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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	6270
authors	Atac, Ibrahim
year	1992
title	CAAD Education and Post-Graduate Opportunities (At Mimar Sinan University)
source	CAAD Instruction: The New Teaching of an Architect? [eCAADe Conference Proceedings] Barcelona (Spain) 12-14 November 1992, pp. 273-278
doi	https://doi.org/10.52842/conf.ecaade.1992.273
summary	This paper addresses new design teaching strategies at an important and traditional university in Istanbul, founded as the Academy of Fine Arts 110 years ago. It will include a short review of design education before the Academy changed into a university, and a description of the present situation with regard to computers. Nearly two years ago, CAAD education was introduced as an elective subject. The students show great interest in CAD; most Turkish architects now work with computers and CAAD graphics, although automated architecture has not yet become firmly established. The aim of the CAD studio is also to establish an institute which will allow university staff to develop their own programs and to pursue scientific research in this field. On the basis of rising requests from researchers and students, rapid and healthy developments should be made to keep up with new technologies. As the improvement of the specialized involvement with CAD is the future target, MSU is attempting to broaden its horizon by including design methodologies of the last decades.
series	eCAADe
last changed	2022/06/07 07:54

_id	4129
authors	Fargas, Josep and Papazian, Pegor
year	1992
title	Metaphors in Design: An Experiment with a Frame, Two Lines and Two Rectangles
source	Mission - Method - Madness [ACADIA Conference Proceedings / ISBN 1-880250-01-2] 1992, pp. 13-22
doi	https://doi.org/10.52842/conf.acadia.1992.013
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	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	32eb
authors	Henry, Daniel
year	1992
title	Spatial Perception in Virtual Environments : Evaluating an Architectural Application
source	University of Washington
summary	Over the last several years, professionals from many different fields have come to the Human Interface Technology Laboratory (H.I.T.L) to discover and learn about virtual environments. In general, they are impressed by their experiences and express the tremendous potential the tool has in their respective fields. But the potentials are always projected far in the future, and the tool remains just a concept. This is justifiable because the quality of the visual experience is so much less than what people are used to seeing; high definition television, breathtaking special cinematographic effects and photorealistic computer renderings. Instead, the models in virtual environments are very simple looking; they are made of small spaces, filled with simple or abstract looking objects of little color distinctions as seen through displays of noticeably low resolution and at an update rate which leaves much to be desired. Clearly, for most applications, the requirements of precision have not been met yet with virtual interfaces as they exist today. However, there are a few domains where the relatively low level of the technology could be perfectly appropriate. In general, these are applications which require that the information be presented in symbolic or representational form. Having studied architecture, I knew that there are moments during the early part of the design process when conceptual decisions are made which require precisely the simple and representative nature available in existing virtual environments. This was a marvelous discovery for me because I had found a viable use for virtual environments which could be immediately beneficial to architecture, my shared area of interest. It would be further beneficial to architecture in that the virtual interface equipment I would be evaluating at the H.I.T.L. happens to be relatively less expensive and more practical than other configurations such as the "Walkthrough" at the University of North Carolina. The set-up at the H.I.T.L. could be easily introduced into architectural firms because it takes up very little physical room (150 square feet) and it does not require expensive and space taking hardware devices (such as the treadmill device for simulating walking). Now that the potential for using virtual environments in this architectural application is clear, it becomes important to verify that this tool succeeds in accurately representing space as intended. The purpose of this study is to verify that the perception of spaces is the same, in both simulated and real environment. It is hoped that the findings of this study will guide and accelerate the process by which the technology makes its way into the field of architecture.
keywords	Space Perception; Space (Architecture); Computer Simulation
series	thesis:MSc
last changed	2003/02/12 22:37

