Cumincad : CUMINCAD Papers : Search Results

CumInCAD is a Cumulative Index about publications in Computer Aided Architectural Design
supported by the sibling associations ACADIA, CAADRIA, eCAADe, SIGraDi, ASCAAD and CAAD futures

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_id	c55f
authors	Kalay, Yehuda E.
year	1986
title	The Impact of CAD On Architectural Design Education in the United States
doi	https://doi.org/10.52842/conf.ecaade.1986.348
source	Teaching and Research Experience with CAAD [4th eCAADe Conference Proceedings] Rome (Italy) 11-13 September 1986, pp. 348-355
summary	Computer-Aided Design (CAD) began to appear in schools of architecture in the United States over 15 years ago. By 1982, over 50% of all accredited schools of architecture in North America included some form of CAD in their curricula. This number has continued to steadily increase. For the most part, the use of CAD has been restricted to the few individuals working on special "CAD projects" and to the researchers developing CAD products. The reasons for this limitation have included the low availability, difficulty of use, restricted access and high cost of the CAD systems, as well as limited faculty and administrative support. Recently, however, partly due to the introduction of micro- computer CAD software, and partly due to the growing awareness of the importance of CAD in architectural education and practice, some schools have begun to introduce CAD as part of the general design curriculum.
series	eCAADe
email
last changed	2022/06/07 07:52

_id	e234
authors	Kalay, Yehuda E. and Harfmann, Anton C.
year	1985
title	An Integrative Approach to Computer-Aided Design Education in Architecture
source	February, 1985. [17] p. : [8] p. of ill
summary	With the advent of CAD, schools of architecture are now obliged to prepare their graduates for using the emerging new design tools and methods in architectural practices of the future. In addition to this educational obligation, schools of architecture (possibly in partnership with practicing firms) are also the most appropriate agents for pursuing research in CAD that will lead to the development of better CAD software for use by the profession as a whole. To meet these two rather different obligations, two kinds of CAD education curricula are required: one which prepares tool- users, and another that prepares tool-builders. The first educates students about the use of CAD tools for the design of buildings, whereas the second educates them about the design of CAD tools themselves. The School of Architecture and Planning in SUNY at Buffalo has recognized these two obligations, and in Fall 1982 began to meet them by planning and implementing an integrated CAD environment. This environment now consists of 3 components: a tool-building sequence of courses, an advanced research program, and a general tool-users architectural curriculum. Students in the tool-building course sequence learn the principles of CAD and may, upon graduation, become researchers and the managers of CAD systems in practicing offices. While in school they form a pool of research assistants who may be employed in the research component of the CAD environment, thereby facilitating the design and development of advanced CAD tools. The research component, through its various projects, develops and provides state of the art tools to be used by practitioners as well as by students in the school, in such courses as architectural studio, environmental controls, performance programming, and basic design courses. Students in these courses who use the tools developed by the research group constitute the tool-users component of the CAD environment. While they are being educated in the methods they will be using throughout their professional careers, they also act as a 'real-world' laboratory for testing the software and thereby provide feedback to the research component. The School of Architecture and Planning in SUNY at Buffalo has been the first school to incorporate such a comprehensive CAD environment in its curriculum, thereby successfully fulfilling its obligation to train students in the innovative methods of design that will be used in architectural practices of the future, and at the same time making a significant contribution to the profession of architecture as a whole. This paper describes the methodology and illustrates the history of the CAD environment's implementation in the School
keywords	CAD, architecture, education
series	CADline
email
last changed	2003/06/02 13:58

_id	8c27
authors	Kalay, Yehuda E.
year	1982
title	Determining the Spatial Containment of a Point in General Polyhedra
source	Computer graphics and Image Processing. 1982. vol. 19: pp. 303-334 : ill. includes bibliography. See also criticism and improvements in Orlowski, Marian
summary	Determining the inclusion of a point in volume-enclosing polyhedra (shapes) in 3D space is, in principle, the extension of the well-known problem of determining the inclusion of a point in a polygon in 2D space. However, the extra degree of freedom makes 3D point-polyhedron containment analysis much more difficult to solve than the 2D point polygon problem, mainly because of the nonsequential ordering of the shape elements, which requires global shape data to be applied for resolving special cases. Two general O(n) algorithms for solving the problem by reducing the 3D case into the solvable 2D case are presented. The first algorithm, denoted 'the projection method,' is applicable to any planar- faced polyhedron, reducing the dimensionality by employing parallel projection to generate planar images of the shape faces, together with an image of the point being tested for inclusion. The containment relationship of these images is used to increment a global parity-counter when appropriate, representing an abstraction for counting the intersections between the surface of the shape and a halfline extending from the point to infinity. An 'inside' relationship is established when the parity-count is odd. Special cases (coincidence of the halfline with edges or vertices of the shape) are resolved by eliminating the coincidental elements and re-projecting the merged faces. The second algorithm, denoted 'the intersection method,' is applicable to any well- formed shape, including curved-surfaced ones. It reduces the dimensionality by intersecting the polygonal trace of the shape surface at the plane of intersection, which is tested for containing the trace of the point in the plane, directly establishing the overall 3D containment relationship. A particular O(n) implementation of the 2D point-in-polygon inclusion algorithm, which is used for solving the problem once reduced in dimensionality, is also presented. The presentation is complemented by discussions of the problems associated with point-polyhedron relationship determination in general, and comparative analysis of the two particular algorithms presented
keywords	geometric modeling, point inclusion, polygons, polyhedra, computational geometry, algorithms, search, B-rep
series	CADline
email
last changed	2003/06/02 10:24

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