Universal Design as design paradigm Hubert Froyen argues that the following question should be asked at the beginning of any design task:
“How can a product, a graphical message, a building, a public space, etc. be both esthetical and of optimal use for an as large as possible group of persons?
According to Froyen, there is no scientific ground that may justify the segregation between physically and/or mentally handicapped persons and the non-handicapped”
(Froyen, 2001, from UDEP.be report)
Disability may involve physical impairment, sensory impairment, cognitive or intellectual impairment, mental disorder, or various types of chronic disease.
Universal design
is an approach to the design of products, services and environments to be usable by as many people as possible regardless of age, ability or situation.
It links directly to the political concept of an inclusive society and its importance has been recognized by governments, business and industry.
Urban space should have certain qualities if it is to be responsive to human feelings and sensibilities
Universal Design Guide for Inclusive Tourism by Scott and Sarah PruettScott Rains
“Inclusive tourism is a global movement to
ensure the full social participation of all
persons with disabilities in travel, citizenships,
and cultural contribution – and in the process,
to ensure the same for everyone else.”
– Dr. Scott Rains , srains@oco.net
www.RollingRains.com
For more on the Pruetts see:
Universal Design Partners
https://universaldesign.org/
Keynote by Karel Van Isacker at the Accessible Izmir 2016 Congress on 2-3-4-5 November 2016 in Izmir, Turkey. His keynote "Universal Design in a Diverse World" (Auditorium Hall 1, 11:30-12:30) addressed the world of accessibility applied to the overall design world from a practical experience point of view.
In this session we will talk about some of the ways to think about inclusive design on your projects and why it is important. We will discuss what questions and conversations to have with clients, what considerations to think about when planning the UX and design of your site and what architectural decisions to think about when building your site. Along the way we will look at examples of inclusive design in the wild and the benefits they offer.
Disability may involve physical impairment, sensory impairment, cognitive or intellectual impairment, mental disorder, or various types of chronic disease.
Universal design
is an approach to the design of products, services and environments to be usable by as many people as possible regardless of age, ability or situation.
It links directly to the political concept of an inclusive society and its importance has been recognized by governments, business and industry.
Urban space should have certain qualities if it is to be responsive to human feelings and sensibilities
Universal Design Guide for Inclusive Tourism by Scott and Sarah PruettScott Rains
“Inclusive tourism is a global movement to
ensure the full social participation of all
persons with disabilities in travel, citizenships,
and cultural contribution – and in the process,
to ensure the same for everyone else.”
– Dr. Scott Rains , srains@oco.net
www.RollingRains.com
For more on the Pruetts see:
Universal Design Partners
https://universaldesign.org/
Keynote by Karel Van Isacker at the Accessible Izmir 2016 Congress on 2-3-4-5 November 2016 in Izmir, Turkey. His keynote "Universal Design in a Diverse World" (Auditorium Hall 1, 11:30-12:30) addressed the world of accessibility applied to the overall design world from a practical experience point of view.
In this session we will talk about some of the ways to think about inclusive design on your projects and why it is important. We will discuss what questions and conversations to have with clients, what considerations to think about when planning the UX and design of your site and what architectural decisions to think about when building your site. Along the way we will look at examples of inclusive design in the wild and the benefits they offer.
Inclusive design and universal design empowers people regardless of their capabilities. This is what design is meant to be because the substance of is caring people.
Bridging light and dark. The aspect of participation.
•Dialogue process
•Design process
•The problematic of the verbal language
•The phenomena of seeing
•To bridge experiences
•Some examples on how associative images can improve communication
•Perception and representation, some examples
Inclusive Design: Thinking Beyond Accessibility | NERDSummit 2017Michael Miles
There are many differences that impact the way people experience the digital world. From age and gender, vision and dexterity, to location and education. Each difference affects digital inclusion and experiences. As builders of the digital world it is our job to build products that are usable by, and inclusive of, as many people as possible. To do so, it is important that we plan for the many differences that make up our users.
This session details the importance of having an inclusive mindset in the ux and content aspects of our digital projects. It explains how Inclusive Design allow for producing positive experiences for a wider audience. Attendees will learn four simple guidelines that they can follow to apply Inclusive Design principles to their ux and content phases. Attendees will leave with the tools they need to reach a bigger user base while also building towards an accessible and inclusive digital world.
This session is intended for anyone who wants to build digital products that reach as many people as possible.
Inclusive Design Practices: Strategies and Skills for Museum PractitionerCorey Timpson
This hands‐on workshop invites participants to learn about inclusive design principles and develop basic accessibility assessment skills. In the first half, participants will employ accessibility standards developed at the Canada Science and Technology Museum and the Canadian Museum for Human Rights to evaluate various exhibits. Findings and ideas for remediation will be shared in small group discussions. In the second half of the workshop, participants will use interactive design process to develop an inclusive exhibit or activity. This will include idea generation, mock‐ups, testing, and re‐ 5 designs. The workshop will close with a roundtable discussion focusing on best practices for museums hoping to improve their site’s accessibility and capacity to work inclusively. Throughout the morning, participants will be encouraged to ask questions, work collaboratively, and solicit feedback on their ideas.
Inclusive Design: Thinking beyond accessibilityMichael Miles
There are many differences that impact the way people experience the digital world. From age and gender, vision and dexterity, to location and education. Each difference affects digital inclusion and experiences. As Drupalists it is our job to build products that are usable by, and inclusive of, as many people as possible. To do so, it is important that we plan for the many differences that make up our users.
This session details the importance of having an inclusive mindset in the creation of our digital projects. It explains how Inclusive Design allow for producing positive experiences for a wider audience. Attendees will learn four simple guidelines that they can follow to apply Inclusive Design principles across all project phases including: ux, development and content creation. Attendees will leave with the tools they need to reach a bigger user base while also building towards an accessible and inclusive digital world.
From "Unleash Web Access by Monica Guy:
"What if the first question we asked was, “What is so unique about this situation that it justifies exclusion?” instead of, “How much does it cost to make it accessible?”
