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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Reformat results as: short short into frame detailed detailed into frame

_id	8b12
authors	Manning, Peter and Mattar, Samir
year	1992
title	A Preliminary to Development of Expert Systems for Total Design of Entire Buildings
source	New York: John Wiley & Sons, 1992. pp. 215-237 : tables. includes bibliography
summary	This paper has two primary objectives. The first is to represent the practicability of making the design of entire buildings a conscious, craftsman-like, activity conducted in the clear, without the mystery that tends, because of designers' usual 'black box' methods, to surround it. To this end, a design strategy and some tactics for resolving decisions at critical stages in the design process, which the authors have described elsewhere, are recapitulated to show how total design of buildings can be pursued in a generic manner. This done, the way is opened for the second objective: to make the large and important field of work that is building design amenable to computerization. The form that pursuit of this second objective is taking is being influenced greatly by growing interest in expert systems, which for everyday professional building design appears a more useful development than previous CAD emphases on drafting and graphics. Application of the authors' design methods to a series of expert systems for the total design of entire buildings is therefore indicated. For such a vast project--the formulation of bases for design assistance and expert systems that can be integrated and used as a generic method for the total design of entire buildings, so that the results are more certain and successful than the outcome of the generality of present-day building design--the most that can be attempted within the limits of a single paper is a set of examples of some of the stages in the process. Nevertheless, since the design method described begins at the 'large end' of the process, where the most consequential decisions are made, it is hoped that the major thrusts and the essential CAD activities will be evident. All design is substantially iterative, and provided that the major iterations are intelligible, there should be no need for this demonstration to labor over the lesser ones
keywords	evaluation, integration, architecture, building, expert systems, design methods, design process
series	CADline
last changed	2003/06/02 13:58

_id	6d1d
authors	Daru, R. and Daru, M.
year	1992
title	Personal Working Styles in the CMD Studio
doi	https://doi.org/10.52842/conf.ecaade.1992.451
source	CAAD Instruction: The New Teaching of an Architect? [eCAADe Conference Proceedings] Barcelona (Spain) 12-14 November 1992, pp. 451-472
summary	Normative and problem-solving approaches of architectural design ignore the personality aspects of the designing activity. Every architect approaches projects according to her/his own strategies and tactics. Usually they do not conform to the prescriptive models of design theoreticians. Computer aided design tools should be adapted to their utility within the strategies and tactics of each and every architectural student. We are testing the usefulness of CAAD tools developed by others or ourselves and identifying the needs for missing tools. It is already clear that many CAAD tools reflect the point of view of the programmer about strategies and tactics of designing and that they do not take into account the idiosyncrasies of the end user. Forcing the tools on students breeds the risk of fostering repulsion against ill-adapted tools, and consequently against CMD. Our research group pursues empirical research on working styles of designing by practising architects within the frame of a personality theory of actions. The results indicate that there are three main directions for designing strategies. If we want to take into account the real-world behaviour in design practice within architectural education, this implies the diversification of the exercises we offer to the students in threefold, corresponding with the three directions. To this, we add the didactic options of complementation, compensation and support, depending on what we know about the strong or weak points of the students involved. We have started proposing choices for the exercises of our design morphology studio. Students are offered approaches and tools we consider best adapted to their own working
series	eCAADe
email
last changed	2022/06/07 07:55

