Biodiseño

Tomando en cuenta lo hablado el sabado en al junto podemos usar ideas basaas en la naturaleza, en el mismo documental de discovery channel de autos del futuro aparece luigi colani quien es considerado el padre del biodiseño leyendo en internet sobre su trabajo y su filosifia del mismo podriamos aprender como ahcer diseños basados en al naturaleza una de las ideas sentrales que el maneja es que en la nauraleza nada tiene curvas forzadas ni rectas
Por ello el hace todo de manera muy curva pero a la vez esto lo hace muy aerodinamico.

IDEAS

En diseño hay una forma que se llama speed form y esta es la carroceria sin llantas por asi decirlo, es la forma de lo que podria ser un auto, pero es en si una idea solamente de una forma la cual en algun momento llevara llantas habitaculo y un motor.

Tomando esto en cuenta es mas facil tomar cada quien la idea que se apegue a sus filosofias y estilos:
Fuerza
Dureza
Naturaleza
Suave
Poderoso
Etc.

Son ideas que bien pudieran ser propiedades que buscamos en los autos o bien en algun otro tipo de articulo, por ello considero que cada uno cree el boceto de una speed form para el 2030 pensando en las ideas de lo que es el SUT olvidemos las llantas y todo lo que lo hace ser un auto.

esto es desarrolo de diseño

http://aliasdesign.autodesk.com/learning/tutorials/details/133203/

Concept Development

For children with deafblindness, one of the most critical areas related to learning is concept development. Concept development is sometimes confused with skill development.

• A concept is a mental representation, image or idea of tangible and concrete objects (e.g., a chair, a dog) and intangible ideas and feelings (e.g., colors, emotions).
• A skill is that ability to do something (e.g., tying a shoe, using vision to find an object).

Concepts can be divided into three groups.

• Concrete concepts: relate to objects or things that are tangible (e.g., a car, a chair).
• Semi-concrete concepts: relate to an action, color, position, or something that can be demonstrated but not held in one’s hand (e.g., jumping, behind, red).
• Abstract concepts: include feelings (e.g., love, nervousness).

Sighted and hearing children receive a constant flow of visual and auditory information which facilitates the development of concepts. For children with combined vision and hearing loss, the flow of information is incomplete. Concepts don’t develop naturally or easily. Alternate strategies must be used to teach these children concept development.

The six areas of concept development are affected by deafblindness:

• Objects exist: children with deafblindness have difficulty learning about the existence of objects because they can not see or hear objects clearly.
• Objects have permanence: children with combined vision and hearing loss can’t observe objects and people at a distance and know that things exist beyond their fingertips.
• Objects differ: children with deafblindness won’t know that one object is different form another unless they can touch and explore them.
• Objects have names or labels: children with both a hearing and vision loss need to use touch to support language learning.
• Objects have characteristics: children with deafblindness will have difficulty identifying the different characteristics of objects because of the lack of access to information about those objects.
• Objects have functions or use: children with combined vision and hearing loss can’t observe how objects are used, or hear the sounds associated with the functions of objects.

General Strategies that can be helpful in assisting children who are deafblind to develop concepts:

• Use activities that are meaningful to the child
• Use activities that the child enjoys
• Attach language to all experiences
• Build on language that is already known to the child
• Use a total communication approach that is appropriate for the child
• Remove variables that may cause confusion for the child
• Generalize the concepts to a variety of situations.

de nuevo eco junk

the first idea

Eco junk 3 2020

donde esta el 2030???