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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	af53
authors	Boyer, E. and Mitgang, L.
year	1996
title	Building community: a new future for architecture education and practice
source	Carnegie Foundation for the Advancement of Teaching
summary	Internships, before and after graduation, are the most essential link connecting students to the world of practice. Yet, by all accounts, internship is perhaps the most troubled phase of the continuing education of architects. During this century, as architectural knowledge grew more complex, the apprenticeship system withered away and schools assumed much of the responsibility for preparing architects for practice. However, schools cannot do the whole job. It is widely acknowledged that certain kinds of technical and practical knowledge are best learned in the workplace itself, under the guidance of experienced professionals. All state accrediting boards require a minimum period of internship-usually about three years-before a person is eligible to take the licensing exam. The National Council of Architectural Registration Boards (NCARB) allows students to earn up to two years of work credit prior to acquisition of an accredited degree. The Intern Development Program (IDP), launched by NCARB and the American Institute of Architects in 1979, provides the framework for internship in some forty states. The program was designed to assure that interns receive adequate mentoring, that experiences are well-documented, and that employers and interns allocate enough time to a range of educational and vocational experiences to prepare students for eventual licensure. As the IDP Guidelines state, "The shift from school to office is not a transition from theory to pragmatism. It is a period when theory merges with pragmatism.... It's a time when you: apply your formal education to the daily realities of architectural practice; acquire comprehensive experience in basic practice areas; explore specialized areas of practice; develop professional judgment; continue your formal education in architecture; and refine your career goals." Whatever its accomplishments, however, we found broad consensus that the Intern Development Program has not, by itself, solved the problems of internship. Though we found mutually satisfying internship programs at several of the firms we visited or heard about around the country, at many others interns told us they were not receiving the continuing education and experience they needed. The truth is that architecture has serious, unsolved problems compared with other fields when it comes to supplying on-the-job learning experiences to induct students into the profession on a massive scale. Medicine has teaching hospitals. Beginning teachers work in actual classrooms, supported by school taxes. Law offices are, for the most part, in a better financial position to support young lawyers and pay them living wages. The architecture profession, by contrast, must support a required system of internship prior to licensure in an industry that has neither the financial resources of law or medicine, the stability and public support of teaching, nor a network of locations like hospitals or schools where education and practice can be seamlessly connected. And many employers acknowledged those problems. "The profession has all but undermined the traditional relationship between the profession and the academy," said Neil Frankel, FAIA, executive vice president of Perkins & Will, a multinational firm with offices in New York, Chicago, Washington, and London. "Historically, until the advent of the computer, the profession said, 'Okay, go to school, then we in the profession will teach you what the real world is like.' With the coming of the computer, the profession needed a skill that students had, and has left behind the other responsibilities." One intern told us she had been stuck for months doing relatively menial tasks such as toilet elevations. Another intern at a medium-sized firm told us he had been working sixty to seventy hours per week for a year and a half. "Then my wife had a baby and I 'slacked off' to fifty hours. The partner called me in and I got called on the carpet for not working hard enough." "The whole process of internship is being outmoded by economics," one frustrated intern told us. "There's not the time or the money. There's no conception of people being groomed for careers. The younger staff are chosen for their value as productive workers." "We just don't have the best structure here to use an intern's abilities to their best," said a Mississippi architect. "The people who come out of school are really problems. I lost patience with one intern who was demanding that I switch him to another section so that he could learn what he needed for his IDP. I told him, 'It's not my job to teach you. You are here to produce.'" What steps might help students gain more satisfying work opportunities, both during and after graduation?
series	other
last changed	2003/04/23 15:14

_id	cc4f
authors	Donath, Dirk
year	1996
title	University CAAD-Education for Architectural Students - A Report on the Realisation of a User-oriented Computer Education at the Bauhaus University Weimar
doi	https://doi.org/10.52842/conf.ecaade.1996.143
source	Education for Practice [14th eCAADe Conference Proceedings / ISBN 0-9523687-2-2] Lund (Sweden) 12-14 September 1996, pp. 143-154
summary	Practically no other field of human creativity is evolving as fast and innovatively as the development and integration of the computer into every possible area imaginable. The computer has today become a natural tool in the fields of architecture and space-planning. The changing form of professional practice due to the increasing application of computerassisted work techniques results in the need, currently being addressed in the education of future architects and town planners, to bring these new mediums into the realm between architecture - art - and building - science.
series	eCAADe
email
more	http://www.uni-weimar.de/architektur/InfAR/
last changed	2022/06/07 07:55