These aren’t my words, but those of disability rights guru Dr. Scott Rains in a recent excellent article in New Mobility magazine."
http://www.unleashwebaccess.com/2011/02/accessibility-is-not-inclusion-scott-rains-on-changing-the-conversation/
Inclusive design and universal design empowers people regardless of their capabilities. This is what design is meant to be because the substance of is caring people.
Bridging light and dark. The aspect of participation.
•Dialogue process
•Design process
•The problematic of the verbal language
•The phenomena of seeing
•To bridge experiences
•Some examples on how associative images can improve communication
•Perception and representation, some examples
Inclusive Design: Thinking Beyond Accessibility | NERDSummit 2017Michael Miles
There are many differences that impact the way people experience the digital world. From age and gender, vision and dexterity, to location and education. Each difference affects digital inclusion and experiences. As builders of the digital world it is our job to build products that are usable by, and inclusive of, as many people as possible. To do so, it is important that we plan for the many differences that make up our users.
This session details the importance of having an inclusive mindset in the ux and content aspects of our digital projects. It explains how Inclusive Design allow for producing positive experiences for a wider audience. Attendees will learn four simple guidelines that they can follow to apply Inclusive Design principles to their ux and content phases. Attendees will leave with the tools they need to reach a bigger user base while also building towards an accessible and inclusive digital world.
This session is intended for anyone who wants to build digital products that reach as many people as possible.
Inclusive Design Practices: Strategies and Skills for Museum PractitionerCorey Timpson
This hands‐on workshop invites participants to learn about inclusive design principles and develop basic accessibility assessment skills. In the first half, participants will employ accessibility standards developed at the Canada Science and Technology Museum and the Canadian Museum for Human Rights to evaluate various exhibits. Findings and ideas for remediation will be shared in small group discussions. In the second half of the workshop, participants will use interactive design process to develop an inclusive exhibit or activity. This will include idea generation, mock‐ups, testing, and re‐ 5 designs. The workshop will close with a roundtable discussion focusing on best practices for museums hoping to improve their site’s accessibility and capacity to work inclusively. Throughout the morning, participants will be encouraged to ask questions, work collaboratively, and solicit feedback on their ideas.
Inclusive Design: Thinking beyond accessibilityMichael Miles
There are many differences that impact the way people experience the digital world. From age and gender, vision and dexterity, to location and education. Each difference affects digital inclusion and experiences. As Drupalists it is our job to build products that are usable by, and inclusive of, as many people as possible. To do so, it is important that we plan for the many differences that make up our users.
This session details the importance of having an inclusive mindset in the creation of our digital projects. It explains how Inclusive Design allow for producing positive experiences for a wider audience. Attendees will learn four simple guidelines that they can follow to apply Inclusive Design principles across all project phases including: ux, development and content creation. Attendees will leave with the tools they need to reach a bigger user base while also building towards an accessible and inclusive digital world.
From "Unleash Web Access by Monica Guy:
"What if the first question we asked was, “What is so unique about this situation that it justifies exclusion?” instead of, “How much does it cost to make it accessible?”
These aren’t my words, but those of disability rights guru Dr. Scott Rains in a recent excellent article in New Mobility magazine."
http://www.unleashwebaccess.com/2011/02/accessibility-is-not-inclusion-scott-rains-on-changing-the-conversation/
Case study 2 Human Computer Interactionkhairulaidid
This Presentation is about how to make a web that suit for some individuals. Also about Flexibility in use, Universal Desing and software that help students to interact or study even covid-19 happen.
Hope give you some idea about this chapter
ER Publication,
IJETR, IJMCTR,
Journals,
International Journals,
High Impact Journals,
Monthly Journal,
Good quality Journals,
Research,
Research Papers,
Research Article,
Free Journals, Open access Journals,
erpublication.org,
Engineering Journal,
Science Journals,
Engineering Research Publication
Best International Journals, High Impact Journals,
International Journal of Engineering & Technical Research
ISSN : 2321-0869 (O) 2454-4698 (P)
www.erpublication.org
This virtual event focused on how inclusive UX is being put into practice in real life from the lens of both academia and industry.
[Slide 21]
- Mismatch by Kat Holmes (Book): https://mitpress.mit.edu/books/mismatch
- Giving a Damn about Accessibility (PDF): https://accessibility.uxdesign.cc/
- Microsoft Inclusion Toolkit: https://www.microsoft.com/design/inclusive/
- There is no average person; designing with intersectionality in mind: https://www.youtube.com/watch?v=RY9FHkETD5c
[Slide 26]
- The Business Case for Digital Accessibility (Article): https://www.w3.org/WAI/business-case/
- Design for Cognitive Bias (Book): https://abookapart.com/products/design-for-cognitive-bias
- Pocket Biases (Web application): https://pocket-biases.glideapp.io/
- Cards for Humanity (Web-based card game): https://cardsforhumanity.idean.com/
- User Mapping Canvas (Article + template): https://medium.com/@pratistha.sharma/how-to-use-the-user-mapping-canvas-bce146e1788b
[Slide 32]
- Disability Visibility (Book): https://disabilityvisibilityproject.com/book/
- Practical Ways to Include People with Disabilities (Recorded presentation): https://www.youtube.com/watch?v=hueXHhOYFaI&list=PLIyMotGrARQ00zzKgK_xhamLP4pnvjpQQ&index=15
- Just Ask: Integrating Accessibility throughout Design (Online book): www.uiaccess.com/accessucd/ut.html
[Slide 38]
- WCAG 2.1: https://www.w3.org/TR/WCAG21/
- ADA vs. 508 Compliance vs. WCAG: https://www.webfx.com/web-design/ada-vs-508-compliance.html
- Accessibility Checklist: https://www.a11yproject.com/checklist/
- UXCel's "Designing for Accessibility" (Online course): https://app.uxcel.com/
- Inclusive Design Principles: https://inclusivedesignprinciples.org/
- Access Guide: https://www.accessguide.io/
- Stark (Plug in): https://www.getstark.co/
- Sim Daltonism (macOS App): https://apps.apple.com/us/app/sim-daltonism/id693112260?mt=12
[Slide 43]
- Blair Koeneman: https://www.linkedin.com/in/blairkoeneman/
[Slide 130]
- Learn more: www.xcenter.info & www.uegroup.com
- Get in touch: hello@xcenter.info
- Follow us on LinkedIn: Experience Innovation Center: www.linkedin.com/company/experience-innovation-center
- Event recording: https://www.youtube.com/watch?v=oV3SteeMy1U
It has become almost cliche to suggest that we live in a fast-changing world, yet we continue to cling to ideas of permanence. Neo Nomadism challenges these suppositions, hinting at a future culture that is likely to be far less attached to the material and where networking–digital and social–become increasingly critical to how daily life functions. With these experiments in neo-nomadism we explore the frontier of this future lifestyle and culture without high risk. We glimpse a civilization de-centralized and de-massified –economically, industrially, and in terms of power-structures. Neo-Nomadism is not so much about mobility, about traveling, as it is about adaptive response to an increasingly dynamic situation of life. The Neo-Nomad is the supreme surfer of change in a dynamic world.
