Cumincad : CUMINCAD Papers : Search Results

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

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_id	e039
authors	Bertin, Vito
year	1992
title	Structural Transformations (Basic Architectural Unit 6)
doi	https://doi.org/10.52842/conf.ecaade.1992.413
source	CAAD Instruction: The New Teaching of an Architect? [eCAADe Conference Proceedings] Barcelona (Spain) 12-14 November 1992, pp. 413-426
summary	While the teaching of the phenomenon of form as well as space is normally seen within an environment of free experimentation and personal expression, other directions prove to be worth of pursuit. The proposed paper represents such an exploration. The generation of controlled complexity and structural transformations have been the title of the project which forms the base of this paper. In it, the potential for creative development of the student was explored in such a way, that as in the sciences a process can be reproduced or an exploration utilized in further experimentation. The cube as a well proven B.A.U. or basic architectural unit has again been used in our work. Even a simple object like a cube has many properties. As properties are never pure, but always related to other properties, and looking at a single property as a specific value of a variable, it is possible to link a whole field of objects. These links provide a network of paths through which exploration and development is possible. The paper represents a first step in a direction which we think will compliment the already established basic design program.
series	eCAADe
email
last changed	2022/06/07 07:52

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

_id	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	ed4a
authors	Kalisperis, Loukas N. and Groninger, Randal L.
year	1992
title	Design Philosophy: Implications for Computer Integration in the Practice of Architecture
doi	https://doi.org/10.52842/conf.acadia.1992.027
source	Mission - Method - Madness [ACADIA Conference Proceedings / ISBN 1-880250-01-2] 1992, pp. 27-37
summary	The growing complexities of modern environments and the socioeconomic pressures to maintain efficient design/build cycles have forced architects to seek new tools and methods to help them manage the processes that have developed as a result of new knowledge in architectural design. This trend has accelerated in the past few decades because of developments in both cognitive and computer sciences. In allied disciplines, the introduction and use of comPuters have significantly improved design practices. Yet at best, in disciplines such as architectural design, computational aids have attained marginal improvements in the design process despite efforts by universities in the professional education of architects.
series	ACADIA
email
last changed	2022/06/07 07:52

_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	1076
authors	Gero, John S. and Saunders, Robert
year	2000
title	Constructed Representations and Their Functions in Computational Models of Designing
doi	https://doi.org/10.52842/conf.caadria.2000.215
source	CAADRIA 2000 [Proceedings of the Fifth Conference on Computer Aided Architectural Design Research in Asia / ISBN 981-04-2491-4] Singapore 18-19 May 2000, pp. 215-224
summary	This paper re-examines the conclusions made by Schön and Wiggins in 1992 that computers were unable to reproduce processes crucial to designing. We propose that recent developments in artificial intelligence and design computing put us in a position where we can begin to computationally model designing as conceived by Schön and Wiggins. We present a computational model of designing using situated processes that construct representations. We show how constructed representations support computational processes that model the different kinds of seeing reported in designing. We also present recently developed computational processes that can identify unexpected consequences of design actions using adaptive novelty detection.
series	CAADRIA
email
last changed	2022/06/07 07:51

_id	e7c8
authors	Kalisperis, Loukas N., Steinman, Mitch and Summers, Luis H.
year	1992
title	Design Knowledge, Environmental Complexity in Nonorthogonal Space
source	New York: John Wiley & Sons, 1992. pp. 273-291 : ill. includes bibliography
summary	Mechanization and industrialization of society has resulted in most people spending the greater part of their lives in enclosed environments. Optimal design of indoor artificial climates is therefore of increasing importance. Wherever artificial climates are created for human occupation, the aim is that the environment be designed so that individuals are in thermal comfort. Current design methodologies for radiant panel heating systems do not adequately account for the complexities of human thermal comfort, because they monitor air temperature alone and do not account for thermal neutrality in complex enclosures. Thermal comfort for a person is defined as that condition of mind which expresses satisfaction with the thermal environment. Thermal comfort is dependent on Mean Radiant Temperature and Operative Temperature among other factors. In designing artificial climates for human occupancy the interaction of the human with the heated surfaces as well the surface-to-surface heat exchange must be accounted for. Early work in the area provided an elaborate and difficult method for calculating radiant heat exchange for simplistic and orthogonal enclosures. A new improved method developed by the authors for designing radiant panel heating systems based on human thermal comfort and mean radiant temperature is presented. Through automation and elaboration this method overcomes the limitations of the early work. The design procedure accounts for human thermal comfort in nonorthogonal as well as orthogonal spaces based on mean radiant temperature prediction. The limitation of simplistic orthogonal geometries has been overcome with the introduction of the MRT-Correction method and inclined surface-to-person shape factor methodology. The new design method increases the accuracy of calculation and prediction of human thermal comfort and will allow designers to simulate complex enclosures utilizing the latest design knowledge of radiant heat exchange to increase human thermal comfort
keywords	applications, architecture, building, energy, systems, design, knowledge
series	CADline
last changed	2003/06/02 10:24