_id	aa7c
authors	Amirante, M. Isabella and Burattini, Ernesto
year	1996
title	Automatic Procedures for Bio-Climatic Control
doi	https://doi.org/10.52842/conf.ecaade.1996.029
source	Education for Practice [14th eCAADe Conference Proceedings / ISBN 0-9523687-2-2] Lund (Sweden) 12-14 September 1996, pp. 29-40
summary	The experiences illustrated here are related to the new regulation of teaching architecture in Italy and these ones in particular have been concentrated on the technological aspects of teaching architecture. We can consider the evolution of the architect from the individual operator to the manager multi- disciplinary aspects of the building process ( building process manager) as a reality today. Information technology, specifically applied to bio-climatic architecture and environmental control, can be of great importance for this professional role, and for this reason it is very useful to include these topics at the beginning the teaching design process. This paper describes a particular approach to bio-climatic problems of the architectural project. An experimental course has been performed by the second year students of the "Laboratorio di Construzione dell' Architettura", at the School of Architecture of the Second University of Naples, in Aversa. Analysing old and new buildings, they used some flow charts for the evaluation and representation of energetic behaviour of buildings regarding their climatic and geographical environment. In the flow charts the decisions are represented by boxes that allow to determine "rightness index" related to: morphological characters of the site and environment, typology and particular organisation of the inside spaces, shape of building, technological solution of the building "skin". The navigation through the decision boxes is made with simple options like; "winds: protected or exposed site", "shape of building; free, close or cross plane", "presence of trees on the south,; yes or not",; it shows the students the bio-climatic quality of the building and, through numeric value assigned to each option, determines the "weight" of its climatic comfort.
series	eCAADe
last changed	2022/06/07 07:54

_id	avocaad_2001_02
id	avocaad_2001_02
authors	Cheng-Yuan Lin, Yu-Tung Liu
year	2001
title	A digital Procedure of Building Construction: A practical project
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 earlier times in which computers have not yet been developed well, there has been some researches regarding representation using conventional media (Gombrich, 1960; Arnheim, 1970). For ancient architects, the design process was described abstractly by text (Hewitt, 1985; Cable, 1983); the process evolved from unselfconscious to conscious ways (Alexander, 1964). Till the appearance of 2D drawings, these drawings could only express abstract visual thinking and visually conceptualized vocabulary (Goldschmidt, 1999). Then with the massive use of physical models in the Renaissance, the form and space of architecture was given better precision (Millon, 1994). Researches continued their attempts to identify the nature of different design tools (Eastman and Fereshe, 1994). Simon (1981) figured out that human increasingly relies on other specialists, computational agents, and materials referred to augment their cognitive abilities. This discourse was verified by recent research on conception of design and the expression using digital technologies (McCullough, 1996; Perez-Gomez and Pelletier, 1997). While other design tools did not change as much as representation (Panofsky, 1991; Koch, 1997), the involvement of computers in conventional architecture design arouses a new design thinking of digital architecture (Liu, 1996; Krawczyk, 1997; Murray, 1997; Wertheim, 1999). The notion of the link between ideas and media is emphasized throughout various fields, such as architectural education (Radford, 2000), Internet, and restoration of historical architecture (Potier et al., 2000). Information technology is also an important tool for civil engineering projects (Choi and Ibbs, 1989). Compared with conventional design media, computers avoid some errors in the process (Zaera, 1997). However, most of the application of computers to construction is restricted to simulations in building process (Halpin, 1990). It is worth studying how to employ computer technology meaningfully to bring significant changes to concept stage during the process of building construction (Madazo, 2000; Dave, 2000) and communication (Haymaker, 2000).In architectural design, concept design was achieved through drawings and models (Mitchell, 1997), while the working drawings and even shop drawings were brewed and communicated through drawings only. However, the most effective method of shaping building elements is to build models by computer (Madrazo, 1999). With the trend of 3D visualization (Johnson and Clayton, 1998) and the difference of designing between the physical environment and virtual environment (Maher et al. 2000), we intend to study the possibilities of using digital models, in addition to drawings, as a critical media in the conceptual stage of building construction process in the near future (just as the critical role that physical models played in early design process in the Renaissance). This research is combined with two practical building projects, following the progress of construction by using digital models and animations to simulate the structural layouts of the projects. We also tried to solve the complicated and even conflicting problems in the detail and piping design process through an easily accessible and precise interface. An attempt was made to delineate the hierarchy of the elements in a single structural and constructional system, and the corresponding relations among the systems. Since building construction is often complicated and even conflicting, precision needed to complete the projects can not be based merely on 2D drawings with some imagination. The purpose of this paper is to describe all the related elements according to precision and correctness, to discuss every possibility of different thinking in design of electric-mechanical engineering, to receive feedback from the construction projects in the real world, and to compare the digital models with conventional drawings.Through the application of this research, the subtle relations between the conventional drawings and digital models can be used in the area of building construction. Moreover, a theoretical model and standard process is proposed by using conventional drawings, digital models and physical buildings. By introducing the intervention of digital media in design process of working drawings and shop drawings, there is an opportune chance to use the digital media as a prominent design tool. This study extends the use of digital model and animation from design process to construction process. However, the entire construction process involves various details and exceptions, which are not discussed in this paper. These limitations should be explored in future studies.
series	AVOCAAD
email
last changed	2005/09/09 10:48

