industrial Revolution, hence, obtaining competitive advantages. [ABSTRACT FROM AUTHOR]

Social scientific reasoning (SSR) is essential to social science education and to a democratic society as a whole. Students are challenged to analyze and reason about social problems such as social inequality, crime, and poverty. However, students experience difficulties with SSR. This study addresses the research question: Which design principles can guide teachers in designing lessons that promote social scientific reasoning? In this design-based research, four social science teachers employed a conceptualization of SSR and its levels together with three initial design principles to develop curriculum materials and activities. These design principles and curriculum materials were piloted in two secondary education classes (9th and 10th grades) and evaluated by four social science teachers, four social science teacher educators and 90 students. The study produced six design principles that can promote students' SSR. In combination with the curriculum materials, those design principles can help develop teachers' pedagogical content knowledge and guide the design of tasks and units that develop SSR. [ABSTRACT FROM AUTHOR]

Students in secondary vocational education often have to learn and practice their skills in potentially dangerous situations, operating complex machinery or working in hazardous conditions. As a consequence, they need to be trained on how to work safely, to respect safety regulations, to wear protective gear and related equipment, to consider ergonomics, and to follow emergency procedures. However, this is difficult in current teaching on hazard perception due to a lack of authentic and real-life learning conditions, and due to learning materials often not being adapted to secondary vocational students. To address these challenges, we adopted an Educational Design Approach in which we designed, developed, and tested a low-cost, mobile immersive virtual reality serious game, teaching hazard perception to secondary vocational students. We engaged 8 teachers and 50 students from 5 secondary vocational schools to co-design and test the prototype serious game. Final test results demonstrate both students and teachers valued the learning experience positively, in terms of spatial presence, involvement, design, interest/enjoyment and value/usefulness. During several iterations, we were also able to identify critical design elements, which were valued positively in terms of both enjoyment and perceived usefulness. The design elements are discussed in a detailed way to support both researchers and practitioners in their future design of immersive virtual reality learning experiences. Finally, directions for future research are presented. [ABSTRACT FROM AUTHOR]

With the most advances made so far in terms of photocatalyst design and preparation (inorganic photoredox nanoparticles), researchers of different expertise joined together to address sustainable energy conversion. Despite notable advancements in creating exceptionally active photocatalysts, the practical scalability of these innovations is hindered by issues such as ineffective utilization of solar energy and mass transport, recombination reactions, catalyst instability, and photo corrosion of the catalyst. In this roadmap review, we brief the fundamentals, latest progress, outstanding challenges, and novel design methodology for anticorrosive photocatalysts favorable to large‐scale hydrogen production. To enable the effective scaling of photocatalysis, beyond the inherent activity of photocatalysts, a range of additional factors are considered, with a primary focus on the design of photocatalytic systems. This review underlines the significance of well‐structured photocatalyst design and evaluation for achieving reproducibility and using dependable research methodology for conducting rigorous experiments. The recommendations are directed at reducing the uncertainty surrounding the optimism presented in published research, and we spotlight our recent research advancements. Importantly, the synergistic integration of design principles and research methodologies to enhance the anti‐corrosion properties of photocatalysts may pave the way for a practical technology to utilize solar energy for large‐scale hydrogen production efficiently. This article is categorized under:Sustainable Energy > Solar Energy [ABSTRACT FROM AUTHOR]

Abstract Enterprise systems are complex information systems that are inevitable for companies’ success. As enterprise systems are only successful when used continuously and efficiently by end-users, knowledge on how to use them has become an important skill for employees. Research and practice favor an early obtainment of these skills for employees. Thus, it is usual to train students in enterprise systems usage before they start their professional career. Even though in organizational settings e-learning based approaches gain momentum, adapting design instances of multi-purpose platforms like Udacity, Udemy or Coursera existing approaches directed at students are scarce. Nevertheless, a well-informed e-learning platform design can support the learning process. Therefore, we investigate the design of e-learning platforms featuring students’ enterprise system end-user training. To address the lack of guidance on designing such e-learning platforms, we proposed four meta-requirements and ten design principles to increase students’ learning success on e-learning platforms focusing on students’ end-user training. To achieve this goal and to ground our results on empiricism, we collected data about e-learning-platform design from three data sources: (1) We reviewed the existing literature, (2) carried out a multi-case analysis, and (3) derived insights from implementing an e-learning platform for students’ end-user training and thereby demonstrating the applicability of the design principles. Finally, we evaluated the implementation. Following the design principles, learning success should be increased by a flexible learning environment with easy access and use, propelled motivation, and fostered information exchange.