Isobenefit Lines by Luca D'Acci
Algorithmic Sustainable Design. Morphogenesis, by Antonio Caperna
The Structure of Pattern Language, by Antonio Caperna
Generative processes of Mediterranean Cities and Towns, by Besim S. Hakim
Algorithmic Sustainable Design: “The Nature of Order”, by Antonio Caperna
Biourbanism and sociogenesis by Stefano Serafini
A city has a physical and a social structure.
The two are connected through complexities who in turn refer to a systemic vectoriality.
Neuroergonomics urban design sociogenesis by Stefano Serafini
Algorithmic Sustainable Design. Theoretical key concepts by Antonio Caperna
A kind introduction to complexity by Alessandro Giuliani
Biourbanism focuses on the urban organism, considering it as a hypercomplex system, according to its internal and external dynamics and their mutual interactions.
The urban body is composed of several interconnected layers of dynamic structure, all influencing each other in a non-linear manner. This interaction results in emergent properties, which are not predictable except through a dynamical analysis of the connected whole. This approach therefore links Biourbanism to the Life Sciences, and to Integrated Systems Sciences like Statistical Mechanics, Thermodynamics, Operations Research, and Ecology in an essential manner. The similarity of approaches lies not only in the common methodology, but also in the content of the results (hence the prefix “Bio”), because the city represents the living environment of the human species. Biourbanism recognizes “optimal forms” defined at different scales (from the purely physiological up to the ecological levels) which, through morphogenetic processes, guarantee an optimum of systemic efficiency and for the quality of life of the inhabitants. A design that does not follow these laws produces anti-natural, hostile environments, which do not fit into an individual’s evolution, and thus fail to enhance life in any way.
Biourbanism acts in the real world by applying a participative and helping methodology. It verifies results inter-subjectively (as people express their physical and emotional wellbeing through feedback) as well as objectively (via experimental measures of physiological, social, and economic reactions).
The aim of Biourbanism is to make a scientific contribution towards: (i) the development and implementation of the premises of Deep Ecology (Bateson) on social-environmental grounds; (ii) the identification and actualization of environmental enhancement according to the natural needs of human beings and the ecosystem in which they live; (iii) managing the transition of the fossil fuel economy towards a new organizational model of civilization; and (iv) deepening the organic interaction between cultural and physical factors in urban reality (as, for example, the geometry of social action, fluxes and networks study, etc.).
lo sviluppo sostenibile contiene in sé la contraddizione “crescita economica - conservazione delle risorse naturali”, quindi la velocità del prelievo di risorse dall’ambiente naturale non deve superare quella di rigenerazione delle stesse e la velocità nella produzione di scarti non deve superare quella di smaltimento da parte degli ecosistemi coinvolti...
...I believe that there is, at the root of our trouble in the sphere of art and architecture, a fundamental mistake caused by a certain conception of the nature of matter, the nature of the universe. More precisely, I believe that the mistake and confusion in our picture of the art of building has come from our conception of what matter is.
The present conception of matter, and the opposing one which I shall try to put in its place, may both be summarized by the nature of order. Our idea of matter is essentially governed by our idea of order. What matter is, is governed by our idea of how space can be arranged; and that in turn is governed by our idea of how orderly arrangement in space creates matter. So it is the nature of order which lies at the root of the problem in architecture. Hence the title of this book.
- The Nature of Order, p. 8
The town of Segni, Italy in conjunction with the International Society of Biourbanism invited Lejobart, international artist duet composed of Beju and Sherryl Muriente, to create a project based on the principles of biourban acupuncture during their 56th Sagra del Marrone Segnino Festival. Lejobart embarked on an art installation and performance piece which involved collaboration with nearly three hundred citizens of the town. The installation featured a sculpture by Beju as the central point of interaction and a communal space which promotes a public place for envisioning the future of the town. A tree that lamentably had to be cut, because ruining the ancient walls of the city, has been transformed in a social and positive "sacrifice" through art. Following the theme of a beehive, 300 words collected from randomly selected citizens were used to compose a poem illustrating the city of Segni. This text was read out loud by the “Queen Bee” played by Sherryl Muriente during the performance, atop the 15 foot tall sculpture at the culminating location and time of the project. The sculpture includes at its top a pulpit-like space that allows someone to stand and face the crowd below. It also holds the beehive and symbols that are important to the people of Segni. The tree in which these “bees” were to gather is located on what has been understood as the ancient Roman Auguraculum of the Segni Acropolis. The artists incorporated this idea into a modern version of future visualization, by creating an “auguraculum” from this tree. In the artist version of the Auguraculum, they decided to shift the “augura” or future prediction into the hands of everyone. Thus, proposing a collective Auguraculum, where everyone can gather and envision the future of the town together.
Mrs. Sherryl Muriente, MURP, Assoc. AIA, is an Instructor at the School of Urban and Regional Planning, Florida Atlantic University. Beju is an Artist born in France, and based in Palm Beach, Florida, USA. They sign their common artistic performances as “Lejobart”.
•Biourbanism introduces new conceptual and planning models for a new kind of city, which values social and economical regeneration of the built environment through developing and healthy communities.