_id	aff6
authors	Ferrar, Steve
year	1996
title	Back to the Drawing Board?
doi	https://doi.org/10.52842/conf.ecaade.1996.155
source	Education for Practice [14th eCAADe Conference Proceedings / ISBN 0-9523687-2-2] Lund (Sweden) 12-14 September 1996, pp. 155-162
summary	I am starting my presentation with some slides of architecture as a reminder that above all else we are involved in the education of future architects. Such is the enthusiasm of many of us for our specialist subject that computers dominate any discussion of architecture. We must not lose sight of the fact that we are using computers to assist in the manipulation of space, form, light, texture and colour, and in communicating our ideas. They should also be helping us and our students to understand and deal with the relationship of built form to its environment, its users and other buildings. The use of computers should not get in the way of this. In the final analysis the image on a computer screen is only that - an image, a representation of a building. It is not the building itself. It is a means to an end and not an end in itself. The image must not be a substitute for the physical building. We must remember that we use most of our other senses when experiencing a building and it is just as important to be able to touch, hear and smell a piece of architecture as well as being able to see it. Who knows, perhaps even taste is important. How much does the use of computers affect the design process and the final appearance of the building? Would these buildings have been substantially different if a system of working in three dimensions, similar to computer aided design, had been available to these architects. To what degree has the design process and method of working shaped the architecture of designers like Frank Lloyd Wright, Carlo Scarpa, Louis Sullivan, Charles Rennie Mackintosh or Alvar Aalto.
series	eCAADe
email
last changed	2022/06/07 07:50

_id	4b22
authors	Moorhouse, J.
year	1996
title	Teach a Man to Catch a Fish
doi	https://doi.org/10.52842/conf.ecaade.1996.281
source	Education for Practice [14th eCAADe Conference Proceedings / ISBN 0-9523687-2-2] Lund (Sweden) 12-14 September 1996, pp. 281-286
summary	An international charity outlined the following principle recently in an advertisement. “Give a man a fish and he will feed himself for a day, teach a man how to catch a fish and he will feed himself for a lifetime.” In education, the same principle may be applied to learning. To the student of architecture, skills in the use of commercial software may be advantageouus in the search for future employment and can prove for be a useful springboard for exploring the potential of CAAD in a broader sense. However, software (and hardware) is continually being upgraded and developed, and it is apparent that such software does not fully meet the need of the designer. Exploring the possibilities of CAADesigning as an integral part of learning to design will equip the student with the CAAD literacy necessary for working in practice, but more importantly will provide the student with a rich and diverse understanding of design approaches. Traditionally design tutors have taught (by example) how individual architects design. Providing a library of architects CAADesigning in different ways can be used to establish precedents and examples, demystify the activities to both students and tutors and provide a rich set of methodologies as a working context for students to draw inspiration from. As part of an ongoing research study, a new direction has been taken gathering, comparing, contrasting and grouping live records of architects CAADesigning. This paper will outline the benefits of recording and creating such a library and will describe examples of recent findings.
series	eCAADe
email
last changed	2022/06/07 07:58