_id	1992
authors	Russell, Peter
year	2002
title	Using Higher Level Programming in Interdisciplinary teams as a means of training for Concurrent Engineering
source	Connecting the Real and the Virtual - design e-ducation [20th eCAADe Conference Proceedings / ISBN 0-9541183-0-8] Warsaw (Poland) 18-20 September 2002, pp. 14-19
doi	https://doi.org/10.52842/conf.ecaade.2002.014
summary	The paper explains a didactical method for training students that has been run three times to date. The premise of the course is to combine students from different faculties into interdisciplinary teams. These teams then have a complex problem to resolve within an extremely short time span. In light of recent works from Joy and Kurzweil, the theme Robotics was chosen as an exercise that is timely, interesting and related, but not central to the studies of the various faculties. In groups of 3 to 5, students from faculties of architecture, computer science and mechanical engineering are entrusted to design, build and program a robot which must successfully execute a prescribed set of actions in a competitive atmosphere. The entire course lasts ten days and culminates with the competitive evaluation. The robots must navigate a labyrinth, communicate with on another and be able to cover longer distances with some speed. In order to simplify the resources available to the students, the Lego Mindstorms Robotic syshed backgrounds instaed of synthetic ones. The combination of digitally produced (scanned) sperical images together with the use of HDR open a wide range of new implementation in the field of architecture, especially in combining synthetic elements in existing buildings, e.g. new interior elements in an existing historical museum).ural presentations in the medium of computer animation. These new forms of expression of design thoughts and ideas go beyond mere model making, and move more towards scenemaking and storytelling. The latter represents new methods of expression within computational environments for architects and designers.its boundaries. The project was conducted using the pedagogical framework of the netzentwurf.de; a relatively well established Internet based communication platform. This means that the studio was organised in the „traditional“ structure consisting of an initial 3 day workshop, a face to face midterm review, and a collective final review, held 3,5 months later in the Museum of Communication in Frankfurt am Main, Germany. In teams of 3 (with each student from a different university and a tutor located at a fourth) the students worked over the Internet to produce collaborative design solutions. The groups ended up with designs that spanned a range of solutions between real and virtual architecture. Examples of the student’s work (which is all available online) as well as their working methods are described. It must be said that the energy invested in the studio by the organisers of the virtual campus (as well as the students who took part) was considerably higher than in normal design studios and the paper seeks to look critically at the effort in relation to the outcomes achieved. The range and depth of the student’s work was surprising to many in the project, especially considering the initial hurdles (both social and technological) that had to overcome. The self-referential nature of the theme, the method and the working environment encouraged the students to take a more philosg and programming a winning robot. These differences became apparent early in the sessions and each group had to find ways to communicate their ideas and to collectively develop them by building on the strengths of each team member.
series	eCAADe
type	normal paper
email
last changed	2022/06/07 07:56

_id	41a6
authors	Thomas, Wolfgang
year	1993
title	Oberhausen ”Center” — Marketstreet under One Roof
source	Endoscopy as a Tool in Architecture [Proceedings of the 1st European Architectural Endoscopy Association Conference / ISBN 951-722-069-3] Tampere (Finland), 25-28 August 1993, pp. 99-108
summary	Oberhausen/Germany is said to be the birth place of the Ruhr industry. At present we can witness a unique structural change in the history of this city. Well into the sixties still an internationally renowned industrial location for coal and steel Oberhausen shall, according to the plans of local and regional governments, be developed into a center of service industries of top European niveau within the next three years. This development was and is the logical consequence of its salient position in the nexus of important European traffic routes. If one includes nearby Holland which is situated to the northwest Oberhausen can draw on the resources of a substantial market area. Attractive services provided, it can and shall be developed into an international center of attraction for more than 13 million people within a travel time radius of only 60 minutes. In its present borders, the town comprises the communities of Sterkrade, Osterfeld and old Oberhausen which had been independent up to 1929. On their joint boundaries a competitive metropolis of coal related and heavy industry developed, and that particularly after the Second World War. Oberhausen had excellent connections on water, rail and road with all the supraregional transportation networks. The continuous economic power of the settlement area could, apparently, not be questioned. At the beginning of the sixties Oberhausen was hit the harder by the downfall of this seemingly safe economic branch. Up to 1992 almost 40 000 jobs were lost in the city. Within 30 years Oberhausen lost everything it had gained in the years since its foundation. In the heart of the city a huge industrial wasteland was left.
keywords	Architectural Endoscopy
series	EAEA
more	http://info.tuwien.ac.at/eaea/
last changed	2005/09/09 10:43

_id	ddss9205
id	ddss9205
authors	De Scheemaker. A.
year	1993
title	Towards an integrated facility management system for management and use of government buildings
source	Timmermans, Harry (Ed.), Design and Decision Support Systems in Architecture (Proceedings of a conference held in Mierlo, the Netherlands in July 1992), ISBN 0-7923-2444-7
summary	The Government Building Agency in the Netherlands is developing an integrated facility management system for two of its departments. Applications are already developed to support a number of day-to-day facility management activities on an operational level. Research is now being carried out to develop a management control system to better plan and control housing and material resources.
series	DDSS
last changed	2003/08/07 16:36

