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	a60d
authors	Bairstow, Jeffrey N.
year	1987
title	Personal Workstations Redefine Desktop Computing
source	high Technology. March, 1987. pp. 18-23 : ill. includes bibliography: p. 64
summary	Becoming an essential tool in any creative activity, the personal workstations were successfully adopted by software developers for designing both system and application software, by electronics engineers for computer-aided design, and by a wide range of businesses for technical publishing. The rapid adoption of networking and file standards by the workstation manufacturers will undoubtedly put them in a good position to install large networks of both PCs and workstations linked to existing corporate mainframe computers
keywords	hardware, technology, business
series	CADline
last changed	2003/06/02 13:58

_id	2ac0
authors	Galle, Per
year	1987
title	A Formalized Concept of Sketching in Automated Floor Plan Design
source	177 p. 1987. DIKO Research Report No.87/3
summary	CADLINE has abstract only. Automated floor plan design, though originally motivated by the difficulties encountered by architects manually designing building layouts, raise several questions that may be of relevance to related application areas as well. e.g. design of electronic circuitry. One such question is, 'how do we come from a given set of constraints on size and placement of rooms (components) to a set of floor plans (circuit layouts) that satisfy these constraints?' In manual architectural design, sketches are used as an intermediate step. The present work is a study of a number of formalizations of the sketch concept which have been or could be used in computer- generation of architectural floor plans. A particular type of sketch, called the 'delta-derivative', is suggested and developed. The delta-derivative of a desired solution plan is an approximation of that solution plan and usually several other similar or 'equivalent' solutions. The idea is to generate sketches ('abstract' plans) before solutions ('concrete' plans), because they are simpler to compute, weeding out sketches that are not 'promising', and trying to refine the remaining sketches into solutions proper, thus limiting the amount of combinatorial search. Several abstraction levels of sketches may be used in this process. However, constraints as specified by the user of an automated design system are assumed to apply to the solutions; therefore a major theoretical problem which is addressed in the report is the derivation of sketch-level constraints that define which sketches to be generated. A comprehensive floor plan design system based on these ideas has been implemented, and empirical results are reported which confirms certain predicted advantages of delta-derivatives but also shows that the sketch-level constraints based on the developed theory are too weak if used alone; they allow generation of too many sketches which cannot possibly be refined into solutions. The report finally conjectures a solution to this problem
keywords	CAD, planning, architecture, floor plans, design, combinatorics, programming, abstraction
series	CADline
last changed	1999/02/12 15:08

_id	448b
authors	Gerzso, Miguel J.
year	1987
title	On the Reasons for Designing an Object Based Language Called TM
source	1987. 7 p. : ill. includes bibliography
summary	One of the most basic problems in attempting to use computers for architectural applications has been the generation of design alternatives. In order to approach this problem, it is claimed in the paper that in reality it is two basic problems: a methodological problem and a data and procedural representation problem. Diagrammatic Production Rules (DPR's), developed previously by the author, have been proposed for dealing with methodological problem and TM, an object based language, is proposed in the paper for dealing with the data and procedural representation problem. An example of a DPR and a 'program' in TM are included to illustrate the relationship between the two
keywords	languages, representation, OOPS, CAD, applications, programming, architecture, synthesis, design
series	CADline
last changed	2003/06/02 13:58

_id	e60d
authors	Gross, Mark D., Ervin, Stephen M. and Anderson, James (et al)
year	1987
title	Designing with Constraints
source	John Wiley & Sons, 1987. pp. 53-83. includes bibliography
summary	The constraint model of designing provides a means of demonstrating and exploring the computability of design. Designing is understood as a process of incrementally defining an initially ill-defined question, and concurrently proposing and testing possible answers. That is, not finding THE solution to A problem, but finding A solution to THE problem. Articulating (including inventing and modifying) the question, and exploring possible alternative answers (or designs), are two fundamental activities which can be supported by computers and the constraint model. The authors discuss the use of constraints to explicate design questions, circumscribe feasible regions and specify proposed solutions, and examine the processes of search and scrutiny within a region. Naming, solving history-keeping, block-structuring, identifying and resolving conflicts are among tasks identified that can be rendered to a computer. Questions of knowledge representation and inference making with ambiguity and imprecision are discussed. Examples of the application of the constraint model to design problems in architecture and site planning are illustrated by brief scenarios
keywords	constraints, design process, search, knowledge
series	CADline
last changed	2003/06/02 10:24