_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	6f8a
authors	Pittioni, Gernot
year	1992
title	Concepts of CAAD-Instruction
doi	https://doi.org/10.52842/conf.ecaade.1992.363
source	CAAD Instruction: The New Teaching of an Architect? [eCAADe Conference Proceedings] Barcelona (Spain) 12-14 November 1992, pp. 363-376
summary	Today we can look back on several years of data processing support in architecture. When computer aided architectural design - CAAD - entered the field there was a lot of utter confusion in the beginning, a lot more than usually in other more technical application-fields of CAD. The architect is a very special CAD-user, as he is a very special member of all those other very analytical and scientific faculties around. There is a lot of tradition involved, tradition that has got its roots far back in medieval and classic periods and is rich of art and creativity and intuition. Mostly lots more of this than scientific analysis, exact research, and similar stuff. We could spot a large number of architects who would have been horrified when they are confronted with the analytic research of the very basic problem as how architects are designing - the methods, the procedures and the ways of thinking. And there CAAD was entering the architects' studios. No question that this caused a lot of trouble. CAD in architecture is a very provoking subject as the new tool is going to gain ground against the tradition of centuries of handmade architectural designs and drawings. And there we don't even touch the future aspects of the computer's architectural design support - what about the imminent threat of computer support in the holy domain of architectural creativity and intuition. What about the uneasy idea of CAAD in connection with artificial intelligence? The problem of CAAD-education has been largely neglected through a number of years. If there existed a certain horror looking at the mere idea of CAD-support in architecture, horror became to outrage, when university education was discussed. In our days we can stay a good deal more relaxed, when we speak of CAAD education - we not only got used to it, we are convinced, that the whole subject is of high importance.
keywords	Concepts of Education
series	eCAADe
email
last changed	2022/06/07 08:00

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

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

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

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

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

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

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

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

_id	0293
authors	Asanowicz, A., Jakimowicz, A., Koperski, A. And Sawicki, B.
year	1992
title	Education Center of Computer Aided Design: Technical University of Bialystok, Poland - Hopes, Possibilities, Limitations.
doi	https://doi.org/10.52842/conf.ecaade.1992.267
source	CAAD Instruction: The New Teaching of an Architect? [eCAADe Conference Proceedings] Barcelona (Spain) 12-14 November 1992, pp. 267-272
summary	This paper describes a Project of Professional Computer Aided Design Education in Bialystock (Poland).
series	eCAADe
email
last changed	2022/06/07 07:54

_id	6270
authors	Atac, Ibrahim
year	1992
title	CAAD Education and Post-Graduate Opportunities (At Mimar Sinan University)
doi	https://doi.org/10.52842/conf.ecaade.1992.273
source	CAAD Instruction: The New Teaching of an Architect? [eCAADe Conference Proceedings] Barcelona (Spain) 12-14 November 1992, pp. 273-278
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	10b7
authors	Aukstakalnis, Steve and Blatner, David
year	1992
title	Silicon Mirage: The Art and Science of Virtual Reality
source	Peachpit Press
summary	An introduction to virtual reality covers every aspect of the revolutionary new technology and its many possible applications, from computer games to air traffic control. Original. National ad/promo.
series	other
last changed	2003/04/23 15:14

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