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	2cb4
authors	Bille, Pia
year	1992
title	CAD at the AAA
doi	https://doi.org/10.52842/conf.ecaade.1992.279
source	CAAD Instruction: The New Teaching of an Architect? [eCAADe Conference Proceedings] Barcelona (Spain) 12-14 November 1992, pp. 279-288
summary	Teaching computer science at the Aarhus School of Architecture goes back as far as to the beginning of the 80’s, when a few teachers and students were curious towards the new media seeing its great developing perspectives and its possible use in the design of architecture. The curiosity and excitement about technology continued, although the results were modest and the usefulness not a dominant aspect in this early period. In the middle of the 80’s the School of Architecture was given the opportunity by means of state funding to buy the first 10 IBM PC's to run AutoCad among other programmes. Beside this a bigger CAD-system Gable 4D Series was introduced running on MicroVax Workstations. The software was dedicated to drafting buildings in 2 and 3 dimensions - an important task within the profession of architects.
series	eCAADe
email
last changed	2022/06/07 07:52

_id	acaa
authors	Kalay, Yehuda E.
year	1992
title	Evaluating and Predicting Design Performance
source	New York: John Wiley & Sons, 1992. pp. 399-404
summary	This article is the conclusion chapter of the book by the same title. Evaluation can be defined as measuring the fit between achieved or expected performances to stated criteria. Prediction is the process whereby expected performance characteristics are simulated, or otherwise made tangible, when evaluation is applied to hypothetical design solutions. The multifaceted nature of design solutions precludes optimization of any one performance characteristic. Rather, a good design solution will strike a balance in the degree to which any performance criterion is achieved, such that overall performance will be maximized. This paper discusses the nature of evaluation and prediction, their multilevel and multifaceted dimensions, and some of the approaches that have been proposed to perform quantitative and qualitative evaluations
keywords	evaluation, performance, prediction, multicriteria, architecture, design process
series	CADline
email
last changed	2003/06/02 13:58

_id	b784
authors	Krishnamurti, R. and Earl, C.F.
year	1992
title	Shape recognition in three dimensions
source	Environment and Planning B: Planning and Design 19 : 585-603
summary	The subshape recognition problem for three-dimensional shapes under linear transformations is considered. The problem is analysed in a series of cases, some that provide a determinate number of solutions and others that have indeterminately many solutions. Procedures for its solution for general shapes are developed. Difficulties posed by strict adherence to rational transformations are examined. As a corollary, an outline of a procedure for determining the symmetries of a shape is presented. Subject
series	journal paper
last changed	2003/04/23 15:14

_id	27eb
authors	Steuer, Jonathan
year	1992
title	Defining Virtual Reality: Dimensions Determining Telepresence
source	Journal of Communication, Vol. 24 No. 4 (Autumn 1992): 73-93
summary	Virtual reality (VR) is typically defined in terms of technological hardware. This paper attempts to cast a new, variable-based definition of virtual reality that can be used to classify virtual reality in relation to other media. The defintion of virtual reality is based on concepts of "presence" and "telepresence," which refer to the sense of being in an environment, generated by natural or mediated means, respectively. Two technological dimensions that contribute to telepresence, vividness and interactivity, are discussed. A variety of media are classified according to these dimensions. Suggestions are made for the application of the new definition of virtual reality within the field of communication research.
series	journal paper
last changed	2003/04/23 15:50