_id	59de
authors	Lansdown, J.
year	1987
title	The Creative Aspects of CAD: A Possible Approach
source	Design Studies, (8) 2, pp. 76-81
summary	Whilst it is common ground that CAD systems can help designers in many areas, what is not clear is the extent of assistance that can be provided in the creative aspects. A possible approach to creative designing with computers is that of `prototype modification'. It is possible to see all designing in terms of this approach. The distinction between innovative design and design by modification results only from the quality and nature of the prototypes and modifications involved.
series	journal paper
last changed	2003/04/23 15:14

_id	0347
authors	Maver, T.
year	1988
title	Software Tools for the Technical Evaluation of Design Alternatives
source	CAAD futures ‘87 [Conference Proceedings / ISBN 0-444-42916-6] Eindhoven (The Netherlands), 20-22 May 1987, pp. 47-58
summary	Designing buildings which 'work' - economically, socially and technically - remains the central challenge for architects. This paper is concerned with the state of development of software tools for the evaluation of the technical issues which are relevant at the conceptual stages, as opposed to the detailed stages, of design decision-making. The technical efficiency of building is of enormous economic importance. The capital investment in building in Europe represents some 12% of the Gross Domestic Product; this capital investment is exceeded by an order of magnitude, however, by the operating costs of buildings over their life span. In turn, these operating costs are exceeded - again by an order of magnitude - by the costs associated with the (human) operations which go on within the building, and on which the design of the building has some impact.
series	CAAD Futures
email
last changed	2001/06/04 17:16

_id	e524
authors	Miranda, Valerian and Degelman, Larry 0.
year	1987
title	An Experimental Computer-Aided Design Studio
doi	https://doi.org/10.52842/conf.acadia.1987.019
source	Integrating Computers into the Architectural Curriculum [ACADIA Conference Proceedings] Raleigh (North Carolina / USA) 1987, pp. 19-28
summary	A pilot experiment was conducted in the use of microcomputers and Computer Aided Design (CAD) software for architectural design education. The CAD workstations were incorporated into two consecutive semesters of the third year design studio and consisted of TANDY 3000 HD (tm) microcomputers with 20 megabyte hard disks, digitizer tablets, digitizer mice, enhanced graphics capabilities, dot-matrix printers and multi-pen plotters. Software packages included the Personal Architect (tm), VersaCAD (tm), DataCAD (tm), word processing software etc. Student to machine ratio of 4 to 1 was maintained and the use of the equipment was made available to students for approximately 20 hours per day. Design assignments neither emphasized nor required the use of CAD techniques, as the experiment was designed to measure the students' acceptance of and adaptation to the use of CAD tools. The objective was to "teach" design in the traditional sense of a design studio, while making the computer an integral part of the setting in which the student learned designing and problem solving. Measurements were made of (1) time for the "fundamentals" learning curve, (2) time for a "basic competence" learning curve, (3) hours utilized by categories of type of use, (4) hours utilized by equipment and software type, and (5) progress in design ability as evaluated by the traditional jury review methods.
series	ACADIA
email
last changed	2022/06/07 07:58

_id	27e8
authors	Rasdorf, William J. and High, Stacey L.
year	1987
title	Simplified Steel Compression Member Design
source	Dynamics of Structures ASCE Structures Congress Proceedings. 1987. American Society of Civil Engineers, vol. D: pp. 352-367. CADLINE has abstract only
summary	The American Institute of Steel Construction 'Specification for the Design, Fabrication, and Erection of Structural Steel Buildings' has made manual steel column design exceedingly time consuming and difficult. The objective of this paper is to present a simplified method of designing steel columns subjected to axial loads and moments for use in situations where automated design methods are inappropriate. Steel column design is based on the interaction equations of the AISC Specification. These equations are presented in terms of actual and allowable stresses and much time is required by a designer to manually determine the stresses and solve the equations. To simplify their solution, the interaction equations were reformulated and a set of parameters (multipliers) was introduced into them. The parameters were investigated to determine their validity, limits, and ranges of significant influence. They were then tabulated to provide quick and easy access for use. The modified interaction equations and the tabulated parameters constitute the results of this study. They are the physical tools that enable a designer to rapidly select initial steel column sections to satisfy design requirements and specification constraints. The analysis confirms that these tools can realistically and accurately be determined. The equations were algebraically derived and the tables were generated as a function of the properties of the sections. Thus, a new design method, combining the use of tabulated parameters with algebraically modified interaction equations, has been developed. This method greatly simplifies and speeds up the column section selection process
keywords	civil engineering, structures, synthesis, design, methods
series	CADline
last changed	2003/06/02 13:58