_id	a9ca
authors	Abadi Abbo, Isaac
year	1996
title	EFFECTIVENESS OF MODELS
source	Full-Scale Modeling in the Age of Virtual Reality [6th EFA-Conference Proceedings]
summary	Architects use many types of models to simulate space either in their design process or as final specifications for building them. These models have been proved useful or effective for specific purposes. This paper evaluates architectural models in terms of five effectiveness components: time of development, cost, complexity, variables simulated and ecological validity. This series of models, used regularly in architecture, are analysed to finally produce a matrix that shows the effectiveness of the different models for specific purposes in architectural design, research and education. Special emphasis is given to three specific models: 1/10 scale, full-scale and computer generated.
keywords	Model Simulation, Real Environments
series	other
type	normal paper
more	http://info.tuwien.ac.at/efa/
last changed	2016/02/17 13:47

_id	40ee
authors	Biagini, Carlo
year	1996
title	CAAD in the Transformability Evaluation of Historical Buildingsof Historical Buildings
doi	https://doi.org/10.52842/conf.ecaade.1996.055
source	Education for Practice [14th eCAADe Conference Proceedings / ISBN 0-9523687-2-2] Lund (Sweden) 12-14 September 1996, pp. 55-58
summary	In the execution of a research, which was intended to identify methods and instruments for transformability evaluation of historical buildings, CAAD was usefully employed in the decision-making process at different levels. From an operative point of view, it was fundamental instruments for the acquisition of typomorphological data inherent to pre-existent buildings. It allowed us to create an archive of information which can be easily and flexibly up-dated. In fact the critical evaluation of these buildings is based on the identification of structural patterns which have characterized the typological evolution of the urban structure, and thus the different historical stratifications have to be carefully catalogued, profoundly analyzed and compared one with the other. CAAD was even more effective during the phase of meta-designing checking concerning the choices effected for conversion of old buildings, since it was possible to prefigure different scenarios according to formulated hypotheses and this gave us the opportunity to evaluate their effective practicability in relation to typo- morphological congruence and logical and formal connection between the old building and new design proposals.
series	eCAADe
last changed	2022/06/07 07:54

_id	ecba
authors	Bosco, Antonio
year	1996
title	Hypertext for Building Rehabilitation. A didactic Use of an Innovative Methodology of Diagnosis of the Building Decay
doi	https://doi.org/10.52842/conf.ecaade.1996.059
source	Education for Practice [14th eCAADe Conference Proceedings / ISBN 0-9523687-2-2] Lund (Sweden) 12-14 September 1996, pp. 59-64
summary	In the paper presented in the last ECAADE conference in Palermo we described a first hypertext for the analysis of ancient buildings. One section of the hypertext was devoted to show diagnostic procedures and specific instrumental tests for building rehabilitation. We can consider that the hypertext represent the best answer to the request of an organised knowledge coming from students of the schools of architecture and public operators. So we describe how the proposed arrangement of the diagnostic tests can become a real operative tool technicians of public agencies and powerful means of building technology knowledge for students too. The diagnostic procedures are related to the specific needs of the architectural design; changing ways to archive the tests are showed. The goal is to allow the architects, operating in the rehabilitation field, to operate the right choice of diagnostic methods to avoid doing many unnecessary, expensive tests.
series	eCAADe
last changed	2022/06/07 07:54

_id	ddssar9607
id	ddssar9607
authors	Doxtater, Dennis and Mittleman, Daniel
year	1996
title	Facilitating and structuring environmental knowledge: prototypical pre-design for a new campus setting
source	Timmermans, Harry (Ed.), Third Design and Decision Support Systems in Architecture and Urban Planning - Part one: Architecture Proceedings (Spa, Belgium), August 18-21, 1996
summary	This applied research combines state-of-the-art computer-supported facilitation process with a conceptually new way of structuring behavioral knowledge of the physical environment. The object is to develop a prototypical evaluation/pre-design/design process which can be used in practice. The paper reports on the first phase of an actual building project for a university campus where representatives from all client user groups have participated in GSS facilitated sessions. Large amounts of user information have been organized into a graphically enhanced data base including decisions on key programmatic issues. Proposed GSS sessions for the second phase envision a continuous flow of pre-design information through design and design evaluation processes.
series	DDSS
last changed	2003/08/07 16:36

