        Blair, Willie : AssignmentsBlair, Willie : Assignments here.Inquiry of Fifth Street Bridge Willie Blair 11/25/2007 Picture yourself: a college student in a big city. You’ve recently moved away from home and family and you’re in a new environment. With all of the difficult courses you face, you want to get away from campus for a bit, but where do you go? There’s that new commercial district going in a little ways down Fifth Street – you decide to go there. On the way you get to the Fifth Street Bridge. It’s old. Dilapidated. Decrepit. Not inviting at all. Cracked sidewalks. Dim lighting. And the roar of the I-75/85 connector below you, with only a cold chain link fence as a divider between you and the rushing river of traffic. You can’t wait to get across – this bridge leaves you with an uncomfortably unsafe feeling. This was the way of the old Fifth Street Bridge. An eyesore and scary crossing point, there was no love between students and this bridge, except for the glorious view of downtown and midtown which it offered. On September 21, 2004 (Georgia Department of Transporation), the Georgia Department of Transportation and the Georgia Institute of Technology teamed up to remedy this situation. Two years later, Georgia Tech students were given the gift of a finished Fifth Street Bridge. Before we can decide whether or not the Fifth Street Bridge project was a success, we must first analyze what the planners and builders had in mind for their final creation. One of the most important features to be added was wide sidewalks (The Street, CoolX Reading). Ten-foot-wide sidewalks were put into the plans; these would effectively provide pedestrians with an ample amount of walking space. Previously, it had been all-too-clear that the car was the king of the urban jungle crossing, but with the addition of ten-foot sidewalks, that balance would be shifted in the favor of the pedestrian. The second-most important improvement was the creation of space for and the laying of sod. Before, pedestrians had been crowded on one side by passing traffic and on the other by a chain link wall. This sod would offer a buffer between traffic and people, giving the bridge a passer-friendly aspect. Next, space was allotted for decorative planter walls. These walls were to be placed both on the North and South portions of the bridge, and would provide support for an upper-level of sod containing other vegetation. Trees and shrubbery were then to be added to this second sod level, while park benches were to line the first level of sod bordering the sidewalks. As final touches, builders planned for something above and beyond the normal fluorescent streetlights, and instead opted for decorative lamps to be scattered along the brick pavers. The builders and planners had their work laid-out for themselves. But the question remains: Did they accomplish their to-do list? Now that we have looked at the history of the bridge, let us explore the actions taken in renovating it. This project was to be completed in two phases, demolishing and then rebuilding the bridge one half at a time, thereby allowing traffic to continue to flow (Leading with Best Practices). The lack of vehicular traffic had at one time been a concern to stakeholders in the renovation – this concern was alleviated by the split demolition/rebuilding process. Crews began on the South side, redirecting the flow of traffic to a one-lane road. Construction on the South side was completed in late 2005, traffic was redirected once again, and work on the North side began – they were right on schedule, with a projected finish time of Fall 2006. However, one snag in the plans was this minor detail: there is a ten-lane interstate running beneath Fifth Street Bridge, providing an added safety concern. How to build the bridge while protecting traffic from falling debris? In order to cater to the safety of travelers below, the Georgia Department of Transportation took to closing certain lanes of the interstate weeknights and some weekends from nine pm until the following morning at 5 am. By rerouting the traffic, they were able to cut back on the chance of injury cause by falling debris (Georgia Department of Transportation). Also of concern was increased traffic delay along Fifth Street due to the lane closure along the bridge. To alleviate the flow of vehicles, Williams Street, a road which pumps traffic into Fifth Street, was closed for the duration of the bridge construction. Now that we have reviewed the process of the bridge renovation, let us analyze the results. Back to our original question: did the builders and planners accomplish their to-do list? In order to answer this, we will break the analysis down into three segments: the environmental impact, the social impact, and how it was received by the surrounding population. First we analyze