_id	89d9
authors	Cajati, Claudio
year	1992
title	The New Teaching of an Architect: The Rôle of Expert Systems in Technological Culture
doi	https://doi.org/10.52842/conf.ecaade.1992.435
source	CAAD Instruction: The New Teaching of an Architect? [eCAADe Conference Proceedings] Barcelona (Spain) 12-14 November 1992, pp. 435-442
summary	We already have the EEC, that is the European Economic Community. We have to build the CCE, that is the Common Cultural Europe. Architects and building engineers of any european country will be allowed to freely practise in any other country of the EEC. Of course, it is not only matter of coming down of the frontiers, of a greater labour mobility. Not even it will be enough that the university degree courses of the different countries agree to and put into effect the EEC common directives. They need rules and guidelines entering into the merits of practice: rules and guidelines which, rather than a legal and bureaucratic matter, must be the result of a common cultural and technical work, about clear and delimited questions of shared subjects, in which all the community countries be deeply concerned. Analogously, in the very field of research, the project "Human Capital and Mobility" has in view a greater european scientific and technological competitiveness, through an integration of human and material resources of different research centres, such as in shared-cost research projects and in concerted research actions. Such an integration is neither easy nor rapid. The political, social, cultural, technological peculiarities of the countries of the European Community certainly constitute an obstacle for the creation of a supernational cultural and technological pool. of common opportunities. These peculiarities, however, aren't only a restraint for the european community effort of unification and construction of shared goals, constraints, rules, methods, techniques, tools. They mean also a richness, an unrepeatable resourse: they are the result of a historical millenary stratification, which gave rise to urban and architectural contexts, to cultural and technological traditions it would be a serious mistake to waste.
series	eCAADe
email
last changed	2022/06/07 07:54

_id	caadria2010_042
id	caadria2010_042
authors	Celento, David
year	2010
title	Open-source, parametric architecture to propagate hyper-dense, sustainable urban communities: parametric urban dwellings for the experience economy
doi	https://doi.org/10.52842/conf.caadria.2010.443
source	Proceedings of the 15th International Conference on Computer Aided Architectural Design Research in Asia / Hong Kong 7-10 April 2010, pp. 443-452
summary	Rapid developments in societal, technological, and natural systems suggest profound changes ahead if research in panarchical systems (Holling, 2001) is to be believed. Panarchy suggests that systems, both natural and man-made, rise to the point of vulnerability then fail due to disruptive forces in a process of ‘creative destruction.’ This sequence allows for radical, and often unpredictable, renewal. Pressing sustainability concerns, burgeoning urban growth, and emergent ‘green manufacturing’ laws, suggest that future urban dwellings are headed toward Gladwell’s ‘tipping point’ (2002). Hyper-dense, sustainable, urban communities that employ open-source standards, parametric software, and web-based configurators are the new frontier for venerable visions. Open-source standards will permit the design, manufacture, and sale of highly diverse, inter-operable components to create compact urban living environments that are technologically sophisticated, sustainable, and mobile. These mass-customised dwellings, akin to branded consumer goods, will address previous shortcomings for prefabricated, mobile dwellings by stimulating consumer desire in ways that extend the arguments of both Joseph Pine (1992) and Anna Klingman (2007). Arguments presented by authors Makimoto and Manners (1997) – which assert that the adoption of digital and mobile technologies will create large-scale societal shifts – will be extended with several solutions proposed.
keywords	Mass customisation; urban dwellings; open source standards; parametric design; sustainability
series	CAADRIA
email
last changed	2022/06/07 07:55

_id	0ac0
authors	Coyne, Richard and Newton, Sidney
year	1992
title	Metaphors, Computers and Architectural Education
doi	https://doi.org/10.52842/conf.ecaade.1992.307
source	CAAD Instruction: The New Teaching of an Architect? [eCAADe Conference Proceedings] Barcelona (Spain) 12-14 November 1992, pp. 307-318
summary	In this paper we present the case for employing metaphor to explain the impact of technology. This contrasts with the empirical-theoretical method of inquiry. We also contrast two widely held metaphors of architectural education (the EPISTEMOLOGICAL and the COMMUNITY metaphors) and of the role of the computer (the MAINFRAME and the UBIQUITOUS COMPUTING metaphors). We show how in each case both metaphors result in different kinds of decision making in relation to resourcing an architecture school.
series	eCAADe
email
last changed	2022/06/07 07:56