_id	06e1
authors	Keul, Alexander
year	1996
title	LOST IN SPACE? ARCHITECTURAL PSYCHOLOGY - PAST, PRESENT, FUTURE
source	Full-Scale Modeling in the Age of Virtual Reality [6th EFA-Conference Proceedings]
summary	A methodological review by Kaminski (1995) summed up five perspectives in environmental psychology - patterns of spatial distribution, everyday “jigsaw puzzles”, functional everyday action systems, sociocultural change and evolution of competence. Architectural psychology (named so at the Strathclyde conference 1969; Canter, 1973) as psychology of built environments is one leg of environmental psychology, the second one being psychology of environmental protection. Architectural psychology has come of age and passed its 25th birthday. Thus, a triangulation of its position, especially in Central Europe, seems interesting and necessary. A recent survey mainly on university projects in German-speaking countries (Kruse & Trimpin, 1995) found a marked decrease of studies in psychology of built environments. 1994, 25% of all projects were reported in this category, which in 1975 had made up 40% (Kruse, 1975). Guenther, in an unpublished survey of BDP (association of professional German psychologists) members, encountered only a handful active in architectural psychology - mostly part-time, not full-time. 1996, Austria has two full-time university specialists. The discrepancy between the general interest displayed by planners and a still low institutionalization is noticeable. How is the research situation? Using several standard research data banks, the author collected articles and book(chapter)s on architectural psychology in German- and English-language countries from 1990 to 1996. Studies on main architecture-psychology interface problems such as user needs, housing quality evaluations, participatory planning and spatial simulation / virtual reality did not outline an “old, settled” discipline, but rather the sketchy, random surface of a field “always starting anew”. E.g., discussions at the 1995 EAEA-Conference showed that several architectural simulation studies since 1973 caused no major impact on planner's opinions (Keul&Martens, 1996). “Re-inventions of the wheel” are caused by a lack of meetings (except this one!) and of interdisciplinary infrastructure in German-language countries (contrary to Sweden or the United States). Social pressures building up on architecture nowadays by inter-European competition, budget cuts and citizen activities for informed consent in most urban projects are a new challenge for planners to cooperate efficiently with social scientists. At Salzburg, the author currently manages the Corporate Design-process for the Chamber of Architecture, Division for Upper Austria and Salzburg. A “working group for architectural psychology” (Keul-Martens-Maderthaner) has been active since 1994.
keywords	Model Simulation, Real Environments
series	EAEA
type	normal paper
email
more	http://info.tuwien.ac.at/efa/
last changed	2005/09/09 10:43

_id	8de0
authors	Kokosalakis, Jen
year	1996
title	THE CAAC 3D Model as the Focus, or Vehicle for Effective Participation with the Design's Client, Observer or User
source	Approaches to Computer Aided Architectural Composition [ISBN 83-905377-1-0] 1996, pp. 133-152
summary	Architectural composition is central to most education and training of architects. Hence, though not every architect's role in practice deals directly with architectural composition, all will have a greater likelihood of ability to visualise and understand others' visual concepts than the average client. This text is concerned with the involvement of the client in composition of the building design. The medium of the three dimensional model, manoeuvrable at the computer screen or in Virtual Reality resembles well the intended physical reality of the designed building that the client will either own, use, occupy, or observe and so can assist tremendously. It is suggested that through this empowering vehicle of the CAAC model, far more informed response and tangible, visible vocabulary is accessible to the client to assist dialogue. This text proposes that practice can indicate better participation as a more evident principle. CAAC enables dynamic influences on the architectural composition of the building as accountable, truly potential dialogue towards design outcome from the construction team. The case rests with current exploratory cases of dynamic, participatory architectural composition activity, as a sign for the future.
keywords
series	other
email
last changed	1999/04/08 17:16

_id	010d
authors	Kokosalakis, Jen
year	1996
title	The Role and Status of Computing and Participation of Design Clients in the Curriculum
doi	https://doi.org/10.52842/conf.ecaade.1996.227
source	Education for Practice [14th eCAADe Conference Proceedings / ISBN 0-9523687-2-2] Lund (Sweden) 12-14 September 1996, pp. 227-238
summary	This paper is not intended as a fully researched exploration into architecture course coverage, but an attempt to introduce debate regarding some concerns on the role and status of Computing and consumer participation in the hope that CAAD peers will discuss and reflect with other specialists. A number of commentaries on serious deficiencies in the education of architects point to poor take-up of computing into the curriculum and an almost disassociation of the eventual designed building user from decisions on the design. By comparison it seems easier to find architects today who involve clients almost throughout the design process and increasing competency and continuity of CAAD usage in practices. The few brief references to Schools’ curricula are not formalised random studies. Certainly many excellent features will have been omitted. The intention is to start the debate. Finally a few directions are noted and some conclusions proffered. An argument is made for 3D CAAD models as the backbone and direct negotiating focus for design arbitration between consumer, designer [or students] and other professional collaborators in tesigning buildings, particularly where complex forms and spatial relationships are involved.
series	eCAADe
email
last changed	2022/06/07 07:51