the environmental impact. With the addition of the bridge followed the addition of several thousand square feet of green space. In comparison with the previous concrete jungle-esque motif of the bridge, it now has the feel of walking through an urban garden. Chain link was replaced with sod, and empty space hanging precariously over Georgia’s main convergence of interstates is now occupied by lush sitting areas, affording passers-by with an enticing spot to enjoy their afternoon lunch break. While enjoying lunch in this inviting space, they can sit on raised concrete dividers while escaping the heat of the Georgia sun beneath trellises interlaced with sweet honeysuckle. Something to notice is that people no longer needed to raise their voices to hold a conversation. There is little interruptive noise of traffic pervading the atmosphere: the surrounding greenery acts as an absorber for the nuisance sound waves. At night, this bridge lacks the scary and dank atmosphere which it once had. Scattered with decorative 1800’s motif lamps, the bridge remains well-lit, even into the evening hours. Besides the aesthetic appearance of this environmental improvement, the addition of green space also helps to cut down on the smog and air pollution affecting the health and breathing of pedestrians. Better air to breathe and a more aesthetically pleasing environment combined will lead to a greater number of people choosing to walk instead of using a motorized form of transportation. On any given sunny day, pedestrians can be seen bypassing the Tech Trolley shuttle stops on either side of the bridge, instead opting to walk across the pleasantly green walkway. From this increased foot traffic, the environmental impact can be seen as positive. Check off this item on the planners’ and builders’ list. In addition to the positive environmental impact, the Fifth Street Bridge renovation has also made a positive impact on the general quality of life for those who use the bridge. Several travel sites list the Fifth Street Bridge as one of Atlanta’s prime locations for taking in the magnificent night-time skyline. “It all seems delightfully balanced and sophisticated,” (Terry’s Humble Guide to Atlanta) says one website. I interviewed two Georgia Tech students to gain their perspective on whether the bridge has made a positive or negative impact on their duration at Tech. First, we have Tim, a second-year Computational Media student. When asked whether his experience with the bridge has been positive or negative, he replied: I would say that the bridge has had a neutral impact on me. I mean nothing outstandingly positive or negative. I’ve sat on the benches and played football with my fraternity on the grass, but that space has never really struck me as a place where I would just choose to sit and hang out. I more enjoy the open space such as the seating around the campanile. So I suppose I’d say it’s had a neutral to slightly positive impact on me. Next I described to him the conditions which previously defined the bridge: chain link fences, broken concrete, no greenery, with lots of traffic, and asked him what kind of an impact that would have had on him and whether or not he would have used Tech Square as much as he does now after the bridge renovation. He replied: Well . . . I guess it would have had a negative impact on me. I would never have chosen to stop and spend any time on that bridge. Probably would have walked across it and then as soon as I got to the other side forgotten about it. It definitely wouldn’t have been a happy place or the site of any kind of pleasurable experience, but at the same time, it wouldn’t have really bothered me. As far as affecting whether or not I would use Tech Square as much, I think I would’ve used it less because the way to get there would’ve been unpleasant. But at the same time, I wouldn’t have known any differently, so it wouldn’t have had much of an affect on me. I concluded our interview with one final question: What would you change about the bridge? Tim replied: If I could change something about the bridge, I would make it more interesting. I’m not sure how, but just more intriguing, so that people actually want to stop and stay there. I then posed the same questions to Sarah, a third-year Industrial Design student. About whether or not the bridge has made a positive impact on her, she answered: Definitely! This new Fifth Street Bridge is great! Every time I walk across it I like to stop and pick a honeysuckle flower to enjoy. Not to mention the view of the Atlanta skyline is pretty amazing. Last spring one of my most fond memories at Tech was spending a lazy lunch on the bridge with one of my friends. The grass is great, and I love watching the progress of the vines up the trellises. This bridge is a definite positive impact on my Tech experience. Now