•Biourbanism combines technical aspects, such as zero-emission, energy efficiency, information technology, etc. and the promotion of social sustainability and human well being.
“Wilson and other Biophilia theorists assert that human beings not only derive specific aesthetic benefits from
interacting with nature, but that the human species has an instinctive, genetically determined need to deeply affiliate with natural setting and life-forms.”
and life-forms.”
Katie Donaghy
BA in Sociology and Anthropology and MA in Town and Regional Planning, Katie devotes her research to understand how humans interact in public spaces and how these spaces contribute to this.
Menno Cramer
BSc in Neuroscience and Medicine, Menno is achieving his PhD in Neuroscience and Design on how the brain responds to design, and how we can change design to influence behavioural outcomes.
Urban acupuncture is an urban environmentalism theory which combines urban design with traditional Chinese medical theory of acupuncture. This process uses small-scale interventions to transform the larger urban context. Sites are selected through an aggregate analysis of social, economic, and ecological factors, and developed through a dialogue between designers and the community
“’Placemaking’ is both an overarching idea and a hands-on tool for improving a neighbourhood, city or region. It has the potential to be one of the most transformative ideas of this century”
For many years as a student at first and later as an architect, I had the opportunity to observe and study on specific areas inside the city of Florence, Italy.
Several interesting elements emerged from that research and also offered me the opportunity to discover ‘hidden’ paths and agendas in the development of special urban fabric; these strong indexical elements enable from time to time architecture to act as an originator of infinite solutions to a variety of public uses and demands.
Ongoing conversions inflicted to buildings for several centuries did not manage to make them loose specific qualities and identities at all.
Entire historical blocks in urban central areas continued to preserve their positive vigour in spite the efforts of being utterly altered by negative synergies, which were solicited by wrong policies and at the wrong times of history. Thus, rundown and abandoned areas had included for centuries these wonderful ‘hidden seeds’ which managed to emerge and recreate lost links; they became regeneration cells and also managed to guarantee further positive sprawl of the entire urban structure.
Architectural complexes managed to offer again new directions for new roles of the historical fabric; it was thought that we had lost them and/or erased from ordinary life in a city by changing their identity and uses. They managed to be finally freed and return to what it was thought to be their primordial destiny dictated by architecture and social synergies.
More from International Society of Biourbanism (20)
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
MASS MEDIA STUDIES-835-CLASS XI Resource Material.pdf
Marc Dujardin Introduction of a user-orientated design paradigm
1. UniversalUniversal
DesignDesign
““Universal DesignUniversal Design”” –– ““DesignDesign forfor AllAll”” –– ““InclusiveInclusive
DesignDesign””
IntroductionIntroduction of aof a useruser--orientatedorientated designdesign paradigmparadigm
dr.Marcdr.Marc DujardinDujardin, architect, architect
Intensive program (IP)
« Designing in the Dark »
Gh t 3 D b 2007
EducationEducation
ProjectProject
UDEP.be
2. 1. Statement of1. Statement of problemsproblems
Universal Design as design paradigm
Hubert Froyen argues that the following question should be
asked at the beginning of any design task:
“How can a product, a graphical message, a building, a public
space, etc. be both esthetical and of optimal use for an as large
as possible group of persons?
According to Froyen, there is no scientific ground that may
justify the segregation between physically and/or mentally
handicapped persons and the non-handicapped”
(Froyen, 2001, from UDEP.be report)
UDEP.be
3. 1. Statement of1. Statement of problemsproblems
UD is:
– Contextually integrated universal
matter
– Contributes to a more
« inclusive » man-built
environment
UD & education:
– Ethical problem of the designer
– No exclusive field of the designer
– Interdisciplinary field of action
– Involvement of the enabling and
dis-enabling end-user
UDEP.be
4. 2. Begrippenkader2. Begrippenkader
UD is:
– No eufemism for the term « accessibility »
– “Accessibility” and “accessible design” are dated terms with a
mere focus on ‘Design for Special Needs’
UDEP.be
5. 2.2. FrameworkFramework ofof termsterms
UD & threshold:
– Universal Design is about ‘spatial mediation’
– Spatial and temporal characteristics of the threshold:
• Spatial and physical thresholds/barriers
• Temporal and mental thresholds/barriers (stigma)
UDEP.be
8. 2.2. FrameworkFramework ofof termsterms
UD is:
“In-obtrusive”
bv. Ramp at the World
expo Hannover 2000
“multiple choice as
standard”
eg. Layout of
InterCity (IC)-trains
versus
InterRegion (IR)-trains
UDEP.be
13. 3. UD as3. UD as politicalpolitical tooltool
Resolution ResAP (2001): February 15th, 2001
– “The Universal Design Concept promotes a shift to more
emphasis on user-centered design by following a holistic
approach and aiming to accommodate the needs of people
of all ages, sizes and abilities, including the changes that
people experience during their life span. Consequently,
universal Design is a concept that extends beyond the
issues of mere accessibility of buildings for people with
disabilities and should become an integrated part of
architecture, design and planning of the environment”
UDEP.be
14. 3. UD as3. UD as politicalpolitical tooltool
ResAP (2001) & design education:
– The resolution recommends that governments of
member states take into account the ‘principles’ of
Universal Design in curricula and other matters of
education, training and awareness-raising
– The concept of Universal Design should be an
integral and compulsory part of the mainstream
initial training of all occupations working on the
built environment
UDEP.be
15. 4.4. UDUD--PrinciplesPrinciples asas guidelineguideline UDEP.be
The 7 Universal Design Principles:
– 1. ‘EQUITABLE USE’ (Bruikbaar voor iedereen)
– 2. ‘FLEXIBILITY IN USE’ (Flexibiliteit in het gebruik)
– 3. ‘SIMPLE AND INTUITIVE USE’ (Eenvoudig en intuïtief gebr.)