_id	ddss9846
id	ddss9846
authors	Rigatti, Decio
year	1998
title	Rubem Berta Housing Estate: Order and Structure, Designand Use
source	Timmermans, Harry (Ed.), Fourth Design and Decision Support Systems in Architecture and Urban Planning Maastricht, the Netherlands), ISBN 90-6814-081-7, July 26-29, 1998
summary	The main goal of this paper is to investigate, through some space configurational based tools, a quite common phenomenon found in many different locations in Brazil, concerning the process of urban changes individually introduced by dwellers of public housing estates. A significant number of housing estates, particularly those designed according to rationalist concepts, seem to be unable to support space related social requirements and are then widely transformed when compared to the original layouts. Beyond the quantitative features, the morphological changes that take place in those housing estates mean a fundamental new approach to understand how completely new urban structures can arisefrom the space produced by a comprehensive urban design, took as a starting point for the transformations made by the dwellers of those settlements. As a case study is analysed the Rubem Berta Housing Estate which was built in Porto Alegre/RS, Brazil, for 20,000 people in the late 70’s. Since the begining of its occupation in 1986 and the invasion that took place in 1987, the urban transformations there have never stopped. It’s possible to realize that the dwellers individually use some constant physical rules to define the new settlement which are very similar within the estate itself and, at the same time, very similar to those found in other transformed housing estates of this sort. The physical rules introduced change the features of the entire settlement in two different levels: a) locally, through the transformations introduced in order to solve individual needs; b) globally, the local rules of physical transformations produce a new overall structure for the whole urban complex. The knowledge of this process makes it possible to bring to the surface of architectural theory some generic configurational codes that can be used as a tool for designing public housing estates in Brazil.
series	DDSS
last changed	2003/08/07 16:36

_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	0a09
authors	Akin, O., Dave, B. and Pithavadian, S.
year	1987
title	Problem Structuring in Architectural Design
source	February, 1987. [4], 15 p. : ill. includes bibliography
summary	The purpose of this research is to describe in operational terms the process of problem structuring while solving spatial problems in architectural design. The designer's behavior is described in terms of problem structuring, when problem parameters are established or transformed, and in terms of problem solving when these parameters are satisfied in a design solution. As opposed to problem solving, the structuring of problems is an under-studied but crucial aspect of complex tasks such as design. This work is based on observations derived from verbal protocol studies. To consider various levels of skill, the research subjects range from professional architects to novice designers. Subjects are given space planning problems which require them to develop solutions in accordance with individually established constraints and criteria, the majority of which are not explicit stated in the problem description. Based on the results of the protocol analysis, a framework is developed which explains how information processing characteristics, problem structure and different levels of expertise interact to influence the designer behavior
keywords	architecture, design process, problem solving, protocol analysis, problem definition
series	CADline
email
last changed	2003/05/17 10:09

_id	ae05
authors	Akin, Omer
year	1987
title	Expertise of the Architect
source	November, 1987. [13] p. unevenly numbered : ill. includes bibliography
summary	One of the areas where the expertise of the seasoned architect comes out is in the initial structuring of design problems. During problem structuring the parameters and processes used in design are defined. Experienced architects modify these parameters both in global and local levels as a function of the success of their research process. Experienced architects also rely on 'scenarios' acquired through pervious experiences with similar problems to initialize their problem structures or to redefined them
keywords	design, architecture, methods
series	CADline
email
last changed	2003/05/17 10:09