about whether the previous bridge would have had an impact on her and her use of Tech Square: Being a female in a big city, I tend to shy away from placed in which I don’t feel safe. From the old pictures I’ve seen of the bridge, it was pretty dilapidated and not very inviting. If I’d been a student back then, I don’t think I’d have liked to use the bridge at all. So many students, those small sidewalks would’ve been really crowded. And there’s no way I would have used the bridge at night! I guess it follows then that I wouldn’t have used Tech Square as much. And I love going to Tech square now! Tin Drum is my favorite lunch stop. Overall, that old bridge would’ve left me with a dank and depressed feeling. Definitely a negative impact. Would Sarah change anything about the bridge? I would add tables to the grassy areas on the South side of the bridge, so that you can have more group gatherings there and it would be more comfortable for professionals. No one wants to sit in the grass wearing their business suit! From these interviews of two very different interviewees, there was no sign that the current Fifth Street Bridge gives a negative impact. If anything, even if it is a small amount, the impact was positive. Both students had something they would add to the bridge, but neither said that they would completely alter the area. Therefore, the bridge seems to have had a positive-to-neutral impact on Tech students. We have studied the building process, the environmental impact, and the impact on the student body, and now I will give my own reflection on the new Fifth Street Bridge. I can relate to Sarah very closely. Being a female in a large city can be a daunting thing at times. When is it safe to walk? Where is it safe to walk? Should I be accompanied by a friend? So from a safety standpoint, the new bridge is an improvement upon the old dilapidated bridge. I feel secure walking across the bridge during the day, and still feel safe walking across during the night, although I do still walk with a friend. The bridge provides me with great connection to the Georgia Tech Barnes & Noble, which I use on a regular basis, and Ribs ‘N’ Blues, my favorite place to grab a bite to eat. Not only is it safe and a great connection, I enjoy the bridge itself. On a sunny day, there are very few things better than sitting in the grass on the Fifth Street Bridge, enjoying good food, and taking in the Atlanta skyline. I also receive mental stimulation from the bridge. First questioning the placement of the trellises in relation to the sun, then imagining just why there are small bumps placed periodically on the edge of the concrete sidewall. The Fifth Street Bridge has given me a great amount of enrichment during my time here at Tech, and I look forward to the good times to come. We started this journey picturing ourselves on the old Fifth Street Bridge. Now let us picture ourselves on the new bridge. Grass under your feet. Sun on your face, without the shadow of chain link cris-crossing it, but instead the shadow of tree leaves playing in the light. Flowers are in bloom further down the path. People across the way are playing Frisbee, laughing. A class has just let out – students are walking down the sidewalk in great groups, with plenty of space to spare between themselves and the passing traffic – they’re chatting and smiling. From our analysis of the environmental impact of the bridge and the impact it has had on student life, the consensus seems to have been a positive one. It seems that Fifth Street Bridge will continue to serve as a bustling portal to Georgia Tech for many semesters to come. Bibliography Georgia Department of Transportation. “5th Street Pedestrian Bridge.” Georgia Department of Transportation. http://www.dot.state.ga.us/specialsubjects/roadconstruction/5thstreetbridge/index.shtml (accessed Nov. 12, 2007). Leading with Best Practices. “5th Street Bridge Design/Build.” Georgia Department of Transportation. http://www.dot.state.ga.us/csd/projects/georgia/Proj-5StBridge.html (accessed Nov. 18, 2007). Terry’s Humble Guide to Atlanta. “Neat Places.” Tk-Jk.net. http://tk-jk.net/tksguide/places.html (access Nov. 21, 2007). Arcadis. “Atlanta 5th Street Bridge.” Arcadis. http://www.arcadis-global.com/Service+Types/Infrastructure/Urban+development/Projects/Atlanta+5th+Street+Bridge.htm (accessed Nov. 19, 2007). Assignment 6 10/28/07 Lecture 10/10/07 Part One: Playback The most important concept brought forth in this lecture was the question of “What distinguishes a work of architecture from an ordinary building?” This question was asked because in day-to-day life, we pass by shopping malls. We pass by homes. We pass by schools. We pass by houses of worship. And yet rarely do we stop to think why the house of worship might strike us as beautiful and awe-inspiring, while the