_id	bb54
authors	Dourish, P. and Bly, S.
year	1992
title	Portholes: Supporting Awareness in a Distributed Work Group
source	Proceedings of SIG CHI '92, pp. 541-547
summary	We are investigating ways in which media space technologies can support distributed work groups through access to information that supports general awareness. Awareness involves knowing who is “around”, what activities are occurring, who is talking with whom; it provides a view of one another in the daily work environments. Awareness may lead to informal interactions, spontaneous connections, and the development of shared cultures—all important aspects of maintaining working relationships which are denied to groups distributed across multiple sites. The Portholes project, at Rank Xerox EuroPARC in Cambridge, England, and Xerox PARC in Palo Alto, California, demonstrates that awareness can be supported across distance. A data network provides a shared database of image information that is regularly updated and available at all sites. Initial experiences of the system in use at EuroPARC and PARC suggest that Portholes both supports shared awareness and helps to build a “sense of community”.
series	other
last changed	2003/04/23 15:50

_id	esaulov02_paper_eaea2007
id	esaulov02_paper_eaea2007
authors	Esaulov, G.V.
year	2008
title	Videomodeling in Architecture. Introduction into Concerned Problems
source	Proceedings of the 8th European Architectural Endoscopy Association Conference
summary	Since the very 1st year Russian Academy of Architecture and building sciences that was established in 1992 by the Presidents’ decree as the higher scientific and creative organization in the country has always paid much attention to supporting and developing fundamental investigations in architecture, town-planning, building sciences, professional education and creative practice. Study of the birth process of the architectural idea and searching for tools assisting the architect’s creative activity and opportunities for adequate transfer of architectural image to potential consumer – relate to the number of problems which constantly bother the architectural community. Before turning to the conference, let us set certain conditions that have a significant impact on the development of architectural and construction activity in modern Russia.
series	EAEA
more	http://info.tuwien.ac.at/eaea
last changed	2008/04/29 20:46

_id	e412
authors	Fargas, Josep and Papazian, Pegor
year	1992
title	Modeling Regulations and Intentions for Urban Development: The Role of Computer Simulation in the Urban Design Studio
doi	https://doi.org/10.52842/conf.ecaade.1992.201
source	CAAD Instruction: The New Teaching of an Architect? [eCAADe Conference Proceedings] Barcelona (Spain) 12-14 November 1992, pp. 201-212
summary	In this paper we present a strategy for modeling urban development in order to study the role of urban regulations and policies in the transformation of cities. We also suggest a methodology for using computer models as experimental tools in the urban design studio in order to make explicit the factors involved in shaping cities, and for the automatic visualization of projected development. The structure of the proposed model is based on different modules which represent, on the one hand, the rules regulating the physical growth of a city and, on the other hand, heuristics corresponding to different interests such as Real Estate Developers, City Hall Planners, Advocacy and Community Groups, and so on. Here we present a case study dealing with the Boston Redevelopment Authority zoning code for the Midtown Cultural District of Boston. We introduce a computer program which develops the district, adopting a particular point of view regarding urban regulation. We then generalize the notion of this type of computer modeling and simulation, and draw some conclusions about its possible uses in the teaching and practice of design.
series	eCAADe
email
last changed	2022/06/07 07:55