_id	eb5f
authors	Al-Sallal, Khaled A. and Degelman, Larry 0.
year	1994
title	A Hypermedia Model for Supporting Energy Design in Buildings
doi	https://doi.org/10.52842/conf.acadia.1994.039
source	Reconnecting [ACADIA Conference Proceedings / ISBN 1-880250-03-9] Washington University (Saint Louis / USA) 1994, pp. 39-49
summary	Several studies have discussed the limitations of the available CAAD tools and have proposed solutions [Brown and Novitski 1987, Brown 1990, Degelman and Kim 1988, Schuman et al 1988]. The lack of integration between the different tasks that these programs address and the design process is a major problem. Schuman et al [1988] argued that in architectural design many issues must be considered simultaneously before the synthesis of a final product can take place. Studies by Brown and Novitski [1987] and Brown [1990] discussed the difficulties involved with integrating technical considerations in the creative architectural process. One aspect of the problem is the neglect of technical factors during the initial phase of the design that, as the authors argued, results from changing the work environment and the laborious nature of the design process. Many of the current programs require the user to input a great deal of numerical values that are needed for the energy analysis. Although there are some programs that attempt to assist the user by setting default values, these programs distract the user with their extensive arrays of data. The appropriate design tool is the one that helps the user to easily view the principal components of the building design and specify their behaviors and interactions. Data abstraction and information parsimony are the key concepts in developing a successful design tool. Three different approaches for developing an appropriate CAAD tool were found in the literature. Although there are several similarities among them, each is unique in solving certain aspects of the problem. Brown and Novitski [1987] emphasize the learning factor of the tool as well as its highly graphical user interface. Degelman and Kim [1988] emphasize knowledge acquisition and the provision of simulation modules. The Windows and Daylighting Group of Lawrence Berkeley Laboratory (LBL) emphasizes the dynamic structuring of information, the intelligent linking of data, the integrity of the different issues of design and the design process, and the extensive use of images [Schuman et al 19881, these attributes incidentally define the word hypermedia. The LBL model, which uses hypermedia, seems to be the more promising direction for this type of research. However, there is still a need to establish a new model that integrates all aspects of the problem. The areas in which the present research departs from the LBL model can be listed as follows: it acknowledges the necessity of regarding the user as the center of the CAAD tool design, it develops a model that is based on one of the high level theories of human-computer interaction, and it develops a prototype tool that conforms to the model.
series	ACADIA
email
last changed	2022/06/07 07:54

_id	sigradi2013_234
id	sigradi2013_234
authors	Alencar, Viviane; Gabriela Celani
year	2013
title	The Art of Computer Graphics Programming: Translating Pioneer Programs
source	SIGraDi 2013 [Proceedings of the 17th Conference of the Iberoamerican Society of Digital Graphics - ISBN: 978-956-7051-86-1] Chile - Valparaíso 20 - 22 November 2013, pp. 500 - 504
summary	Considering the importance of the use of programming languages for teaching computational design to architects, this paper proposes the translation of computer programs from a pioneer work in this field into a more contemporary programming language. The book The Art of Computer Graphics Programming: A Structured Introduction for Architects and Designers was published in 1987 by William J. Mitchell, Robin Ligget and Thomas Kvan, and remains an important reference for architects. The original Pascal codes in the book were translated into Processing, and made available through an Internet website, along with images and comments, in order to give late Prof. Mitchell’s work the consideration it deserves.
keywords	Processing; Pascal; Computer graphics
series	SIGRADI
email
last changed	2016/03/10 09:47

_id	4d3b
authors	Archea, John
year	1987
title	Puzzle-Making : What Architects Do When No One is Looking
source	New York: Wiley-Interscience, 1987. pp. 37-52. includes bibliography
summary	The thesis of this paper is that architects work in a manner that is antithetical to problem-solving because they cannot explicate desired effects prior to their realization through the design process. In an attempt to clarify architecture's uncommon mode of action the author suggests that instead of specifying what they are trying to accomplish prior to their attempts to accomplish it as problem-solver do, architects treat design as a search for the most appropriate effects that can be attained in a unique context. They seek sets of combinatorial rules that will result in an internally consistent fit between a kit of parts and the effects that are achieved when those parts are assembled in a certain way
keywords	puzzle making, problem solving, architecture, design process
series	CADline
last changed	1999/02/12 15:07