– 4. ‘PERCEPTIBLE INFORMATION’ (Verstaanbare informatie)
– 5. ‘TOLERANCE FOR ERROR’ (Marge voor vergissingen)
– 6. ‘LOW PHYSICAL EFFORT’ (Beperkte inspanning)
– 7. ‘SIZE AND SPACE FOR APPROACH AND USE ( Geschikte
afmetingen en gebruiksruimten)
16. UniversalUniversal
DesignDesign
““Universal DesignUniversal Design”” –– ““DesignDesign forfor AllAll”” –– ““InclusiveInclusive
DesignDesign””
IntroductionIntroduction of aof a useruser--orientatedorientated designdesign paradigmparadigm
dr.Marcdr.Marc DujardinDujardin, architect, architect
Intensive program (IP)
« Designing in the Dark »
Gh t 3 D b 2007
EducationEducation
ProjectProject
UDEP.bePRINCIPLE ONE:
Equitable Use
The design is useful and
marketable to people with
diverse abilities.
1a. Provide the same means
of use for all users: identical
whenever possible;
equivalent when not.
1b. Avoid segregating or
stigmatizing any users.
1c. Provisions for privacy,
security, and safety should
be equally available to all
users.
1d. Make the
designappealing to all users.
17. UniversalUniversal
DesignDesign
““Universal DesignUniversal Design”” –– ““DesignDesign forfor AllAll”” –– ““InclusiveInclusive
DesignDesign””
IntroductionIntroduction of aof a useruser--orientatedorientated designdesign paradigmparadigm
dr.Marcdr.Marc DujardinDujardin, architect, architect
Intensive program (IP)
« Designing in the Dark »
Gh t 3 D b 2007
EducationEducation
ProjectProject
UDEP.bePRINCIPLE ONE:
Equitable Use
The design is useful and
marketable to people with
diverse abilities.
1a. Provide the same means
of use for all users: identical
whenever possible;
equivalent when not.
1b. Avoid segregating or
stigmatizing any users.
1c. Provisions for privacy,
security, and safety should
be equally available to all
users.
1d. Make the
designappealing to all users.
YESNO
18. UniversalUniversal
DesignDesign
““Universal DesignUniversal Design”” –– ““DesignDesign forfor AllAll”” –– ““InclusiveInclusive
DesignDesign””
IntroductionIntroduction of aof a useruser--orientatedorientated designdesign paradigmparadigm
dr.Marcdr.Marc DujardinDujardin, architect, architect
Intensive program (IP)
« Designing in the Dark »
Gh t 3 D b 2007
EducationEducation
ProjectProject
UDEP.bePRINCIPLE TWO:
Flexibility in Use
The design accommodates a
wide range of individual
preferences and abilities.
2a. Provide choice in
methods of use.
2b. Accommodate right- or
left-handed access and use.
2c. Facilitate the user's
accuracy and precision.
2d. Provide adaptability to
the user's pace.
19. UniversalUniversal
DesignDesign
““Universal DesignUniversal Design”” –– ““DesignDesign forfor AllAll”” –– ““InclusiveInclusive
DesignDesign””
IntroductionIntroduction of aof a useruser--orientatedorientated designdesign paradigmparadigm
dr.Marcdr.Marc DujardinDujardin, architect, architect
Intensive program (IP)
« Designing in the Dark »
Gh t 3 D b 2007
EducationEducation
ProjectProject
UDEP.bePRINCIPLE TWO:
Flexibility in Use
The design accommodates a
wide range of individual
preferences and abilities.
2a. Provide choice in
methods of use.
2b. Accommodate right- or
left-handed access and use.
2c. Facilitate the user's
accuracy and precision.
2d. Provide adaptability to
the user's pace.
YESNO
20. UniversalUniversal
DesignDesign
““Universal DesignUniversal Design”” –– ““DesignDesign forfor AllAll”” –– ““InclusiveInclusive
DesignDesign””
IntroductionIntroduction of aof a useruser--orientatedorientated designdesign paradigmparadigm
dr.Marcdr.Marc DujardinDujardin, architect, architect
Intensive program (IP)
« Designing in the Dark »
Gh t 3 D b 2007
EducationEducation
ProjectProject
UDEP.bePRINCIPLE THREE:
Simple and
Intuitive Use
Use of the design is easy to
understand, regardless of the
user's experience,
knowledge, language skills,
or current concentration
level.
3a. Eliminate unnecessary
complexity.
3b. Be consistent with user
expectations and intuition.
3c. Accommodate a wide
range of literacy and
language skills.
3d. Arrange information
consistent with its
importance.
3e. Provide effective
prompting and feedback
during and after task
completion.
21. UniversalUniversal
DesignDesign
““Universal DesignUniversal Design”” –– ““DesignDesign forfor AllAll”” –– ““InclusiveInclusive
DesignDesign””
IntroductionIntroduction of aof a useruser--orientatedorientated designdesign paradigmparadigm
dr.Marcdr.Marc DujardinDujardin, architect, architect
Intensive program (IP)
« Designing in the Dark »
Gh t 3 D b 2007
EducationEducation
ProjectProject
UDEP.bePRINCIPLE THREE:
Simple and
Intuitive Use
Use of the design is easy to
understand, regardless of the
user's experience,
knowledge, language skills,
or current concentration
level.
3a. Eliminate unnecessary
complexity.
3b. Be consistent with user
expectations and intuition.
3c. Accommodate a wide
range of literacy and
language skills.
3d. Arrange information
consistent with its
importance.
3e. Provide effective
prompting and feedback
during and after task
completion.
YESNO
22. UniversalUniversal
DesignDesign
““Universal DesignUniversal Design”” –– ““DesignDesign forfor AllAll”” –– ““InclusiveInclusive
DesignDesign””
IntroductionIntroduction of aof a useruser--orientatedorientated designdesign paradigmparadigm
dr.Marcdr.Marc DujardinDujardin, architect, architect
Intensive program (IP)
« Designing in the Dark »
Gh t 3 D b 2007
EducationEducation
ProjectProject
UDEP.bePRINCIPLE FOUR:
Perceptible Info
The design communicates
necessary information
effectively to the user,
regardless of the user's
sensory abilities.
4a. Use different modes
(pictorial, verbal, tactile) for
redundant presentation of
essential information.
4b. Provide adequate
contrast between essential
information and its
surroundings.
4c. Maximize "legibility" of
essential information.
4d. Differentiate elements in
ways that can be described
(i.e., make it easy to give
instructions or directions).