_id	4129
authors	Fargas, Josep and Papazian, Pegor
year	1992
title	Metaphors in Design: An Experiment with a Frame, Two Lines and Two Rectangles
doi	https://doi.org/10.52842/conf.acadia.1992.013
source	Mission - Method - Madness [ACADIA Conference Proceedings / ISBN 1-880250-01-2] 1992, pp. 13-22
summary	The research we will discuss below originated from an attempt to examine the capacity of designers to evaluate an artifact, and to study the feasibility of replicating a designer's moves intended to make an artifact more expressive of a given quality. We will present the results of an interactive computer experiment, first developed at the MIT Design Research Seminar, which is meant to capture the subject’s actions in a simple design task as a series of successive "moves"'. We will propose that designers use metaphors in their interaction with design artifacts and we will argue that the concept of metaphors can lead to a powerful theory of design activity. Finally, we will show how such a theory can drive the project of building a design system. When trying to understand how designers work, it is tempting to examine design products in order to come up with the principles or norms behind them. The problem with such an approach is that it may lead to a purely syntactical analysis of design artifacts, failing to capture the knowledge of the designer in an explicit way, and ignoring the interaction between the designer and the evolving design. We will present a theory about design activity based on the observation that knowledge is brought into play during a design task by a process of interpretation of the design document. By treating an evolving design in terms of the meanings and rules proper to a given way of seeing, a designer can reduce the complexity of a task by focusing on certain of its aspects, and can manipulate abstract elements in a meaningful way.
series	ACADIA
email
last changed	2022/06/07 07:55

_id	2c22
authors	O'Neill, Michael J.
year	1992
title	Neural Network Simulation as a Computer- Aided design Tool For Predicting Wayfinding Performance
source	New York: John Wiley & Sons, 1992. pp. 347-366 : ill. includes bibliography
summary	Complex public facilities such as libraries, hospitals, and governmental buildings often present problems to users who must find their way through them. Research shows that difficulty in wayfinding has costs in terms of time, money, public safety, and stress that results from being lost. While a wide range of architectural research supports the notion that ease of wayfinding should be a criterion for good design, architects have no method for evaluating how well their building designs will support the wayfinding task. People store and retrieve information about the layout of the built environment in a knowledge representation known as the cognitive map. People depend on the information stored in the cognitive map to find their way through buildings. Although there are numerous simulations of the cognitive map, the mechanisms of these models are not constrained by what is known about the neurophysiology of the brain. Rather, these models incorporate search mechanisms that act on semantically encoded information about the environment. In this paper the author describes the evaluation and application of an artificial neural network simulation of the cognitive map as a means of predicting wayfinding behavior in buildings. This simulation is called NAPS-PC (Network Activity Processing Simulator--PC version). This physiologically plausible model represents knowledge about the layout of the environment through a network of inter-connected processing elements. The performance of NAPS-PC was evaluated against actual human wayfinding performance. The study found that the simulation generated behavior that matched the performance of human participants. After the validation, NAPS-PC was modified so that it could read environmental information directly from AutoCAD (a popular micro-computer-based CAD software package) drawing files, and perform 'wayfinding' tasks based on that environmental information. This prototype tool, called AutoNet, is conceptualized as a means of allowing designers to predict the wayfinding performance of users in a building before it is actually built
keywords	simulation, cognition, neural networks, evaluation, floor plans, applications, wayfinding, layout, building
series	CADline
last changed	2003/06/02 13:58

_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	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	ea96
authors	Hacfoort, Eek J. and Veldhuisen, Jan K.
year	1992
title	A Building Design and Evaluation System
source	New York: John Wiley & Sons, 1992. pp. 195-211 : ill. table. includes bibliography
summary	Within the field of architectural design there is a growing awareness of imbalance among the professionalism, the experience, and the creativity of the designers' response to the up-to-date requirements of all parties interested in the design process. The building design and evaluating system COSMOS makes it possible for various participants to work within their own domain, so that separated but coordinated work can be done. This system is meant to organize the initial stage of the design process, where user-defined functions, geometry, type of construction, and building materials are decided. It offers a tool to design a building to calculate a number of effects and for managing the information necessary to evaluate the design decisions. The system is provided with data and sets of parameters for describing the conditions, along with their properties, of the main building functions of a selection of well-known building types. The architectural design is conceptualized as being a hierarchy of spatial units, ranking from building blocks down to specific rooms or spaces. The concept of zoning is used as a means of calculating and directly evaluating the structure of the design without working out the details. A distinction is made between internal and external calculations and evaluations during the initial design process. During design on screen, an estimation can be recorded of building costs, energy costs, acoustics, lighting, construction, and utility. Furthermore, the design can be exported to a design application program, in this case AutoCAD, to make and show drawings in more detail. Through the medium of a database, external calculation and evaluation of building costs, life-cycle costs, energy costs, interior climate, acoustics, lighting, construction, and utility are possible in much more advanced application programs
keywords	evaluation, applications, integration, architecture, design, construction, building, energy, cost, lighting, acoustics, performance
series	CADline
last changed	2003/06/02 13:58