school is plain and ordinary. What sets these two buildings so far apart from each other? This lecture sought to guide us to an answer. Part Two: Look Up Term One: retrofitting My Thoughts: Since the prefix “retro” is normally used to refer to something that has happened in the past, I take this term to mean fitting an object to something previously created. Definition: “Reinforcement of structures to become more resistant and resilient to the forces of natural hazards.” From http://www.adrc.or.jp/publications/terminology/top.htm. Rethought: Retrofitting does in fact mean adjusting an object to something pre-existing. In the case of architecture, the object is a structure, and the pre-existing thing are the natural elements. Term Two: radial axis My thoughts: Radial reminds me of the word radius, which also makes me thing of a circle. My thought is that radial axis are paths or lines which start in the center of an area and lead out to the exterior edge of the same area. Definition: “Branching out in all directions from a common center; situated like a radius.” From homepages.cae.wisc.edu/~ie415/definitions.shtml. Rethought: I was correct: radial axes are located in the center and lead to the outer edge of a space. This is most likely used as an architectural technique when dealing with landscaping or the interaction of rooms within a building. Term Three: ecological literacy My thoughts: Ecology refers to the natural and organic world, while literacy is normally used when referring to reading. Therefore, I imagine ecological literacy means knowledge of the organic and natural world. Definition: “The knowledge of interactions and relationships between organisms and their environment.” From www.nmlites.org/standards/science/glossary_2.htm. Rethought: This would relate to architecture and design in that architects and designers must take into account how their creation will interact with the pre-existing and surrounding area. Part Three: Speculate Ms. Dunham-Jones had an exciting goal to achieve. She desired to have her students rethink the way in which they view not only works of architecture themselves, but also how those works interact with their surroundings. The conquering of this obstacle is one of the largest issues facing architecture today: Ms. Dunham-Jones had a large job ahead of her. She did a marvelous job! Not only did she start off with having each of us question our previous inclinations as to what made a great work of architecture, but she also persuaded all of us to take a deeper look into the relationships between nature and architecture that surround us. Through this, her audience gained an integral knowledge of just what architects face when attempting to overcome the rift that sometimes exists between the natural and the man-made world. Lecture 10/15/07 Part One: Playback How do you go from the original design to the final built project? It must be simple, right? I mean, it happens all the time. How complex can it be? Actually, it is an incredibly complex and intricate process involved dozens of people and several separate corporations. This was the construct that was brought forward and dissected for us in class: just what makes up the design/build process? Part Two: Look Up Term One: procurement My Thoughts: I believe procurement refers to the gathering of items. Definition: ‘A set of activities performed as part of an acquisition effort.” From www.sei.cmu.edu/opensystems/glossary.html. Rethought: The term procurement would relate to the building construction industry in that contractors need to procure materials and services before beginning a project. Term Two: fragmentation My Thoughts: Since fragments are pieces of a whole, I take fragmentation to mean the breaking up of an item into subsequent parts. Definition: “The breaking up of extensive landscape features into disjoint, isolated, or semi-isolated patches as a result of land-use changes.” From ec.europa.eu/research/biosociety/library/glossarylist_en.cfm. Rethought: This term relates to building construction because at times natural surroundings are not completely taken into account and undergo “fragmentation.” Term Three: comprehensive My thoughts: Since “comprehend” means understand, I believe that something comprehensive will be something well understood or complete. Definition: “relevant, inclusive, dealing with appropriate details” From planning.ucsc.edu/mgt/Evdef.htm. Rethought: Knowing the definition, building construction is certainly linked to the word “comprehensive.” Construction requires detail and relevant data. In other words, comprehensive information. Part Three: Speculate From Dr. Kangari’s lecture showed the audience that one of the most pressing issues facing today’s building construction industry is the difficulty of integrating the steps of construction. Getting the