_id	e820
authors	Armstrong, W.W., Green, M. and Lake, R.
year	1987
title	Near- Real-Time Control of Human Figure Models
source	IEEE Computer Graphics and Applications. June, 1987. vol. 7: pp. 52-60 : ill
summary	Includes bibliography. Animating human figures is one of the major problems in computer animation. A recent approach is the use of dynamic analysis to compute the movement of a human figure, given the forces and torques operating within and upon the body. One of the problems with this technique is computing the forces and torques required for particular motions: this has been called the control problem of dynamic analysis. To develop a better understanding of this problem, an interactive interface to a dynamics package has been produced. This interface, along with a collection of low-level motion processes, can be used to control the motion of a human figure model. This article describes both the user interface and the motion processes, along with experiences with this approach
keywords	computer graphics, animation, user interface
series	CADline
last changed	2003/06/02 14:41

_id	8eb4
authors	Athithan, G. and Patnaik, L.M.
year	1987
title	Geometric Searching In Extended CSG Models : Application to Solid Modeling and Viewing
source	February, 1987. 30 p. : ill
summary	In this paper, the CSG representation scheme is augmented with the 'cartesian product.' The sweep method of generating solids is encompassed by this 'Extended CSG' formalism. The point inclusion problem encountered in the area of geometric searching in computational geometry is discussed in the context to solid models represented by 'extended CSG.' A simple algorithm to solve it that has a time complexity O(n), where n is the number of primitives, is presented. Allowing for preprocessing and extra storage, a second efficient algorithm, having a time complexity O(log n), is developed. The relevance of point inclusion problem in solid modelling techniques is indicated. An extended CSG based solid modeling method is proposed. A solution to the problem of hidden line removal, that uses the faster algorithm for the point inclusion problem, is also presented in the paper
keywords	point inclusion, computational geometry, data structures, solid modeling, CSG, computer graphics, hidden lines
series	CADline
last changed	2003/06/02 14:41

_id	266d
authors	Badler, Norman I., Manoochehri, Kamran H. and Walters, Graham
year	1987
title	Articulated Figure Positioning by Multiple Constraints
source	IEEE Computer Graphics and Applications. June, 1987. vol. 7: pp. 28-38 : ill. Includes bibliography
summary	A problem that arises in positioning an articulated figures is the solution of 3D joint positions (kinematics), when joint angles are given. If more than one such goal is to be achieved, the problem is often solved interactively by positioning or solving one component of the linkage, then adjusting another, then redoing the first, and so on. This iterative process is slow and tedious. The authors present a method that automatically solves multiple simultaneous joint position goals. The user interface offers a six-degree-of freedom input device to specify joint angles and goal positions interactively. Examples are used to demonstrate the power and efficiency of this method for key-position animation
keywords	animation, constraints, computer graphics
series	CADline
last changed	2003/06/02 13:58

_id	0cd8
authors	Baker, Nelson C. and Fenves, Stephen J.
year	1987
title	A Knowledge Acquisition Study of Structural Engineers Performing Preliminary Design
source	92 p. : ill. Pittsburgh, PA: Engineering Design Research Center, CMU, December, 1987. EDRC-12-19-87
summary	This paper describes interviews with experts in structural engineering. Video recordings of the experts performing preliminary structural design for three buildings were obtained. The knowledge acquisition process is described and the conclusions reached are presented. The conclusions are discussed in terms of level of design detail, solution time, distribution of process and domain activities, the use of previous information in the design process, and the use of sketches
keywords	knowledge acquisition, civil engineering, design process, design methods, drafting, systems, protocol analysis
series	CADline
last changed	2003/06/02 10:24

_id	016a
authors	Balachandran, M. B. and Gero, John S.
year	1987
title	A Knowledge-based Approach to Mathematical Design Modeling and Optimization
source	engineering Optimization. 1987. vol. 12: pp. 91-115
summary	Optimization is a well understood process in design domains. Designers formulate their design problems as single criterion or multicriteria optimization problems and then select an appropriate optimization algorithm to search for the optimal values for the design variables. The formulation and algorithm selection procedures have been considered to be activities which relied on substantive human knowledge. This paper describes a computer system, OPTIMA, which formulates design optimization problems from a pseudo-English description into canonical algebraic expressions. It then recognizes the formulation and selects appropriate algorithm(s) for its solution. Finally, it runs the selected algorithm(s) and sends the results back to the original descriptions. Areas of expert knowledge involved in carrying out the above tasks are identified. Such knowledge is explicitly encoded in the system. The basic philosophy and key features of the system are described and are illustrated with examples
keywords	structures, algorithms, knowledge base, systems, optimization, engineering
series	CADline
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last changed	2003/06/02 13:58

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