_id	04ad
authors	Koutamanis, Alexander
year	1996
title	CAAD Teaching in the Electronic Era
doi	https://doi.org/10.52842/conf.ecaade.1996.239
source	Education for Practice [14th eCAADe Conference Proceedings / ISBN 0-9523687-2-2] Lund (Sweden) 12-14 September 1996, pp. 239-242
summary	The popularization and wide acceptance of computer technologies is changing the position and role of CAAD in architectural education and practice. The changing profile of architectural students with respect to computing leads to a reconsideration of priorities and structure in CAAD education. These are evident in the growing acceptance of the computer as part of the standard design instrumentation and in the shift from theoretical issues to hands-on experience in CAAD courses and exercises. As such changes can only continue to occur, probably at a faster pace, CAAD has to re-evaluate its position so as to anticipate the emerging patterns of computing in architecture and design. We can distinguish between three possible outcomes. The first is decentralization of CAAD and distribution of CAAD specialists to the other specializations in architecture and building. The second is concentration on theory and methodology and use of the computer as an instrument for verifying insights and hypotheses. The third option -the worst case scenario- is degradation to a supporting role, subordinate to the designer and the theorist.
series	eCAADe
email
more	http://caad.bk.tudelft.nl/koutamanis/
last changed	2022/06/07 07:51

_id	ce1b
authors	Kvan, Th., Lee, A. and Ho, L.
year	2000
title	Anthony Ng Architects Limited: Building Towards a Paperless Future
source	Case Study and Teaching Notes number 99/65, 10 pages, distributed by HKU Centre for Asian Business Cases, Harvard Business School Publishing (HBSP) and The European Case Clearing House (ECCH), June 2000
summary	In early 1997; Mr. Anthony Ng; managing director of Anthony Ng Architects Ltd.; was keenly looking forward to a high-tech; paperless new office; which would free his designers from paperwork and greatly improve internal and external communication – a vision that he had had for a couple of years. In 1996; he brought on board a friend and expert in Internet technology to help him realise his vision. In July 1997; his company was to move into its new office in Wan Chai. Their plan was to have in place an Intranet and a web-based document management system when they moved into the new office. But he had to be mindful of resulting changes in communication patterns; culture and expectations. Resistance from within his company was also threatening to ruin the grand plan. Several senior executives were fiercely opposed to the proposal and refused to read a document off a computer screen. But Ng knew it was an important initiative to move his practice forward. Once the decision was made there would be no chance to reconsider; given the workload demands of the new HK$12 billion project. And this decision would mark a watershed in the company’s evolution. This case study examines the challenges and implications of employing IT to support an architectural office.
keywords	IT In Practice; Professional Practice; Archives
series	other
email
last changed	2002/11/15 18:29

_id	8832
authors	MacCallum, C. and Hanna, R.
year	1996
title	DEFLECT: A Computer Aided Learning Package For Teaching Structural Design
doi	https://doi.org/10.52842/conf.ecaade.1996.253
source	Education for Practice [14th eCAADe Conference Proceedings / ISBN 0-9523687-2-2] Lund (Sweden) 12-14 September 1996, pp. 253-262
summary	The teaching of structures and its integration with design teaching has been seen as one of the major problems in design education in schools of architecture world-wide. A number of suggestions have been put forward to improve the quality of teaching in structures in architecture. These include the production of computer based learning materials, and the use of the computer as a ‘substitute’ tutor. This paper reports on a SHEFC funded project jointly carried out by the Department of Civil Engineering, University of Paisley, the Mackintosh School of Architecture, and Lamp Software. The project aims to build a computer-assisted learning package on the response of structures to load. The software will be used as an interactive teaching tool for both architectural and engineering students. The package has three levels: Beginners (Level 1), Intermediate (Level 2) and Advanced (Level 3). The first two levels have been completed after continuous feedback from both institutions. Level 1 is geared towards architectural and engineering students to help them understand structural behaviour of building components, such as deflection. Level 2 is a graphical editor that enables students to draw precisely the structure of their designs, investigate the deflection of structural members and identify areas of tension and compression. Level 3 is a design tool aimed at architectural and civil engineering students where they can design and analyse realistic structures by choosing structural members from a library, and specify materials and multiple loads. Prior to its final release, the software package was appraised by students from both institutions. Analysis of results from questionnaires revealed that students expressed a great deal of 'satisfaction' with many of its teaching and learning attributes. The outcome of this project will promote and enhance students’ understanding of the response of structures to load; it will also help students grasp the impact of varying building materials and cross sectional properties on the structural form.
series	eCAADe
email
last changed	2022/06/07 07:59