4e. Provide compatibility with
a variety of techniques used
by people with sensory
limitations.
23. UniversalUniversal
DesignDesign
““Universal DesignUniversal Design”” –– ““DesignDesign forfor AllAll”” –– ““InclusiveInclusive
DesignDesign””
IntroductionIntroduction of aof a useruser--orientatedorientated designdesign paradigmparadigm
dr.Marcdr.Marc DujardinDujardin, architect, architect
Intensive program (IP)
« Designing in the Dark »
Gh t 3 D b 2007
EducationEducation
ProjectProject
UDEP.bePRINCIPLE FOUR:
Perceptible Info
The design communicates
necessary information
effectively to the user,
regardless of the user's
sensory abilities.
4a. Use different modes
(pictorial, verbal, tactile) for
redundant presentation of
essential information.
4b. Provide adequate
contrast between essential
information and its
surroundings.
4c. Maximize "legibility" of
essential information.
4d. Differentiate elements in
ways that can be described
(i.e., make it easy to give
instructions or directions).
4e. Provide compatibility with
a variety of techniques used
by people with sensory
limitations.
YESNO
24. UniversalUniversal
DesignDesign
““Universal DesignUniversal Design”” –– ““DesignDesign forfor AllAll”” –– ““InclusiveInclusive
DesignDesign””
IntroductionIntroduction of aof a useruser--orientatedorientated designdesign paradigmparadigm
dr.Marcdr.Marc DujardinDujardin, architect, architect
Intensive program (IP)
« Designing in the Dark »
Gh t 3 D b 2007
EducationEducation
ProjectProject
UDEP.bePRINCIPLE FIVE:
Tolerance for
Error
The design minimizes
hazards and the adverse
consequences of accidental
or unintended actions.
5a. Arrange elements to
minimize hazards and errors:
most used elements, most
accessible; hazardous
elements eliminated,
isolated, or shielded.
5b. Provide warnings of
hazards and errors.
5c. Provide fail safe features.
5d. Discourage unconscious
action in tasks that require
vigilance.
25. UniversalUniversal
DesignDesign
““Universal DesignUniversal Design”” –– ““DesignDesign forfor AllAll”” –– ““InclusiveInclusive
DesignDesign””
IntroductionIntroduction of aof a useruser--orientatedorientated designdesign paradigmparadigm
dr.Marcdr.Marc DujardinDujardin, architect, architect
Intensive program (IP)
« Designing in the Dark »
Gh t 3 D b 2007
EducationEducation
ProjectProject
UDEP.bePRINCIPLE FIVE:
Tolerance for
Error
The design minimizes
hazards and the adverse
consequences of accidental
or unintended actions.
5a. Arrange elements to
minimize hazards and errors:
most used elements, most
accessible; hazardous
elements eliminated,
isolated, or shielded.
5b. Provide warnings of
hazards and errors.
5c. Provide fail safe features.
5d. Discourage unconscious
action in tasks that require
vigilance.
YESNO
26. UniversalUniversal
DesignDesign
““Universal DesignUniversal Design”” –– ““DesignDesign forfor AllAll”” –– ““InclusiveInclusive
DesignDesign””
IntroductionIntroduction of aof a useruser--orientatedorientated designdesign paradigmparadigm
dr.Marcdr.Marc DujardinDujardin, architect, architect
Intensive program (IP)
« Designing in the Dark »
Gh t 3 D b 2007
EducationEducation
ProjectProject
UDEP.bePRINCIPLE SIX: Low
Physical Effort
The design can be used
efficiently and comfortably
and with a minimum of
fatigue.
6a. Allow user to maintain a
neutral body position.
6b. Use reasonable operating
forces.
6c. Minimize repetitive
actions.
6d. Minimize sustained
physical effort.
27. UniversalUniversal
DesignDesign
““Universal DesignUniversal Design”” –– ““DesignDesign forfor AllAll”” –– ““InclusiveInclusive
DesignDesign””
IntroductionIntroduction of aof a useruser--orientatedorientated designdesign paradigmparadigm
dr.Marcdr.Marc DujardinDujardin, architect, architect
Intensive program (IP)
« Designing in the Dark »
Gh t 3 D b 2007
EducationEducation
ProjectProject
UDEP.bePRINCIPLE SIX: Low
Physical Effort
The design can be used
efficiently and comfortably
and with a minimum of
fatigue.
6a. Allow user to maintain a
neutral body position.
6b. Use reasonable operating
forces.
6c. Minimize repetitive
actions.
6d. Minimize sustained
physical effort.
YESNO
28. UniversalUniversal
DesignDesign
““Universal DesignUniversal Design”” –– ““DesignDesign forfor AllAll”” –– ““InclusiveInclusive
DesignDesign””
IntroductionIntroduction of aof a useruser--orientatedorientated designdesign paradigmparadigm
dr.Marcdr.Marc DujardinDujardin, architect, architect
Intensive program (IP)
« Designing in the Dark »
Gh t 3 D b 2007
EducationEducation
ProjectProject
UDEP.bePRINCIPLE SEVEN:
Size and Space
for Approach
and Use
Appropriate size and space is
provided for approach, reach,
manipulation, and use
regardless of user's body
size, posture, or mobility.
7a. Provide a clear line of
sight to important elements
for any seated or standing
user.
7b. Make reach to all
components comfortable for
any seated or standing user.
7c. Accommodate variations
in hand and grip size.
7d. Provide adequate space
for the use of assistive
devices or personal
assistance.
29. UniversalUniversal
DesignDesign
““Universal DesignUniversal Design”” –– ““DesignDesign forfor AllAll”” –– ““InclusiveInclusive
DesignDesign””
IntroductionIntroduction of aof a useruser--orientatedorientated designdesign paradigmparadigm
dr.Marcdr.Marc DujardinDujardin, architect, architect
Intensive program (IP)
« Designing in the Dark »
Gh t 3 D b 2007
EducationEducation
ProjectProject
UDEP.bePRINCIPLE SEVEN:
Size and Space
for Approach
and Use
Appropriate size and space is
provided for approach, reach,
manipulation, and use
regardless of user's body
size, posture, or mobility.