_id	a582
authors	Marshall, Tony B.
year	1992
title	The Computer as a Graphic Medium in Conceptual Design
source	Mission - Method - Madness [ACADIA Conference Proceedings / ISBN 1-880250-01-2] 1992, pp. 39-47
doi	https://doi.org/10.52842/conf.acadia.1992.039
summary	The success CAD has experienced in the architectural profession demonstrates that architects have been willing to replace traditional drafting media with computers and electronic plotters for the production of working drawings. Its expanded use in the design development phase for 3D modeling and rendering further justifies CAD's usefulness as a presentation medium. The schematic design phase however, has hardly been influenced by the evolution of CAD. Most architects simply have not come to view the computer as a viable design medium. One reason for this might be the strong correspondence between architectural CAD and plan view graphics, as used in working drawings, compared to the weak correspondence between architectural CAD and plan view graphics, as used in schematic design. The role of the actual graphic medium during schematic design should not be overlooked in the development of CAD applications. In order to produce practical CAD applications for schematic design we must explore the computer’s potential as a form of expression and its role as a graphic medium. An examination of the use of traditional graphic media during schematic design will provide some clues regarding what capabilities CAD must provide and how a system should operate in order to be useful during conceptual design.
series	ACADIA
last changed	2022/06/07 07:59

_id	9b34
authors	Butterworth, J. (et al.)
year	1992
title	3DM: A three-dimensional modeler using a head-mounted display
source	Proceedings of the 1992 Symposium on Interactive 3D Graphics (Cambridge, Mass., March 29- April 1, 1992.), 135-138
summary	3dm is a three dimensional (3D) surface modeling program that draws techniques of model manipulation from both CAD and drawing programs and applies them to modeling in an intuitive way. 3dm uses a head-mounted display (HMD) to simplify the problem of 3D model manipulation and understanding. A HMD places the user in the modeling space, making three dimensional relationships more understandable. As a result, 3dm is easy to learn how to use and encourages experimentation with model shapes.
series	other
last changed	2003/04/23 15:50

_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	ddss9219
id	ddss9219
authors	Bourdakis, V. and Fellows, R.F.
year	1993
title	A model appraising the performance of structural systems used in sports hall and swimming pool buildings in greece
source	Timmermans, Harry (Ed.), Design and Decision Support Systems in Architecture (Proceedings of a conference held in Mierlo, the Netherlands in July 1992), ISBN 0-7923-2444-7
summary	The selection of the best performing structural system (among steel, timber laminated, concrete, fabric tents) for medium span (30-50m) sports halls and swimming pools in Greece formed the impetus for this research. Decision-making concerning selection of the structural system is difficult in this sector of construction, as was explained in the "Long Span Structures" conference (November 1990, Athens. Greece). From the literature it has been found that most building appraisals end up at the level of data analysis and draw conclusions on the individual aspects they investigate. These approaches usually focus on a fraction of the problem, examining it very deeply and theoretically. Their drawback is loss of comprehensiveness and ability to draw conclusions on an overall level and consequently being applicable to the existing conditions. Research on an inclusive level is sparse. In this particular research project, an inclusive appraisal approach was adopted, leading to the identification of three main variables: resources, human-user-satisfaction, and technical. Consequently, this led to a combination of purely quantitative and qualitative data. Case studies were conducted on existing buildings in order to assess the actual performance of the various alternative structural systems. This paper presents the procedure followed for the identification of the research variables and the focus on the development of the model of quantification. The latter is of vital importance if the problem of incompatibility of data is to be solved, overall relation of findings is to be achieved and holistic conclusions are to be drawn.
series	DDSS
last changed	2003/11/21 15:16