_id	c7e9
authors	Maver, T.W.
year	2002
title	Predicting the Past, Remembering the Future
source	SIGraDi 2002 - [Proceedings of the 6th Iberoamerican Congress of Digital Graphics] Caracas (Venezuela) 27-29 november 2002, pp. 2-3
summary	Charlas Magistrales 2There never has been such an exciting moment in time in the extraordinary 30 year history of our subject area, as NOW,when the philosophical theoretical and practical issues of virtuality are taking centre stage.The PastThere have, of course, been other defining moments during these exciting 30 years:• the first algorithms for generating building layouts (circa 1965).• the first use of Computer graphics for building appraisal (circa 1966).• the first integrated package for building performance appraisal (circa 1972).• the first computer generated perspective drawings (circa 1973).• the first robust drafting systems (circa 1975).• the first dynamic energy models (circa 1982).• the first photorealistic colour imaging (circa 1986).• the first animations (circa 1988)• the first multimedia systems (circa 1995), and• the first convincing demonstrations of virtual reality (circa 1996).Whereas the CAAD community has been hugely inventive in the development of ICT applications to building design, it hasbeen woefully remiss in its attempts to evaluate the contribution of those developments to the quality of the built environmentor to the efficiency of the design process. In the absence of any real evidence, one can only conjecture regarding the realbenefits which fall, it is suggested, under the following headings:• Verisimilitude: The extraordinary quality of still and animated images of the formal qualities of the interiors and exteriorsof individual buildings and of whole neighborhoods must surely give great comfort to practitioners and their clients thatwhat is intended, formally, is what will be delivered, i.e. WYSIWYG - what you see is what you get.• Sustainability: The power of «first-principle» models of the dynamic energetic behaviour of buildings in response tochanging diurnal and seasonal conditions has the potential to save millions of dollars and dramatically to reduce thedamaging environmental pollution created by badly designed and managed buildings.• Productivity: CAD is now a multi-billion dollar business which offers design decision support systems which operate,effectively, across continents, time-zones, professions and companies.• Communication: Multi-media technology - cheap to deliver but high in value - is changing the way in which we canexplain and understand the past and, envisage and anticipate the future; virtual past and virtual future!MacromyopiaThe late John Lansdown offered the view, in his wonderfully prophetic way, that ...”the future will be just like the past, onlymore so...”So what can we expect the extraordinary trajectory of our subject area to be?To have any chance of being accurate we have to have an understanding of the phenomenon of macromyopia: thephenomenon exhibitted by society of greatly exaggerating the immediate short-term impact of new technologies (particularlythe information technologies) but, more importantly, seriously underestimating their sustained long-term impacts - socially,economically and intellectually . Examples of flawed predictions regarding the the future application of information technologiesinclude:• The British Government in 1880 declined to support the idea of a national telephonic system, backed by the argumentthat there were sufficient small boys in the countryside to run with messages.• Alexander Bell was modest enough to say that: «I am not boasting or exaggerating but I believe, one day, there will bea telephone in every American city».• Tom Watson, in 1943 said: «I think there is a world market for about 5 computers».• In 1977, Ken Olssop of Digital said: «There is no reason for any individuals to have a computer in their home».The FutureJust as the ascent of woman/man-kind can be attributed to her/his capacity to discover amplifiers of the modest humancapability, so we shall discover how best to exploit our most important amplifier - that of the intellect. The more we know themore we can figure; the more we can figure the more we understand; the more we understand the more we can appraise;the more we can appraise the more we can decide; the more we can decide the more we can act; the more we can act themore we can shape; and the more we can shape, the better the chance that we can leave for future generations a trulysustainable built environment which is fit-for-purpose, cost-beneficial, environmentally friendly and culturally significactCentral to this aspiration will be our understanding of the relationship between real and virtual worlds and how to moveeffortlessly between them. We need to be able to design, from within the virtual world, environments which may be real ormay remain virtual or, perhaps, be part real and part virtual.What is certain is that the next 30 years will be every bit as exciting and challenging as the first 30 years.
series	SIGRADI
email
last changed	2016/03/10 09:55