_id	7ce5
authors	Gal, Shahaf
year	1992
title	Computers and Design Activities: Their Mediating Role in Engineering Education
source	Sociomedia, ed. Edward Barret. MIT Press
summary	Sociomedia: With all the new words used to describe electronic communication (multimedia, hypertext, cyberspace, etc.), do we need another one? Edward Barrett thinks we do; hence, he coins the term "sociomedia." It is meant to displace a computing economy in which technicity is hypostasized over sociality. Sociomedia, a compilation of twenty-five articles on the theory, design and practice of educational multimedia and hypermedia, attempts to re-value the communicational face of computing. Value, of course, is "ultimately a social construct." As such, it has everything to do with knowledge, power, education and technology. The projects discussed in this book represent the leading edge of electronic knowledge production in academia (not to mention major funding) and are determining the future of educational media. For these reasons, Sociomedia warrants close inspection. Barrett's introduction sets the tone. For him, designing computer media involves hardwiring a mechanism for the social construction of knowledge (1). He links computing to a process of social and communicative interactivity for constructing and desseminating knowledge. Through a mechanistic mapping of the university as hypercontext (a huge network that includes classrooms as well as services and offices), Barrett models intellectual work in such a way as to avoid "limiting definitions of human nature or human development." Education, then, can remain "where it should be--in the human domain (public and private) of sharing ideas and information through the medium of language." By leaving education in a virtual realm (where we can continue to disagree about its meaning and execution), it remains viral, mutating and contaminating in an intellectually healthy way. He concludes that his mechanistic model, by means of its reductionist approach, preserves value (7). This "value" is the social construction of knowledge. While I support the social orientation of Barrett's argument, discussions of value are related to power. I am not referring to the traditional teacher-student power structure that is supposedly dismantled through cooperative and constructivist learning strategies. The power to be reckoned with in the educational arena is foundational, that which (pre)determines value and the circulation of knowledge. "Since each of you reading this paragraph has a different perspective on the meaning of 'education' or 'learning,' and on the processes involved in 'getting an education,' think of the hybris in trying to capture education in a programmable function, in a displayable object, in a 'teaching machine'" (7). Actually, we must think about that hybris because it is, precisely, what informs teaching machines. Moreover, the basic epistemological premises that give rise to such productions are too often assumed. In the case of instructional design, the episteme of cognitive sciences are often taken for granted. It is ironic that many of the "postmodernists" who support electronic hypertextuality seem to have missed Jacques Derrida's and Michel Foucault's "deconstructions" of the epistemology underpinning cognitive sciences (if not of epistemology itself). Perhaps it is the glitz of the technology that blinds some users (qua developers) to the belief systems operating beneath the surface. Barrett is not guilty of reactionary thinking or politics; he is, in fact, quite in line with much American deconstructive and postmodern thinking. The problem arises in that he leaves open the definitions of "education," "learning" and "getting an education." One cannot engage in the production of new knowledge without orienting its design, production and dissemination, and without negotiating with others' orientations, especially where largescale funding is involved. Notions of human nature and development are structural, even infrastructural, whatever the medium of the teaching machine. Although he addresses some dynamics of power, money and politics when he talks about the recession and its effects on the conference, they are readily visible dynamics of power (3-4). Where does the critical factor of value determination, of power, of who gets what and why, get mapped onto a mechanistic model of learning institutions? Perhaps a mapping of contributors' institutions, of the funding sources for the projects showcased and for participation in the conference, and of the disciplines receiving funding for these sorts of projects would help visualize the configurations of power operative in the rising field of educational multimedia. Questions of power and money notwithstanding, Barrett's introduction sets the social and textual thematics for the collection of essays. His stress on interactivity, on communal knowledge production, on the society of texts, and on media producers and users is carried foward through the other essays, two of which I will discuss. Section I of the book, "Perspectives...," highlights the foundations, uses and possible consequences of multimedia and hypertextuality. The second essay in this section, "Is There a Class in This Text?," plays on the robust exchange surrounding Stanley Fish's book, Is There a Text in This Class?, which presents an attack on authority in reading. The author, John Slatin, has introduced electronic hypertextuality and interaction into his courses. His article maps the transformations in "the content and nature of work, and the workplace itself"-- which, in this case, is not industry but an English poetry class (25). Slatin discovered an increase of productive and cooperative learning in his electronically- mediated classroom. For him, creating knowledge in the electronic classroom involves interaction between students, instructors and course materials through the medium of interactive written discourse. These interactions lead to a new and persistent understanding of the course materials and of the participants' relation to the materials and to one another. The work of the course is to build relationships that, in my view, constitute not only the meaning of individual poems, but poetry itself. The class carries out its work in the continual and usually interactive production of text (31). While I applaud his strategies which dismantle traditional hierarchical structures in academia, the evidence does not convince me that the students know enough to ask important questions or to form a self-directing, learning community. Stanley Fish has not relinquished professing, though he, too, espouses the indeterminancy of the sign. By the fourth week of his course, Slatin's input is, by his own reckoning, reduced to 4% (39). In the transcript of the "controversial" Week 6 exchange on Gertrude Stein--the most disliked poet they were discussing at the time (40)--we see the blind leading the blind. One student parodies Stein for three lines and sums up his input with "I like it." Another, finds Stein's poetry "almost completey [sic] lacking in emotion or any artistic merit" (emphasis added). On what grounds has this student become an arbiter of "artistic merit"? Another student, after admitting being "lost" during the Wallace Steven discussion, talks of having more "respect for Stevens' work than Stein's" and adds that Stein's poetry lacks "conceptual significance[, s]omething which people of varied opinion can intelligently discuss without feeling like total dimwits...." This student has progressed from admitted incomprehension of Stevens' work to imposing her (groundless) respect for his work over Stein's. Then, she exposes her real dislike for Stein's poetry: that she (the student) missed the "conceptual significance" and hence cannot, being a person "of varied opinion," intelligently discuss it "without feeling like [a] total dimwit." Slatin's comment is frightening: "...by this point in the semester students have come to feel increasingly free to challenge the instructor" (41). The students that I have cited are neither thinking critically nor are their preconceptions challenged by student-governed interaction. Thanks to the class format, one student feels self-righteous in her ignorance, and empowered to censure. I believe strongly in student empowerment in the classroom, but only once students have accrued enough knowledge to make informed judgments. Admittedly, Slatin's essay presents only partial data (there are six hundred pages of course transcripts!); still, I wonder how much valuable knowledge and metaknowledge was gained by the students. I also question the extent to which authority and professorial dictature were addressed in this course format. The power structures that make it possible for a college to require such a course, and the choice of texts and pedagogy, were not "on the table." The traditional professorial position may have been displaced, but what took its place?--the authority of consensus with its unidentifiable strong arm, and the faceless reign of software design? Despite Slatin's claim that the students learned about the learning process, there is no evidence (in the article) that the students considered where their attitudes came from, how consensus operates in the construction of knowledge, how power is established and what relationship they have to bureaucratic insitutions. How do we, as teaching professionals, negotiate a balance between an enlightened despotism in education and student-created knowledge? Slatin, and other authors in this book, bring this fundamental question to the fore. There is no definitive answer because the factors involved are ultimately social, and hence, always shifting and reconfiguring. Slatin ends his article with the caveat that computerization can bring about greater estrangement between students, faculty and administration through greater regimentation and control. Of course, it can also "distribute authority and power more widely" (50). Power or authority without a specific face, however, is not necessarily good or just. Shahaf Gal's "Computers and Design Activities: Their Mediating Role in Engineering Education" is found in the second half of the volume, and does not allow for a theory/praxis dichotomy. Gal recounts a brief history of engineering education up to the introduction of Growltiger (GT), a computer-assisted learning aid for design. He demonstrates GT's potential to impact the learning of engineering design by tracking its use by four students in a bridge-building contest. What his text demonstrates clearly is that computers are "inscribing and imaging devices" that add another viewpoint to an on-going dialogue between student, teacher, earlier coursework, and other teaching/learning tools. The less proficient students made a serious error by relying too heavily on the technology, or treating it as a "blueprint provider." They "interacted with GT in a way that trusted the data to represent reality. They did not see their interaction with GT as a negotiation between two knowledge systems" (495). Students who were more thoroughly informed in engineering discourses knew to use the technology as one voice among others--they knew enough not simply to accept the input of the computer as authoritative. The less-advanced students learned a valuable lesson from the competition itself: the fact that their designs were not able to hold up under pressure (literally) brought the fact of their insufficient knowledge crashing down on them (and their bridges). They also had, post factum, several other designs to study, especially the winning one. Although competition and comparison are not good pedagogical strategies for everyone (in this case the competitors had volunteered), at some point what we think we know has to be challenged within the society of discourses to which it belongs. Students need critique in order to learn to push their learning into auto-critique. This is what is lacking in Slatin's discussion and in the writings of other avatars of constructivist, collaborative and computer-mediated pedagogies. Obviously there are differences between instrumental types of knowledge acquisition and discoursive knowledge accumulation. Indeed, I do not promote the teaching of reading, thinking and writing as "skills" per se (then again, Gal's teaching of design is quite discursive, if not dialogic). Nevertheless, the "soft" sciences might benefit from "bridge-building" competitions or the re-institution of some forms of agonia. Not everything agonistic is inhuman agony--the joy of confronting or creating a sound argument supported by defensible evidence, for example. Students need to know that soundbites are not sound arguments despite predictions that electronic writing will be aphoristic rather than periodic. Just because writing and learning can be conceived of hypertextually does not mean that rigor goes the way of the dinosaur. Rigor and hypertextuality are not mutually incompatible. Nor is rigorous thinking and hard intellectual work unpleasurable, although American anti-intellectualism, especially in the mass media, would make it so. At a time when the spurious dogmatics of a Rush Limbaugh and Holocaust revisionist historians circulate "aphoristically" in cyberspace, and at a time when knowledge is becoming increasingly textualized, the role of critical thinking in education will ultimately determine the value(s) of socially constructed knowledge. This volume affords the reader an opportunity to reconsider knowledge, power, and new communications technologies with respect to social dynamics and power relationships.
series	other
last changed	2003/04/23 15:14