_id	56e9
authors	Huang, Tao-Kuang
year	1992
title	A Graphical Feedback Model for Computerized Energy Analysis during the Conceptual Design Stage
source	Texas A&M University
summary	During the last two decades, considerable effort has been placed on the development of building design analysis tools. Architects and designers have begun to take advantage of computers to generate and examine design alternatives. However, because it has been difficult to adapt computer technologies to the visual orientation of the building designer, the majority of computer applications have been limited to numerical analysis and office automation tasks. Only recently, because of advances in hardware and software techniques, computers have entered into a new phase in the development of architectural design. haveters are now able to interactively display graphics solutions to architectural related problems, which is fundamental to the design process. The majority of research programs in energy efficient design have sharpened people's understanding of energy principles and their application of those principles. Energy conservation concepts, however, have not been widely used. A major problem in the implementation of these principles is that energy principles their applications are abstract, hard to visualize and separated from the architectural design process. Furthermore, one aspect of energy analysis may contain thousands of pieces of numerical information which often leads to confusion on the part of designers. If these difficulties can be overcome, it would bring a great benefit to the advancement of energy conservation concepts. This research explores the concept of an integrated computer graphics program to support energy efficient design. It focuses on (1) the integration of energy efficiently and architectural design, and (2) the visualization of building energy use through graphical interfaces during the conceptual design stage. It involves (1) the discussion of frameworks of computer-aided architectural design and computer-aided energy efficient building design, and (2) the development of an integrated computer prototype program with a graphical interface that helps the designer create building layouts, analyze building energy interactively and receive visual feedbacks dynamically. The goal is to apply computer graphics as an aid to visualize the effects of energy related decisions and therefore permit the designer to visualize and understand energy conservation concepts in the conceptual phase of architectural design.
series	thesis:PhD
last changed	2003/02/12 22:37