owners, designers, and builders to communicate in the most comprehensive and complete way possible. This would also lead to a more cost-effective way of building. Therefore, creating a cost-effective and well-communicated path between the owner, designer, and builder is the greatest issue facing the building construction industry. Lecture 10/22/07 Part One: Playback The most important concept present in this lecture was that of creating a better understanding of what industrial design consists of. Before starting at Georgia Tech, if someone had told me that they were an industrial designer, I would’ve thought, “That’s nice. They design things like refrigerators and washing machines.” Industrial design is a much broader field than this, and Dr. Mullick’s lecture was geared toward imparting knowledge of just how broad it really is. Part Two: Look Up Term One: tactile My Thoughts: Something malleable or flexible. Definition: “Pertaining to the sense of touch.” From www.khsd.k12.ca.us/bhs/Perry/art%20vocabulary.htm. Rethought: Industrial designers use tactile materials to appeal to user’s sense of touch. Term Two: conceptualization My Thoughts: The cognitive formation of a plan. Definition: “The first step in the measurement process, in which the researcher selects the variables to be measured; delineating the exact meaning of the independent and dependent variables.” From teach.citl.ohiou.edu/socialwork/research/index.cfm. Rethought: Conceptualization is the first step industrial designers take when a design is created. Term Three: anthropometrics My Thoughts: What on earth does this mean . . . Possibly the measurement of human interaction with an object? Definition: “The technique that deals with the measurement of the size, weight, and proportions of the human or other primate body.” From www.nutritionperspectives.com/Other/siteGlossary.cfm. Rethought: I was partially right! Industrial designers use anthropometrics in order to design ergonomic and people-friendly objects. Part Three: Speculate According to Dr. Mullick’s lecture, one of the largest issues facing the industrial design field today is the education of the public on what the term “industrial designer” means. Does it mean heavy machinery? Or maybe toys? Cars? Ummm . . . stuff? Actually, it means all of the above, and much more! This is one thing that the field of industrial design needs to focus on: educating the public on just how broad a range of topics an industrial designer can take on. ASSIGNMENT 5 Bibliography 10/12/07 Bailus Walker, Rueben Warren. Katrina Perspectives. Journal of Health Care for the Poor and Underserved. (2007): 233 Bryan, Mike, “The Storm: What Went Wrong.” Science News, (2006):383. Bush, Jewel. “After the Storm: Black Intellectuals Explore the Meaning of Hurricane Katrina.” Social Policy, (2006):42-44. Childs, John. 2005. Hurricane Katrina: Response and Responsibilities. Santa Cruz: New Pacific Press. Clark, Joshua. “Disaster is only one marsh away” Boston Globe, Aug 29, 2007. Colin, Martin. “After the Flood.” Landscape architecture Australia, (2007) 29-30. Elliott, Geoff. “Katrina won't happen again: Bush.” The Australian, August 31, 2006. Freudenburg ,William. “KATRINA: Unlearned Lessons.” World Watch. Washington. (2007): 14. Gehman, Geoff, “Boxing Katrina: Desperate People, Lost Pets, Heroes and Villains.” Knight Ridder Tribune Business News, Jan 21, 2007. Germany, Kent B., 2007. New Orleans After the Promises: Poverty, Citizenship, and the Search for the Great Society. Athens: University of Georgia Press. Heath, Brad. “Katrina evacuees feel money pinch.” USA Today, Oct 8, 2007. Kessler, Ronald C. “Mental Illness After Hurricane Katrina.” Bulletin of the World Health Organization (2006):1-21. Krugman, Paul. “Katrina All the Time. New York Times, Aug 31, 2007, East Coast. Krupa, Michelle. “Neighborhood plans wind down ; The next step is city planners.” Times – Picayune, Jan 14, 2007. Lieberman, Ben. “Katrina's punch at the pump.” The Washington Times, September 3, 2006. Los Angeles Times Staff Writer. “New Orleans, Two Years Later; Making beautiful music together. Los Angeles Times, Aug 29, 2007. Lowes, Robert. Katrina Year 1: The Big Difficulty. Medical Economics. (2006): 27. Machalaba, Daniel “Politics & Economics: New Orleans, Amtrak Differ on Evacuation Plan.” Wall Street Journal, May 6, 2006. Monchaux, Thomas de. “Easy Being Green.” ID: Magazine of International Design, (2007): 30. Nichols, Bill. “Hard lesson learned at Red Cross; Charity alters preparations after Katrina.” USA TODAY, June 6, 2006. Renne, John Evacuation and equity: a post-Katrina New Orleans diary. Planning (2006): 44-46. Robinson, Erin. “Dealing with Winds of Change.” Automotive News. (2006): 6. Robinson, Sharon P., and M. Christopher Brown II. 2007. The Children Hurricane Katrina Left Behind. New York: Peter Lang. St. Petersburg Times Staff Writer. “Katrina's victims deserve better treatment from government.” St. Petersburg Times (Florida), August 29, 2006. Sobel, Russel. 