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Design Challenges (design + challenge)

Distribution by Scientific Domains
Business, Economics, Finance and Accounting40%

Selected Abstracts

Identity and brand: A broadening spectrum of design challenges and design opportunities

DESIGN MANAGEMENT REVIEW, Issue 1 2001
Design Management Journal, Thomas Walton Ph.D. Editor
First page of article [source]

Sampling and design challenges in studying the mental health consequences of disasters

INTERNATIONAL JOURNAL OF METHODS IN PSYCHIATRIC RESEARCH, Issue S2 2008
Sandro Galea
Abstract Disasters are unpredictable and frequently lead to chaotic post-disaster situations, creating numerous methodologic challenges for the study of the mental health consequences of disasters. In this commentary, we expand on some of the issues addressed by Kessler and colleagues, largely focusing on the particular challenges of (a) defining, finding, and sampling populations of interest after disasters and (b) designing studies in ways that maximize the potential for valid inference. We discuss these challenges , drawing on specific examples , and suggest potential approaches to each that may be helpful as a guide for future work. We further suggest research directions that may be most helpful in moving the field forward. Copyright © 2008 John Wiley & Sons, Ltd. [source]

Alternative approach to low-noise amplifier design for ultra-wideband applications

INTERNATIONAL JOURNAL OF RF AND MICROWAVE COMPUTER-AIDED ENGINEERING, Issue 2 2007
Qiang Li
Abstract Conventional ultra-wideband low-noise amplifiers require a flat gain over the entire 3.1,10.6 GHz bandwidth, which severely restraints the trade-off spaces in low noise amplifier design. This article proposes a relaxed gain-flatness requirement based on system level investigations. Considering the wireless transceiver front-end with antenna and propagation channel, the unflat-gain low-noise amplifier with an incremental gain characteristic does not degrade the performance of overall system. As an alternative to its flat-gain counterpart, the proposed unflat gain requirement tolerates gain ripple as large as 10 dB, which greatly eases the design challenges to low-noise amplifier for ultra-wideband wireless receivers. Two low-noise amplifier examples are given to demonstrate the feasibility and design flexibility under the proposed gain-flatness requirement. © 2007 Wiley Periodicals, Inc. Int J RF and Microwave CAE, 2007. [source]

Development and implementation of a multisite evaluation for the Women, Co-Occurring Disorders and Violence Study

JOURNAL OF COMMUNITY PSYCHOLOGY, Issue 4 2005
Julienne Giard
In this article we describe the development and implementation of the Substance Abuse and Mental Health Services Administration's (SAMHSA's) multisite Women, Co-Occurring Disorders and Violence Study (WCDVS), highlighting some of the challenges encountered, decisions made, and lessons learned. Four themes are discussed. First, the unique contributions of the consumer/survivor/recovering (C/S/R) women to the research process are described through instances where their knowledge and advocacy were clearly influential. Second, the solutions chosen to address research design challenges are recounted, as are the ways in which these choices played out. Third, the procedures for standardizing recruitment, data collection, and data management across sites are described. Finally, the strategies employed by the nine sites to retain contact with this challenging population are reviewed and successful techniques are highlighted. © 2005 Wiley Periodicals, Inc. J Comm Psychol 33: 411,427, 2005. [source]

How instructional design experts use knowledge and experience to solve ill-structured problems

PERFORMANCE IMPROVEMENT QUARTERLY, Issue 1 2008
Peggy A. Ertmer
This study examined how instructional design (ID) experts used their prior knowledge and previous experiences to solve an ill-structured instructional design problem. Seven experienced designers used a think-aloud procedure to articulate their problem-solving processes while reading a case narrative. Results, presented in the form of four assertions, showed that experts (1) narrowed the problem space by identifying key design challenges, (2) used an amalgam of knowledge and experience to interpret the problem situation, (3) incorporated a mental model of the ID process in their problem analyses, and (4) came to similar conclusions about how to respond to the situation, despite differences in their initial conceptualizations. Implications for educating novice instructional designers are discussed. [source]