_id	avocaad_2001_19
id	avocaad_2001_19
authors	Shen-Kai Tang, Yu-Tung Liu, Yu-Sheng Chung, Chi-Seng Chung
year	2001
title	The visual harmony between new and old materials in the restoration of historical architecture: A study of computer simulation
source	AVOCAAD - ADDED VALUE OF COMPUTER AIDED ARCHITECTURAL DESIGN, Nys Koenraad, Provoost Tom, Verbeke Johan, Verleye Johan (Eds.), (2001) Hogeschool voor Wetenschap en Kunst - Departement Architectuur Sint-Lucas, Campus Brussel, ISBN 80-76101-05-1
summary	In the research of historical architecture restoration, scholars respectively focus on the field of architectural context and architectural archeology (Shi, 1988, 1990, 1991, 1992, 1995; Fu, 1995, 1997; Chiu, 2000) or on architecture construction and the procedure of restoration (Shi, 1988, 1989; Chiu, 1990). How to choose materials and cope with their durability becomes an important issue in the restoration of historical architecture (Dasser, 1990; Wang, 1998).In the related research of the usage and durability of materials, some scholars deem that, instead of continuing the traditional ways that last for hundreds of years (that is to replace new materials with old ones), it might be better to keep the original materials (Dasser, 1990). However, unavoidably, some of the originals are much worn. Thus we have to first establish the standard of eliminating components, and secondly to replace identical or similar materials with the old components (Lee, 1990). After accomplishing the restoration, we often unexpectedly find out that the renewed historical building is too new that the sense of history is eliminated (Dasser, 1990; Fu, 1997). Actually this is the important factor that determines the accomplishment of restoration. In the past, some scholars find out that the contrast and conflict between new and old materials are contributed to the different time of manufacture and different coating, such as antiseptic, pattern, etc., which result in the discrepancy of the sense of visual perception (Lee, 1990; Fu, 1997; Dasser, 1990).In recent years, a number of researches and practice of computer technology have been done in the field of architectural design. We are able to proceed design communication more exactly by the application of some systematic softwares, such as image processing, computer graphic, computer modeling/rendering, animation, multimedia, virtual reality and so on (Lawson, 1995; Liu, 1996). The application of computer technology to the research of the preservation of historical architecture is comparatively late. Continually some researchers explore the procedure of restoration by computer simulation technology (Potier, 2000), or establish digital database of the investigation of historical architecture (Sasada, 2000; Wang, 1998). How to choose materials by the technology of computer simulation influences the sense of visual perception. Liu (2000) has a more complete result on visual impact analysis and assessment (VIAA) about the research of urban design projection. The main subjects of this research paper focuses on whether the technology of computer simulation can extenuate the conflict between new and old materials that imposed on visual perception.The objective of this paper is to propose a standard method of visual harmony effects for materials in historical architecture (taking the Gigi Train Station destroyed by the earthquake in last September as the operating example).There are five steps in this research: 1.Categorize the materials of historical architecture and establish the information in digital database. 2.Get new materials of historical architecture and establish the information in digital database. 3.According to the mixing amount of new and old materials, determinate their proportion of the building; mixing new and old materials in a certain way. 4.Assign the mixed materials to the computer model and proceed the simulation of lighting. 5.Make experts and the citizens to evaluate the accomplished computer model in order to propose the expected standard method.According to the experiment mentioned above, we first address a procedure of material simulation of the historical architecture restoration and then offer some suggestions of how to mix new and old materials.By this procedure of simulation, we offer a better view to control the restoration of historical architecture. And, the discrepancy and discordance by new and old materials can be released. Moreover, we thus avoid to reconstructing ¡§too new¡¨ historical architecture.
series	AVOCAAD
email
last changed	2005/09/09 10:48

_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	a6d8
authors	Baletic, Bojan
year	1992
title	Information Codes of Mutant Forms
doi	https://doi.org/10.52842/conf.ecaade.1992.173
source	CAAD Instruction: The New Teaching of an Architect? [eCAADe Conference Proceedings] Barcelona (Spain) 12-14 November 1992, pp. 173-186
summary	If we assume that the statements from this quote are true, than we have to ask ourselves the question: "Should we teach architecture as we do?" This paper describes our experience in developing a knowledge base using a neural network system to serve as a "intelligent assistant" to students and other practicing architects in the conceptual phase of their work on housing design. Our approach concentrated on rising the awareness of the designer about the problem, not by building rules to guide him to a solution, but by questioning the categories and typologies by which he classifies and understands a problem. This we achieve through examples containing mutant forms, imperfect rules, gray zones between black and white, that carry the seeds of new solutions.
series	eCAADe
email
last changed	2022/06/07 07:54