_id	a3f5
authors	Zandi-Nia, Abolfazl
year	1992
title	Topgene: An artificial Intelligence Approach to a Design Process
source	Delft University of Technology
summary	This work deals with two architectural design (AD) problems at the topological level and in presence of the social norms community, privacy, circulation-cost, and intervening opportunity. The first problem concerns generating a design with respect to a set of above mentioned norms, and the second problem requires evaluation of existing designs with respect to the same set of norms. Both problems are based on the structural-behavioral relationship in buildings. This work has challenged above problems in the following senses: (1) A working system, called TOPGENE (The TOpological Pattern GENErator) has been developed. (2) Both problems may be vague and may lack enough information in their statement. For example, an AD in the presence of the social norms requires the degrees of interactions between the location pairs in the building. This information is not always implicitly available, and must be explicated from the design data. (3) An AD problem at topological level is intractable with no fast and efficient algorithm for its solution. To reduce the search efforts in the process of design generation, TOPGENE uses a heuristic hill climbing strategy that takes advantage of domain specific rules of thumbs to choose a path in the search space of a design. (4) TOPGENE uses the Q-analysis method for explication of hidden information, also hierarchical clustering of location-pairs with respect to their flow generation potential as a prerequisite information for the heuristic reasoning process. (5) To deal with a design of a building at topological level TOPGENE takes advantage of existing graph algorithms such as path-finding and planarity testing during its reasoning process. This work also presents a new efficient algorithm for keeping track of distances in a growing graph. (6) This work also presents a neural net implementation of a special case of the design generation problem. This approach is based on the Hopfield model of neural networks. The result of this approach has been used test TOPGENE approach in generating designs. A comparison of these two approaches shows that the neural network provides mathematically more optimal designs, while TOPGENE produces more realistic designs. These two systems may be integrated to create a hybrid system.
series	thesis:PhD
last changed	2003/02/12 22:37