7a. Provide a clear line of
sight to important elements
for any seated or standing
user.
7b. Make reach to all
components comfortable for
any seated or standing user.
7c. Accommodate variations
in hand and grip size.
7d. Provide adequate space
for the use of assistive
devices or personal
assistance.
YESNO
30. 5. UD at5. UD at StSt--LucasLucas ArchitectureArchitecture
Structural approach:
– Three Flemish schools of architecture take the lead:
• Hogeschool Antwerpen (HA), Departement Ontwerpwetenschappen
(Carl Asaert)
• Hogeschool voor Wetenschap en Kunst (WENK), Departement
Architectuur, Brussel-Gent
• (Marc Dujardin)
• Provinciale Hogeschool Limburg (PHL), Departement Architectuur
(Hubert Froyen)
– The Universal Design Education Project (UDEP.be), with
support of the Flemish Government (Equal Opportunities)
– Within the new (Bologna) educational landscape, develop
Universal Design as one of St-Lucas’ ‘areas of competence’
UDEP.be
31. 5. UD at5. UD at StSt--LucasLucas ArchitectureArchitecture
UDEP.be:
– From Octobre 2001
onwards, structurally and
pedagogically introduce UD
by means of
• Theoretical courses and
workshops
• Research by design projects,
• Building a UD-toolkit
• Sensibilisation
– Organisation of a Scientific
Contact forum, with the
support of the Royal
Flemish Academy of
Belgium - KVAB
(Koninklijke Vlaamse
Academie van België),
Brussels, 17 may 2002
UDEP.be
32. 5. UD at5. UD at StSt--LucasLucas ArchitectureArchitecture
EIDD-Belgium:
–Against the background of the
UDEP.be project, founding of the
national branch of the European
Institute for Design and Disability, in
order to bring together all Belgian
‘Design-for-All related Professionals
(DfA’s)
UDEP.be
33. 5. UD at5. UD at StSt--LucasLucas ArchitectureArchitecture
META-University:
– Against the ongoing BaMa-reforms, integrating the topic as
part of the newly formed Meta ‘Joint masters Program’
– Universal Design is a component of the course
module‘Sustainable and User-Orientated Planning and Design’
– At European level the concept of Universal Design resorts
under the umbrella of ‘Sociallly Sustainable Development’
USO-Built Graduate School:
– Participating in an international network of research and
research by design at PhD level
– UD resorts under International research Unit 3 that stands for
User-Orientation and Built-in Quality (BQL)
UDEP.be
34. 6. UD at6. UD at StSt--LucasLucas ArchitectureArchitecture
Educational approach
– 6.1. Building up competence by:
– Establishing a state of mind among designers by experience-
based activities guided by impaired accessibility experts
– Developing a common and comprehensive UD-vocabulary
– Systematic Post Occupancy Evaluation (POE) of celebrated
architecture in search for best practice examples
– 6.2. Research by design:
– Designing as core competence
– Studio work als lab for the development of a fundamental
theoretical research basis that can be lead to knowledge
transfer between the academic field, the industry and end-user
UDEP.be
35. 6. UD in6. UD in StSt--LucasLucas ArchitectuurArchitectuur UDEP.be
Designing in the dark working process
EXPERIMENTAL STUDIO
dr. Marc Dujardin
36. 6. UD at6. UD at StSt--LucasLucas ArchitectureArchitecture
Designing in the dark workshop
– 6.1. Building up UD-competence by:
– Sensibilisation and simulation
UDEP.be
37. 6. UD at6. UD at StSt--LucasLucas ArchitectureArchitecture
Designing in the dark workshop
– 6.1. Building up UD-competence by:
– Reconnecting the designer with the ‘dis-enabling end-user
UDEP.be
50. 6.2. Research6.2. Research byby DesignDesign UDEP.be
Design studio strategy
A two-way introduction of the
UD-concept
• Implicit:
Stimulate a design attitude that
is based on a more ‘inclusive’
approach and conceptualisation
of any design task
• Explicit:
Apply the design tools and skills as
developed in UD-guidelines and
standards addressing the requirements
of a multi-sensorial man-made
environment.
51. 6.2. Research6.2. Research byby DesignDesign UDEP.be
Design studioDesign studio strategystrategy (Design Studio M.Dujardin)
A design task that takes the UD-paradigm into account
is characterised by:
– 1. Key issues and questions that are drawn from current social
debates e.g. ageing, handicap,......
– 2. An high reality factor concerning programmatic demands
and contextual determinants
– 3. Interdisciplinary approach of the design task by involving the
knowledge transfer of D-f-A-specialists
– 4. Interactive involvement of the enabling en dis-enabling
expertise of relevant end-users
52. 6.2. Research6.2. Research byby DesignDesign UDEP.be
“Low by the ground”:
– Reconversion: re-designing of
Silo’s Blancke, a 37m high grain
storage facility at Aarsele as an
interactive complex of work and
leisure.
– UD-key question:
Why is it that the architect merely
thinks the built space of disabled
persons horizontally and in most
cases merely at ground floor level?
Why does the architects thinks the
spatial intercommunication
between disabled and non-
handicapped in one-way direction
54. 6.2. Research6.2. Research byby DesignDesign UDEP.be
“disabled persons and fire hazards”
– Assisted
Resue
Evacuation
55. 6.2. Research6.2. Research byby DesignDesign UDEP.be
“Step by step”
– Design of a home for a group
of mentally retarded persons
in Ghent
– UD-key question:
Why is the life of adult
persons with mental and or
physical disablilities merely
confined to cloister type
building estates excluded
from the city?
57. 6.2. Research6.2. Research byby DesignDesign UDEP.be
“sustainable dwelling”
Flexibility in usage of the proposed project:
– Kangoeroe housing: 1 social worker and dwelling group
– Dwelling of the owner and rental students chambers
– Dwelling with attached at home working situation
59. 6.2. Research6.2. Research byby DesignDesign UDEP.be
“The new norm man”
– Reconversion of
‘Palinghuizen’, a
neighbourghood situated at
the 19th century belt of the
city of Ghent
– UD-key question:
How can an existing tram
line, cutting a problematic
building block in two halves
act as a spatial mediator
instead of a burden in the
process of re-designing?