_id	aa78
authors	Bayazit, Nigan
year	1992
title	Requirements of an Expert System for Design Studios
doi	https://doi.org/10.52842/conf.ecaade.1992.187
source	CAAD Instruction: The New Teaching of an Architect? [eCAADe Conference Proceedings] Barcelona (Spain) 12-14 November 1992, pp. 187-194
summary	The goal of this paper is to study problems of the transition from traditional architectural studio teaching to CAAD studio teaching which requires a CAAD expert system as studio tutor, and to study the behavior of the student in this new environment. The differences between the traditional and computerized studio teaching and the experiences in this field are explained referring to the requirements for designing time in relation to the expertise of the student in the application of a CAD program. Learning styles and the process of design in computerized and non-computerized studio teaching are discussed. Design studio requirements of the students in traditional studio environment while doing design works are clarified depending on the results of an empirical study which explained the relations between the tutor and the student while they were doing studio critiques. Main complaints of the students raised in the empirical study were the lack of data in the specific design problem area, difficulties of realization of ideas and thoughts, not knowing the starting point of design, having no information about the references to be used for the specific design task, having difficulties in the application of presentation techniques. In the concluding parts of the paper are discussed the different styles of teaching and their relation to the CAAD environment, the transformation of the instructional programs for the new design environment, the future expectations from the CAAD programs, properties of the new teaching environment and the roles of the expert systems in design studio education.
keywords	CAAD Education, Expert System, Architectural Design Studio, Knowledge Acquisition
series	eCAADe
email
last changed	2022/06/07 07:54

_id	b2f9
id	b2f9
authors	Bhzad Sidawi and Neveen Hamza
year	2012
title	INTELLIGENT KNOWLEDGE-BASED REPOSITORY TO SUPPORT INFORMED DESIGN DECISION MAKING
source	ITCON journal
summary	Research highlights that architectural design is a social phenomenon that is underpinned by critical analysis of design precedents and the social interaction between designers including negotiation, collaboration and communication. CAAD systems are continuously developing as essential design tools in formulating and developing ideas. Researchers such as (Rosenman, Gero and Oxman 1992) have suggested suggest that knowledge based systems can be integrated with CAAD systems to provide design knowledge that would enable recalling design precedents that maybe linked to the design constraints. Currently CAAD systems are user centric being focused on architects rather than the end product. The systems provide limited assistance in the production of innovative design. Furthermore, the attention of the designers of knowledge based systems is providing a repository rather than a system that is capable to initiate innovation. Most of the CAAD systems have web communication tools that enable designers to communicate their design ideas with colleagues and partners in business. However, none of these systems have the capability to capture useful knowledge from the design negotiations. Students of the third to fifth year at College of Architecture, University of Dammam were surveyed and interviewed to find out how far design tools, communications and resources would impact the production of innovative design projects. The survey results show that knowledge extracted from design negotiations would impact the innovative design outcome. It highlights also that present design precedents are not very helpful and design negotiations between students, tutors and other students are not documented thus fully incorporated into the design scheme. The paper argues that the future CAAD systems should be capable to recognize innovative design precedents, and incorporate knowledge that is resulted from design negotiations. This would help students to gain a critical mass of knowledge that would underpin informed design decisions.
series	journal paper
type	normal paper
email
more	http://www.itcon.org/cgi-bin/works/Show?2012_20
last changed	2012/09/19 13:41

_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	cef3
authors	Bridges, Alan H.
year	1992
title	Computing and Problem Based Learning at Delft University of Technology Faculty of Architecture
doi	https://doi.org/10.52842/conf.ecaade.1992.289
source	CAAD Instruction: The New Teaching of an Architect? [eCAADe Conference Proceedings] Barcelona (Spain) 12-14 November 1992, pp. 289-294
summary	Delft University of Technology, founded in 1842, is the oldest and largest technical university in the Netherlands. It provides education for more than 13,000 students in fifteen main subject areas. The Faculty of Architecture, Housing, Urban Design and Planning is one of the largest faculties of the DUT with some 2000 students and over 500 staff members. The course of study takes four academic years: a first year (Propaedeuse) and a further three years (Doctoraal) leading to the "ingenieur" qualification. The basic course material is delivered in the first two years and is taken by all students. The third and fourth years consist of a smaller number of compulsory subjects in each of the department's specialist areas together with a wide range of option choices. The five main subject areas the students may choose from for their specialisation are Architecture, Building and Project Management, Building Technology, Urban Design and Planning, and Housing. The curriculum of the Faculty has been radically revised over the last two years and is now based on the concept of "Problem-Based Learning". The subject matter taught is divided thematically into specific issues that are taught in six week blocks. The vehicles for these blocks are specially selected and adapted case studies prepared by teams of staff members. These provide a focus for integrating specialist subjects around a studio based design theme. In the case of second year this studio is largely computer-based: many drawings are produced by computer and several specially written computer applications are used in association with the specialist inputs. This paper describes the "block structure" used in second year, giving examples of the special computer programs used, but also raises a number of broader educational issues. Introduction of the block system arose as a method of curriculum integration in response to difficulties emerging from the independent functioning of strong discipline areas in the traditional work groups. The need for a greater level of selfdirected learning was recognised as opposed to the "passive information model" of student learning in which the students are seen as empty vessels to be filled with knowledge - which they are then usually unable to apply in design related contexts in the studio. Furthermore, the value of electives had been questioned: whilst enabling some diversity of choice, they may also be seen as diverting attention and resources from the real problems of teaching architecture.
series	eCAADe
email
last changed	2022/06/07 07:54