_id	3ff5
authors	Abbo, I.A., La Scalea, L., Otero, E. and Castaneda, L.
year	1992
title	Full-Scale Simulations as Tool for Developing Spatial Design Ability
source	Proceedings of the 4rd European Full-Scale Modelling Conference / Lausanne (Switzerland) 9-12 September 1992, Part C, pp. 7-10
summary	Spatial Design Ability has been defined as the capability to anticipate effects (psychological impressions on potential observers or users) produced by mental manipulation of elements of architectural or urban spaces. This ability, of great importance in choosing the appropriate option during the design process, is not specifically developed in schools of architecture and is partially obtained as a by-product of drawing, designing or architectural criticism. We use our Laboratory as a tool to present spaces to people so that they can evaluate them. By means of a series of exercises, students confront their anticipations with the psychological impressions produced in other people. For this occasion, we present an experience in which students had to propose a space for an exhibition hag in which architectural projects (student thesis) were to be shown. Following the Spatial Design Ability Development Model which we have been using for several years, students first get acquainted with the use of evaluation instruments for psychological impressions as well as with research methodology. In this case, due to the short period available, we reduced research to investigate the effects produced by the manipulation of only 2 independents variables: students manipulated first the form of the roof, walls and interiors elements, secondly, color and texture of those elements. They evaluated spatial quality, character and the other psychological impressions that manipulations produced in people. They used three dimensional scale models 1/10 and 1/1.
keywords	Full-scale Modeling, Model Simulation, Real Environments
series	other
email
more	http://info.tuwien.ac.at/efa
last changed	2003/08/25 10:12