60. 6.2. Research6.2. Research byby DesignDesign UDEP.be
“Trans-generative”
Neighbourhood
concept
– Collective dwelling block
– Individual housing
– Universal Hotel
61. 6.2. Research6.2. Research byby DesignDesign UDEP.be
“Life long dwelling”
– ADL dwelling concept
– LAT dwelling concept
– Pre-fitted technology
66. 6.2. Research6.2. Research byby DesignDesign UDEP.be
“Groendreef”
– Reconversion of a black building
spot in Ghent
– UD-Key issue:
Inclusive approach of the scale
between the neighbourhood and
the city
– Urban design en architecture:
word and counter-word
68. 6.2. Research6.2. Research byby DesignDesign UDEP.be
“life long dwelling”
– Design strategies for social inclusion
– The vicinity of the water front
benefits all users of the
neighbourhood and is not restricted
to the better-off class
69. 6.2. Research6.2. Research byby DesignDesign UDEP.be
“Community center en ADL-
dwellings”
– Meeting and dwelling within the vicinity of
water
– Assistence Daily Living
71. 6.2. Research6.2. Research byby DesignDesign UDEP.be
“Leiekaai”
– Reconversion of a ‘black
building block’ in Ghent
– UD-key issue:
Socio-cultural and spatial
mediation between two urban
tissues: the urban and sub-
urban type.
74. 6.2. Research6.2. Research byby DesignDesign UDEP.be
“Macharius”
– Reconversion of a ‘black building
block’ in Ghent
– UD-key issue:
Inclusieve approach of the tension
field between the scale of the
neighbourhood and the
78. UDUD--studentsstudents 20002000-- UDEP.be
“St-Lucas Architects, the next generation”
B E U S M A N S S t a c e y , D A E M S A l e x a n d e r , D E C S I J e s s i c a , D E N Y S W i m ,
H E N R I S T E r i c , H O G A N G e r a l d , H O U S T O N C a t h e r i n e , P E V E N A G E J o a c h i m ,
R O B B E R E C H T S I v a n , S M E T F a b i a n , S T E R C K X S t i j n , V A N d E N H O V E C a r l ,
V A N H O V E J e r o e n - A S S E L B E R G P i e t e r - B E C K E R S J o n a s - B U L C K A E N D a v i d
- C R A B B é L o r e - D E C L E R C Q A r n a u d - D E V O S K r i s t o f - E E R E N S F r e d e r i k -
P L A S S t e v e n - O O S T E R L I N C K S t i j n - S T R A G I E R C a r l - V A N B E L L E G H E M
M a a r t j e - V A N D E K E R C K H O V E A n n i e k - V A N E E S B E E K S t e p h a n i e -
V A N D E W A L L E P i e t e r - B L O M M E C h r i s t o p h e , C A R R E I N W i m , D E K E G E L
B a r b a r a , D E M E Y W i m , D E C L E R C Q K a t r i e n , D E C O E N E M a r i e k e ,
D E S C H I E T E R E L i e s , H A E G E N S N i c o , H O F M A N S K o e n , M A S S O N K a t r i e n ,
V A N L I E F F E R I N G E C i n d y , V A N L O O C K J e f , V A N W A S S E N H O V E L a n d e r ,
V A N D A E L E K o e n - B A E Y E N S K o e n - C A R R E I N W i m - D E K E G E L B a r b a r a - D E
V O S K r i s t o f - D E L A R I V I E R E X a v i e r - D E S C H I E T E R E L i e s - G A R D I N C h r i s t o p h e
- G R A U X B a s i l e - L E S C R A U W A E T S t e f a n - M E E R T A n n - S T A E L E N s L y n n -
V A N S L E M B R O U C K K l a a s - V E R M E U L E N R u b e n - P A L M E R N i c o l a -
C L A E S S E N S A n n i c k - D E S P I E G E L E I R E K r i s t o f - D E V O S K r i s t o f - D O O G H E
D a v i d - S C H U T Y S E R F r e d e r i k - S E M I N C K B a r b a r a - S O E T E N S E v a -
S T O F F E L S A l e x a n d e r - T O Y i L i n g - V A N H O E C K E G o e d e l e - V A N
M A L D E G H E M M i c h a e l - V I L L A Y S P e t e r - B O M M E R E Z J e r o e n - B O N N Y M a r v i n
- C U S T E R S J a n - D E B E R D T S o f i e - H A U W A E R T S A n n e l i e s - H O U B A E R T A n j a
- J A C O B S T i m o t h y - L A N C K R I E T W e s l e y - P A R E T T h o m a s - P I T T O O R S A n -
S T E E N L A N D T B r a m - V A N B E V E R E N R o b i n - V A N D A M M E C h a r l o t t e - V A N
N I E U W E N H U Y Z E J o - V A N S T E E N K I S T E L i e n - V E R F A I L L I E P i e t e r -
A E L T E R M A N E l i n e - B E E U S A E R T T o m - D E S M E T S u z a n n e - D E S P I E R R E
B r u n o - G E L D E R S M a n u - K E P P L E R E l s - R O B B E R E C H T J o - S A N D E R S
L e s l e y - S P I T T A E L S K a r l - V A N H O O F N a t h a l i e - V A N W I L D E M E E R S C H S t e v e n
- L O P E Z L u c i a - I n a k i - O T A L M a i d e r - S T R U K E L J E v a - Z U B I A U R R E L u c i a -
A C K E J a n - A U W E R C K X L a w r e n c e - F R A N C H I T T I P h i l i p - H E U L E U B r u n o -
K E P P L E R E l s - S C H R E U R S S a r a h - B O M M E R E Z J e r o e n - D E B R A B A N D E R E
L e e n - D E S M E D T F r e d e r i k - D E V O C H T S a m - S P I Y A E L S K a r l -
G R Y S P E E R D T E m m e l y n - V A N B E L L E M a a r t e n - V A N D E N H O U W E R o b b y -
W E N E S N e l e