_id	c434
authors	Colajanni, B., Pellitteri, G. and Scianna, A.
year	1992
title	Two Approaches to Teaching Computers in Architecture: The Experience in the Faculty of Engineering in Palermo, Italy
doi	https://doi.org/10.52842/conf.ecaade.1992.295
source	CAAD Instruction: The New Teaching of an Architect? [eCAADe Conference Proceedings] Barcelona (Spain) 12-14 November 1992, pp. 295-306
summary	Teaching the use of computers in architecture poses the same kind of problems as teaching mathematics. To both there are two possible approaches. The first presents the discipline as a tool of which the merely instrumental aspect is emphasized. Teaching is limited to show the results obtainable by existing programs and how to get them. The second approach, on the contrary emphasizes the autonomous nature of the discipline, mathematics as much as computing, on the basis of the convincement that the maximum of instrumental usefulness can be obtained through the knowledge at the highest degree of generality and, then, of abstraction. The first approach changes little in the mind of the student. He simply learns that is possible, and then worthy doing, a certain amount of operations, mainly checks of performances (and not only the control of the aspect, now easy with one of the many existing CAD) or searches of technical informations in some database. The second approach gives the student the consciousness of the manageability of abstract structures of relationships. He acquires then the idea of creating by himself particular structures of relationships and managing them. This can modify the very idea of the design procedure giving the student the consciousness that he can intervene directly in every segment of the design procedure, reshaping it to some extent in a way better suited to the particular problem he is dealing with. Of course this second approach implies learning not only a language but also the capability of coming to terms with languages. And again it is a cultural acquisition that can be very useful when referred to the languages of architecture. Furthermore the capability of simulating on the computer also a small segment of the design process gives the student a better understanding both of the particular problem he is dealing with and of the very nature of design. As for the first effect, it happens whenever a translation is done from a language to another one. One is obliged to get to the core of the matter in order to overcome the difficulties rising from the different bias of the two languages. The second effect comes from the necessity of placing the studied segment in the general flow of the design process. The organisation in a linear sequence of action to be accomplished recursively in an order always varying in any design occasion is an extremely useful exercise to understand the signification and the techniques of formalisation of design problems.
series	eCAADe
email
last changed	2022/06/07 07:56

_id	cf73
authors	Dosti, P., Martens, B. and Voigt, A.
year	1992
title	Spatial Simulation In Architecture, City Development and Regional Planning
doi	https://doi.org/10.52842/conf.ecaade.1992.195
source	CAAD Instruction: The New Teaching of an Architect? [eCAADe Conference Proceedings] Barcelona (Spain) 12-14 November 1992, pp. 195-200
summary	The appropriate use of spatial simulation techniques considerably tends to increase the depth of evidence and the realistic content of the design and plannings to be described and moreover may encourage experimentations, trial attempts and planning variants. This means also the more frequent use of combinations between different techniques, having in mind that they are not equivalent, but making use of the respective advantages each offers. Until now the main attention of the EDP-Lab was directed on achieving quantity. For the time to come time it will be the formation of quality. The challenge in the educational system at the Vienna University of Technology is to obtain appropriate results in the frame- work of low-cost simulation. This aspect seems also to be meaningful in order to enforce the final implementation in architectural practice.
series	eCAADe
email
more	http://info.tuwien.ac.at/ecaade/
last changed	2022/06/07 07:55