_id	6208
authors	Abou-Jaoude, Georges
year	1992
title	To Master a Tool
source	Proceedings of the 4rd European Full-Scale Modelling Conference / Lausanne (Switzerland) 9-12 September 1992, Part B, p. 15
summary	The tool here is the computer or to be precise, a unit that includes the computer, the peripherals and the software needed to fulfill a task. These tools are getting very sophisticated and user interfaces extremly friendly, therefore it is very easy to become the slave of such electronic tools and reach self satisfaction with strait forward results and attractive images. In order to master and not to become slaves of sophisticated tools, a very solid knowledge of related fields or domains of application becomes necessary. In the case of this seminar, full scale modelling, is a way to understand the relation between a mental model and it's full-scale modelling, it is a way of communicating what is in a designers mind. Computers and design programs can have the same goal, rather than chosing one method or the other let us try to say how important it is today to complement designing with computer with other means and media such as full scale modelling, and what computer modelling and simulation can bring to full scale modelling or other means.
keywords	Full-scale Modeling, Model Simulation, Real Environments
series	other
more	http://info.tuwien.ac.at/efa
last changed	2003/08/25 10:12

_id	acadia06_455
id	acadia06_455
authors	Ambach, Barbara
year	2006
title	Eve’s Four Faces interactive surface configurations
doi	https://doi.org/10.52842/conf.acadia.2006.455
source	Synthetic Landscapes [Proceedings of the 25th Annual Conference of the Association for Computer-Aided Design in Architecture] pp. 455-460
summary	Eve’s Four Faces consists of a series of digitally animated and interactive surfaces. Their content and structure are derived from a collection of sources outside the conventional boundaries of architectural research, namely psychology and the broader spectrum of arts and culture.The investigation stems from a psychological study documenting the attributes and social relationships of four distinct personality prototypes: the Individuated, the Traditional, the Conflicted, and the Assured (York and John 1992). For the purposes of this investigation, all four prototypes are assumed to be inherent, to certain degrees, in each individual. However, the propensity towards one of the prototypes forms the basis for each individual’s “personality structure.” The attributes, social implications and prospects for habitation have been translated into animations and surfaces operating within A House for Eve’s Four Faces. The presentation illustrates the potential for constructed surfaces to be configured and transformed interactively, responding to the needs and qualities associated with each prototype. The intention is to study the effects of each configuration and how each configuration may be therapeutic in supporting, challenging or altering one’s personality as it oscillates and shifts through the four prototypical conditions.
series	ACADIA
email
last changed	2022/06/07 07:54

_id	2006_040
id	2006_040
authors	Ambach, Barbara
year	2006
title	Eve’s Four Faces-Interactive surface configurations
doi	https://doi.org/10.52842/conf.ecaade.2006.040
source	Communicating Space(s) [24th eCAADe Conference Proceedings / ISBN 0-9541183-5-9] Volos (Greece) 6-9 September 2006, pp. 40-44
summary	Eve’s Four Faces consists of a series of digitally animated and interactive surfaces. Their content and structure are derived from a collection of sources outside the conventional boundaries of architectural research, namely psychology and the broader spectrum of arts and culture. The investigation stems from a psychological study documenting the attributes and social relationships of four distinct personality prototypes; the “Individuated”, the “Traditional”, the “Conflicted” and the “Assured”. (York and John, 1992) For the purposes of this investigation, all four prototypes are assumed to be inherent, to certain degrees, in each individual; however, the propensity towards one of the prototypes forms the basis for each individual’s “personality structure”. The attributes, social implications and prospects for habitation have been translated into animations and surfaces operating within A House for Eve’s Four Faces. The presentation illustrates the potential for constructed surfaces to be configured and transformed interactively, responding to the needs and qualities associated with each prototype. The intention is to study the effects of each configuration and how it may be therapeutic in supporting, challenging or altering one’s personality as it oscillates and shifts through the four prototypical conditions.
keywords	interaction; digital; environments; psychology; prototypes
series	eCAADe
type	normal paper
last changed	2022/06/07 07:54