_id	e1f9
authors	Carini, A., Apollonio, F. And Tolomellia, A.
year	1992
title	RESEARCH ACTIVITY 1990-92 AT THE L.T.N.-OIKOS BOLOGNA: EUROPAN AND BARRIER-FREE BATHROOMS
source	Proceedings of the 4rd European Full-Scale Modelling Conference / Lausanne (Switzerland) 9-12 September 1992, Part A, pp. 31-42
summary	During the three year period 1990-1992, the research activity carried out in the Typological Laboratory has been focused on two specific themes: flexibility and typological innovation in dwelling-areas and features of the bathroom for disabled users. These themes reflect two among the chief subjects calling the attention of the Residential Building Committee of the Ministry of Public Works to which - as everybody knows - the Laboratory is subordinated. Both themes have been approached through specific application pro rams which took as reference points, respectively, the Programm of EUROPAN Competitions and the proposals for bringing up to date.
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	91c4
authors	Checkland, P.
year	1981
title	Systems Thinking, Systems Practice
source	John Wiley & Sons, Chichester
summary	Whether by design, accident or merely synchronicity, Checkland appears to have developed a habit of writing seminal publications near the start of each decade which establish the basis and framework for systems methodology research for that decade."" Hamish Rennie, Journal of the Operational Research Society, 1992 Thirty years ago Peter Checkland set out to test whether the Systems Engineering (SE) approach, highly successful in technical problems, could be used by managers coping with the unfolding complexities of organizational life. The straightforward transfer of SE to the broader situations of management was not possible, but by insisting on a combination of systems thinking strongly linked to real-world practice Checkland and his collaborators developed an alternative approach - Soft Systems Methodology (SSM) - which enables managers of all kinds and at any level to deal with the subtleties and confusions of the situations they face. This work established the now accepted distinction between hard systems thinking, in which parts of the world are taken to be systems which can be engineered, and soft systems thinking in which the focus is on making sure the process of inquiry into real-world complexity is itself a system for learning. Systems Thinking, Systems Practice (1981) and Soft Systems Methodology in Action (1990) together with an earlier paper Towards a Systems-based Methodology for Real-World Problem Solving (1972) have long been recognized as classics in the field. Now Peter Checkland has looked back over the three decades of SSM development, brought the account of it up to date, and reflected on the whole evolutionary process which has produced a mature SSM. SSM: A 30-Year Retrospective, here included with Systems Thinking, Systems Practice closes a chapter on what is undoubtedly the most significant single research programme on the use of systems ideas in problem solving. Now retired from full-time university work, Peter Checkland continues his research as a Leverhulme Emeritus Fellow. "
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	7bf4
authors	Hornyanszky-Dalholm, Elisabeth and Rydberg-Mitchell, Birgitta
year	1992
title	COMMUNICATING WITH LAYPEOPLE
source	Proceedings of the 4rd European Full-Scale Modelling Conference / Lausanne (Switzerland) 9-12 September 1992, Part B, pp. 25-32
summary	The purpose of the architect's tools is, as generally stated, to help the architects themselves to develop and visualize their spatial ideas and intentions. But the tools can also be used to communicate with other groups of professionals and with laypeople. This paper deals with the question how the choice of tools can effect the communication between laypeople and architects. It also stresses the need of combining different media in order to create the best conditions for user's participation. If the users will be able to influence the planning of an environment they must understand the "language" of the medium and have the ability to use it themselves. Models on diverse scales, and first of all the scale 1:1, fulfil these demands better than drawings. There are distinct limitations of the full-scale model, when it comes to give the users a comprehension of the entire mock-up, and thus models on smaller scales are required. Limitations of both full-scale and small scale models concerning visualizing the exterior and the building's interaction with the environment could possibly be worked out with the help of computer technique.
keywords	Full-scale Modeling, Model Simulation, Real Environments
series	other
type	normal paper
email
more	http://info.tuwien.ac.at/efa
last changed	2004/05/04 15:39

_id	cf2009_poster_09
id	cf2009_poster_09
authors	Hsu, Yin-Cheng
year	2009
title	Lego Free-Form? Towards a Modularized Free-Form Construction
source	T. Tidafi and T. Dorta (eds) Joining Languages Cultures and Visions: CAADFutures 2009 CD-Rom
summary	Design Media is the tool designers use for concept realization (Schon and Wiggins, 1992; Liu, 1996). Design thinking of designers is deeply effected by the media they tend to use (Zevi, 1981; Liu, 1996; Lim, 2003). Historically, architecture is influenced by the design media that were available within that era (Liu, 1996; Porter and Neale, 2000; Smith, 2004). From the 2D plans first used in ancient egypt, to the 3D physical models that came about during the Renaissance period, architecture reflects the media used for design. When breakthroughs in CAD/CAM technologies were brought to the world in the twentieth century, new possibilities opened up for architects.
keywords	CAD/CAM free-form construction, modularization
series	CAAD Futures
type	poster
last changed	2009/07/08 22:12