_id	e09a
authors	Rüdiger, Bjarne
year	1996
title	The Masonry House Raised as an Exhibition and Information Building
doi	https://doi.org/10.52842/conf.ecaade.1996.387
source	Education for Practice [14th eCAADe Conference Proceedings / ISBN 0-9523687-2-2] Lund (Sweden) 12-14 September 1996, pp. 387-390
summary	At many schools of architecture the studies are directed to practical, professional use, and this fact results in different attitudes. But normally, it will be so that the longer the student goes in the study the more aspects from practice will be involved. Therefore, the studies passes from the work with the design itself and the more artistic sides to the work with planning and production. The basis of the educational progress and the professional level is research and development. Within CAD it is important that this research develops as well the theoretical foundation and includes experience in the practical use. An attitude which prioritizes the practical qualifications late in the studies has of course an effect in the CAD instruction. Tendencies to consider the computer to be a tool of drawing and visualization will dominate, and the work with structuralized information models for a general documentation has had minor interest until now, and this also includes the use of professional applications developed from different conventions in support of collaboration and quality control. The dialogue between the environment of education and research on one hand and the professional business in practice must be considered important for the developing process in the use of CAD and for the building of usable IT models. The work with "The Masonry House" and later "The Building Trade House" tries to expose how a deliberate structuralization of the CAD model early in the sketching- and planning process can support as well the more esthetic estimates as the building technology documentation. And also point out the professional qualifications bound up with 11 to be integrated in the study course.
series	eCAADe
email
last changed	2022/06/07 07:56

_id	ddssar9627
id	ddssar9627
authors	Sariyildiz, S., Schwenck, M. and Jander, E.
year	1996
title	Multimedia Teachware in the Field of Architectural Design
source	Timmermans, Harry (Ed.), Third Design and Decision Support Systems in Architecture and Urban Planning - Part one: Architecture Proceedings (Spa, Belgium), August 18-21, 1996
summary	Software systems for educational purposes have been developed and used in many application areas. In this paper we will describe a development in the field of building science. ClAD is a teachware system directed to be used in the education of students of architecture as well as a tool that gives a survey to architects and engineers in the practice. In the first place it provides information about the use of computer science technologies in the building design process. Furthermore, information about the architectural design process itself is included. Based on an analysis of general requirements and specific demands of the application field we describe our solution concept. Very important conclusions are that the system has to integrate the use of all media which are usually used by architects by offering a flexible and well-designed user interface and allowing a high degree of interactive work. After covering the development process as a combination of top down and bottom up strategies we describe the overall structure of ClAD as a modular system which can be extended and updated easily. Finally, we give an overview about some parts of the system to demonstrate the implementation of the concepts mentioned above.
series	DDSS
last changed	2003/08/07 16:36

_id	ddssar9628
id	ddssar9628
authors	Shabha, G. and Orr, K.
year	1996
title	The Impacts of Facilities Management Techniques on the Operational Efficiency of School Buildings- An Assessment of Grant Maintained Schools
source	Timmermans, Harry (Ed.), Third Design and Decision Support Systems in Architecture and Urban Planning - Part one: Architecture Proceedings (Spa, Belgium), August 18-21, 1996
summary	This paper attempts to examine the main benefits and pitfalls of FM as applied to Grant Maintained Schools (UMS) by assessing its implications on selected school buildings. It seeks to address a number of questions regarding the desirability of this method as applied to GMS. On what assumption has GMS model been based? To what extent has this model affected their operational efficiency? What are the financial implications? What are the future prospects? The main findings are that FM has provided new opportunities in the educational sector. Despite the economical uncertainty, it is highly likely that local control will remain. Giving the state of disrepair of many system-built schools of the 50's and the 60's, there are many opportunities for the FM to be exploited including condition survey, refurbishment of external envelope of the building, preventative maintenance, space utilisation and consultancy on meeting the EU health and safety legislation.
series	DDSS
last changed	2003/08/07 16:36

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