_id	4704
authors	Amirante, I., Rinaldi, S. and Muzzillo, F.
year	1992
title	A Tutorial Experiment Concerning Dampness Diagnosis Supported by an Expert System
doi	https://doi.org/10.52842/conf.ecaade.1992.159
source	CAAD Instruction: The New Teaching of an Architect? [eCAADe Conference Proceedings] Barcelona (Spain) 12-14 November 1992, pp. 159-172
summary	(A) The teaching of Technology of Building Rehabilitation in Italian Universities - (B) Experimental course of technological rehabilitation with computer tools - (C) Synthesis of technological approach - (D) Dampness diagnostic process using the Expert System - (E) Primary consideration on tutorial experience - (F) Bibliography
series	eCAADe
last changed	2022/06/07 07:54

_id	ce98
authors	Anderson, Lee
year	1992
title	Virtual Graffiti Three-Dimensional Paint Tools for Conceptual Modeling in Upfront
doi	https://doi.org/10.52842/conf.acadia.1992.127
source	Mission - Method - Madness [ACADIA Conference Proceedings / ISBN 1-880250-01-2] 1992, pp. 127-133
summary	This chapter describes several limitations present in current 3-D programs used for conceptual design and then introduces a new threedimensional paint tool, as implemented in a beta version of Alias Upfront, that attempts to deal with some of those limitations.
series	ACADIA
last changed	2022/06/07 07:54

_id	735a
authors	Anh, Tran Hoai
year	1992
title	FULL-SCALE EXPERIMENT ON KITCHEN FUNCTION IN HANOI
source	Proceedings of the 4rd European Full-Scale Modelling Conference / Lausanne (Switzerland) 9-12 September 1992, Part A, pp. 19-30
summary	This study is a part of a licentiate thesis on "Functional kitchen for the Vietnamese cooking way"at the Department of Architecture and Development studies, Lund University. The issues it is dealing with are: (1) Inadequacy of kitchen design in the apartment buildings in Hanoi, where the kitchen is often designed as a mere cooking place - other parts of the food making process are not given any attention. (2) Lack of standard dimensional and planning criteria for functional kitchen which can serve as bases for kitchen design. // The thesis aims at finding out indicators on functional spatial requirements for kitchen, which can serve as guide-line for designing functional kitchen for Hanoi. One of the main propositions in the thesis is that functional kitchens for Hanoi should be organised to permit the culinary activities done according to the Vietnamese urban culinary practice. This is based on the concept that the culinary activity is an expression Of culture, thus the practice of preparing meal in the present context of the urban households in Hanoi has an established pattern, method which demand a suitable area and arrangement in the kitchen. This pattern and cooking method should make up the functional requirement for kitchen in Hanoi, and be taken in to account if functional kitchen designing is to be achieved. In the context of the space-limited apartment building of Hanoi, special focus is given to find out indicators on the minimum functional spatial requirements of the kitchen works.
keywords	Full-scale Modeling, Model Simulation, Real Environments
series	other
type	normal paper
more	http://info.tuwien.ac.at/efa
last changed	2004/05/04 15:29

_id	7291
authors	Arvesen, Liv
year	1992
title	Measures and the Unmeasurable
source	Proceedings of the 4rd European Full-Scale Modelling Conference / Lausanne (Switzerland) 9-12 September 1992, Part C, pp. 11-16
summary	Nowhere do we ever find a similar environment as the one related to the tea ceremony. We may learn from the teamasters as we may learn from our masters of architecture. Directly and indirectly we are influenced by our surroundings which have been proved by research and which we ourselves experience in our daily life. The full scale experiments have been made on this subject. Related to the nervous mind the experiments were concentrated of form expressing safety and peace.
keywords	Full-scale Modeling,Model Simulation, Real Environments
series	other
more	http://info.tuwien.ac.at/efa
last changed	2003/08/25 10:12

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