Enterprise systems are complex information systems that are inevitable for companies' success. As enterprise systems are only successful when used continuously and efficiently by end-users, knowledge on how to use them has become an important skill for employees. Research and practice favor an early obtainment of these skills for employees. Thus, it is usual to train students in enterprise systems usage before they start their professional career. Even though in organizational settings e-learning based approaches gain momentum, adapting design instances of multi-purpose platforms like Udacity, Udemy or Coursera existing approaches directed at students are scarce. Nevertheless, a well-informed e-learning platform design can support the learning process. Therefore, we investigate the design of e-learning platforms featuring students' enterprise system end-user training. To address the lack of guidance on designing such e-learning platforms, we proposed four meta-requirements and ten design principles to increase students' learning success on e-learning platforms focusing on students' end-user training. To achieve this goal and to ground our results on empiricism, we collected data about e-learning-platform design from three data sources: (1) We reviewed the existing literature, (2) carried out a multi-case analysis, and (3) derived insights from implementing an e-learning platform for students' end-user training and thereby demonstrating the applicability of the design principles. Finally, we evaluated the implementation. Following the design principles, learning success should be increased by a flexible learning environment with easy access and use, propelled motivation, and fostered information exchange. [ABSTRACT FROM AUTHOR]

In the development of innovative and high-performance products, design expertise is a critical factor. Nevertheless, novel manufacturing processes often frequently lack an accessible comprehensive knowledge base for product developers. To tackle this deficiency in the context of emerging additive manufacturing processes, substantial design knowledge has already been established. However, novel additive manufacturing processes like continuous fiber-reinforced material extrusion have often been disregarded, complicating the process's wider dissemination. The importance of design knowledge availability is paramount, as well as the need for user-friendly design knowledge preparation, standardized structure, and methodological support for accessing the accumulated knowledge with precision. In this paper, we present an approach that provides formalized opportunistic and restrictive design knowledge, ensuring both the comprehensive exploitation of process-specific potentials and the consideration of restrictive limitations in the construction of components. Opportunistic knowledge, presented as principle cards, is systematically derived, prepared, and made accessible. Moreover, an access system is developed to ensure the comprehensive utilization of process-specific potentials throughout the development process. Furthermore, we propose linking these principles through a synergy and conflict matrix, aiming to consider synergistic principles and identify potential conflicts at an early stage. Additionally, an approach to provide restrictive design knowledge in the form of a design rule catalog is proposed. The application of the knowledge system is demonstrated exemplarily using a weight-optimized component. [ABSTRACT FROM AUTHOR]

This study examined the visual design processes and strategies used by design experts and non-design college students when composing an infographic. All participants created an infographic on a personal computer and were asked to think aloud as they performed the task. The goal was to identify differences in the strategies utilised to produce higher and lower-quality infographics scored across 17 design criteria. Results revealed six design processes: (1) create structure and grid, (2) establish visual hierarchy, (3) define visual rules, (4) replicate visual rules, (5) test and adjust, and (6) validate and revise. High-rated infographics were produced using a more systematic process, starting with working on the structure and grid and establishing a visual hierarchy, and moving on to define and replicate visual rules. Design strategies from the comparative analysis included: (1) laying out the elements over a grid and working on visual hierarchy before working on details, (2) placing related content near each other and less related content spaced apart, (3) using up to two font styles and opting for legible over decorative fonts, (4) testing various colours, fonts, and graphics while preserving the overall structure and hierarchy, and (5) stepping back to validate the overall design and making adjustments based on the optical weight. These processes and strategies were encapsulated into a five-stage Infographic Visual Design Model. [ABSTRACT FROM AUTHOR]

To investigate whether a creative writing unit in upper secondary education would improve students' creative as well as argumentative text quality and to examine whether it would change students' writing behavior, we tested a creative writing unit based on encouraging writing in flow by using divergent thinking tasks. Four classes (Grade 10) participated in a switching replications design. Students received either creative writing instruction (CWI) or argumentative writing instruction (AWI). Key stroke logging software recorded students' writing processes, their Creative Self-Concept (CSC) was measured, and text quality was rated holistically. Students were positive about the design of the creative writing unit and the lessons. The effects varied per panel. The first panel showed that CWI had an effect on creative text quality compared to AWI, while AWI had no effect on argumentative text quality, compared to CWI. This pattern indicates a transfer effect of creative writing instruction on argumentative text quality. The transfer effect was moderated by CSC, with larger effects for relatively high CSC-participants. The second panel did not replicate this pattern. Instead, a crossover effect was observed of CWI in panel 1 on the effect of participating in the unit on argumentative writing in panel 2, most pronounced in high CSC-participants. Students' creative writing speed decreased in the first panel, except for students with a relatively high Creative Self-Concept, and then increased in the second panel. Our findings may guide decisions on incorporating creative writing in the curriculum. [ABSTRACT FROM AUTHOR]

Copyright of ISTEM is the property of ISTEM and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The physical urban terrain across cities continually evolves through insights, consultations, deliberate redesigning or random acts by community members and natural forces that reshape the urban landscapes and how urban spaces are used. This research establishes a set of normative principles that planners and others can use when planning and regulating the design and management of public space. Data were collected in the period March 2023 - January 2024. Based on a comprehensive analysis of public space in the city, the paper sets out a number of general principles relating to the essential, but often missing, strategic planning framework for developing and regenerating public spaces, providing seven more detailed considerations for assessing the quality of public space design and a proposal for spatial planning. This is an unreservedly positive framework for shaping public space, based on the idea that public spaces in our cities come in many different shapes and forms, but that together they add immense value to the experience and potential of urban areas. The research takes place in the Bistrița-Târgu Mureș urban axis, the field research carried out as part of the study results in a set of three principles of urban spatial planning that examine proposals for the design of public spaces. [ABSTRACT FROM AUTHOR]