_id	2b7a
authors	Ferguson, H., Rockwood, A. and Cox, J.
year	1992
title	Topological Design of Sculptured Surfaces
source	Computer Graphics, no. 26, pp.149-156
summary	Topology is primal geometry. Our design philosophy embodies this principle. We report on a new surface &sign perspective based on a "marked" polygon for each object. The marked polygon captures the topology of the object surface. We construct multiply periodic mappings from polygon to sculptured surface. The mappings arise naturally from the topology and other design considerations. Hence we give a single domain global parameteriration for surfaces with handles. Examples demonstrate the design of sculptured objects and their ntanufimture.
series	journal paper
last changed	2003/04/23 15:50

_id	68c8
authors	Flemming, U., Coyne, R. and Fenves, S. (et al.)
year	1994
title	SEED: A Software Environment to Support the Early Phases in Building Design
source	Proceeding of IKM '94, Weimar, Germany, pp. 5-10
summary	The SEED project intends to develop a software environment that supports the early phases in building design (Flemming et al., 1993). The goal is to provide support, in principle, for the preliminary design of buildings in all aspects that can gain from computer support. This includes using the computer not only for analysis and evaluation, but also more actively for the generation of designs, or more accurately, for the rapid generation of design representations. A major motivation for the development of SEED is to bring the results of two multi-generational research efforts focusing on `generative' design systems closer to practice: 1. LOOS/ABLOOS, a generative system for the synthesis of layouts of rectangles (Flemming et al., 1988; Flemming, 1989; Coyne and Flemming, 1990; Coyne, 1991); 2. GENESIS, a rule-based system that supports the generation of assemblies of 3-dimensional solids (Heisserman, 1991; Heisserman and Woodbury, 1993). The rapid generation of design representations can take advantage of special opportunities when it deals with a recurring building type, that is, a building type dealt with frequently by the users of the system. Design firms - from housing manufacturers to government agencies - accumulate considerable experience with recurring building types. But current CAD systems capture this experience and support its reuse only marginally. SEED intends to provide systematic support for the storing and retrieval of past solutions and their adaptation to similar problem situations. This motivation aligns aspects of SEED closely with current work in Artificial Intelligence that focuses on case-based design (see, for example, Kolodner, 1991; Domeshek and Kolodner, 1992; Hua et al., 1992).
series	other
email
last changed	2003/04/23 15:14

_id	7e68
authors	Holland, J.
year	1992
title	Genetic Algorithms
source	Scientific America, July 1992
summary	Living organisms are consummate problem solvers. They exhibit a versatility that puts the best computer programs to shame. This observation is especially galling for computer scientists, who may spend months or years of intellectual effort on an algorithm, whereas organisms come by their abilities through the apparently undirected mechanism of evolution and natural selection. Pragmatic researchers see evolution's remarkable power as something to be emulated rather than envied. Natural selection eliminates one of the greatest hurdles in software design: specifying in advance all the features of a problem and the actions a program should take to deal with them. By harnessing the mechanisms of evolution, researchers may be able to "breed" programs that solve problems even when no person can fully understand their structure. Indeed, these so-called genetic algorithms have already demonstrated the ability to made breakthroughs in the design of such complex systems as jet engines. Genetic algorithms make it possible to explore a far greater range of potential solutions to a problem than do conventional programs. Furthermore, as researchers probe the natural selection of programs under controlled an well-understood conditions, the practical results they achieve may yield some insight into the details of how life and intelligence evolve in the natural world.
series	journal paper
last changed	2003/04/23 15:50

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