_id	63aa
authors	Pozo, José Manuel
year	1992
title	The Use of Graphic Data Bases in the Teaching of Geometry
source	CAAD Instruction: The New Teaching of an Architect? [eCAADe Conference Proceedings] Barcelona (Spain) 12-14 November 1992, pp. 133-136
doi	https://doi.org/10.52842/conf.ecaade.1992.133
summary	The paper doesn't intend to provide relevant innovations in the field of processing program designs or software technology. Although I respect other opinions, I feel that the uncontested aid which using computers to teach architecture means should preferably and primarily be oriented towards searching for ways to better transmit and explain what we have, up to now, been teaching through other means. However, the novelty and advantages of reccuring to this new instrument should not make us fall into the mistake of letting it be used as a substitute of teachers' and students' work. The computer is simply another instrument; of great potential efficacy, but nevertheless just an instrument.
series	eCAADe
last changed	2022/06/07 08:00

_id	0c59
authors	Redondo, Ernest and Monedero, Javier
year	1992
title	Electronic Collage
source	CAAD Instruction: The New Teaching of an Architect? [eCAADe Conference Proceedings] Barcelona (Spain) 12-14 November 1992, pp. 241-250
doi	https://doi.org/10.52842/conf.ecaade.1992.241
summary	A painting is always a potential form of collage. The discovery made by Braque and Picasso was already implied in the carefully-done executions of tapestries backgrounds and mural decorating of all the italian and flemish paintings which started to be produced since Giotto's, where the represented and the presented were mixed up. And also, in a more pedantic way, in a famous painting of Courbet "L'Atelier du Peintre, allegorie reelle" (1885). In this work, the artist is shown sitting in front of his work, grasping a brush with his right hand while holding a palette, which is at the centre of the composition, in his left hand. There are some figures surrounding the master, some nearer, others further away; in the corners of the atelier one can still see silhouettes which we don't really know whether they belong to real characters or to painted ones on the master's canvases. This ambiguity brings us back to the foreground, to this central palette where the colours, distributed in heaps are, simultaneously, concretion and representation, real matter and figurative matter.
series	eCAADe
email
last changed	2022/06/07 08:00

_id	61e0
authors	Streich, Bernd
year	1992
title	Should We Integrate Programming Knowledge into the Architect's CAAD-Education? Basic Considerations and Experiences from Kaiserslautern
source	CAAD Instruction: The New Teaching of an Architect? [eCAADe Conference Proceedings] Barcelona (Spain) 12-14 November 1992, pp. 399-409
doi	https://doi.org/10.52842/conf.ecaade.1992.399
summary	At the ECAADE-congress 1991 in Munich, the teaching concept of computer-aided architectural design of the faculty of architecture and environmental/urban planning at the University of Kaiserslautern has been presented. On that occasion, this brought about the question whether the curriculum should include programming knowledge. In this paper, the discussion shall be taken up again with several arguments in favour of the computer programming instruction. At first, a survey of the current discussion of the subject shall be given, then there will follow some reflections on the theoretical relationship between designing and programming, and finally, examples from the teaching experience in Kaiserslautern will be presented.
series	eCAADe
email
last changed	2022/06/07 07:56

_id	9feb
authors	Turk, G.
year	1992
title	Re-tiling polygonal surfaces
source	E.E. Catmull, (ed) Computer Graphics (Siggraph ¥92 proc.), vol 26, pp. 55-64, July 1992
summary	This paper presents an automatic method of creating surface models at several levels of detail from an original polygonal description of a given object. Representing models at various levels of detail is important for achieving high frame rates in interactive graphics applications and also for speeding-up the off-line rendering of complex scenes. Unfortunately, generating these levels of detail is a time-consuming task usually left to a human modeler. This paper shows how a new set of vertices can be distributed over the surface of a model and connected to one another to create a re-tiling of a surface that is faithful to both the geometry and the topology of the original surface. The main contributions of this paper are: 1) a robust method of connecting together new vertices over a surface, 2) a way of using an estimate of surface curvature to distribute more new vertices at regions of higher curvature and 3) a method of smoothly interpolating between models that represent the same object at different levels of detail. The key notion in the re-tiling procedure is the creation of an intermediate model called the mutual tessellation of a surface that contains both the vertices from the original model and the new points that are to become vertices in the re-tiled surface. The new model is then created by removing each original vertex and locally re-triangulating the surface in a way that matches the local connectedness of the initial surface. This technique for surface retessellation has been successfully applied to iso-surface models derived from volume data, Connolly surface molecular models and a tessellation of a minimal surface of interest to mathematicians.
series	other
last changed	2003/04/23 15:50

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