2006. Government's response to Hurricane Katrina: A public choice analysis. Volume 127, Numbers 1-2 / April, 2006. Springer Netherlands United States Congress. 2006. A Vision and Strategy for Rebuilding New Orleans. Washington D.C.: U.S. G.P.O. USA Today Staff Writer, “Magnitude of Katrina Disaster Demands Help.” USA TODAY, February 21, 2006. Whoriskey, Peter. “For Those Rebuilding in New Orleans, How High?” The Washington Post, July 31, 2006. ASSIGNMENT 4 9-17-07 Part One: Playback The broad issue addressed in this lectured was the concept of the entwining web connecting architecture with the health of the nation. Dr. Zimring organized his presentation by first posing the class with several broad questions for each of us to contemplate internally. He then put forth fact which he then went on to explain and go in depth to unearth the importance of architecture in relation to obesity in the workplace and safety in hospitals. Important concepts in this lecture were the presence of preventable injury and sickness and the ability of people in the design field, not only doctors, to influence the country’s well being. Part Two: Look Up Term One: Hybrid In the lecture, this term was used to refer to a combination of exercise that is both intentional and incidental. Because of this, I take the word “hybrid” to mean a combination of two things previously thought unrelated. After looking the word up, it turns out that hybrid means a first-generation cross between two genetically diverse parents. (From http://www.hcs.ohio-state.edu/mg/manual/glossary.htm.) In relation to exercise, this could mean a previously undiscovered method of integrating activity into daily life. Term Two: Environmental Factors Environmental factors were presented as things in a person’s surroundings which have an impact on whether or not they feel compelled to take part in physical activity. Before the lecture, my idea had been that environmental factors were anything around that influenced you in any way (broad, yes?). The all-powerful Internet says that environmental factors are conditions other than indoor air contaminants that cause stress, comfort and/or health problems (From www.carpetbuyershandbook.com/carpet_glossary_e.htm). Term Three: BRFSS Honestly, this is an acronym that I had never seen before and that was not clarified, so I have no idea what it means – which is why I chose it to investigate! Turns out, it stands for Behavioral Risk Factor Surveillance System. This is a system which allows for the monitoring of the obesity and general health of the nation. This is important to design professions because it is an indicator of where the healthiest designs are placed. Part Three: Speculate Q1) Do design students have the ability to readily access BRFSS information in order to research possible health-conscious designs? Q2) What network is in place currently to connect the different networks of design and health disciplines? Q3) Which professions currently influence health and hospital design most? Q4) How is cost effectiveness being put into healthy design? 9-19-07 Part One: Playback The broad issue of this lecture was the formation of utopian societies and the preservation of past influential design. Our presenter started out by first showing us a long video of the destruction of Atlantic Steel, current location of Atlantic Station. She then gave a speech on her current interests and passions. One important concept that she brought up was the influence which utopian societies will have on the health and well-being of future generations. Part Two: Look Up Term One: Utopian My thoughts: the combination of many things in a harmonious nature. What the web says: Associated with an ideal, if not impossible, social world. This relates to design professions because, all in all, it comes down to the architects to construct a living area in which utopian society will be possible. From freespace.virgin.net/brendan.richards/glossary/glossary.htm Term Two: Monorail My thoughts: a train-type mode of transport. What the web says: An electrical railway in which a car or train of cars is suspended from or straddles a fixed guideway formed by a single beam or rail (or tube). Most monorails are either heavy rail systems or automated guideway systems. From www.oahutrans2k.com/info/glossary/M.htm Term Three: demolition My thoughts: destruction of an existing structure What the web says: Demolition is the opposite of construction: the tearing-down of buildings and other structures. From wordnet.princeton.edu/perl/webwn. One important thing for architects to realize in the demolition process is how important it is to retain important past architectural building aspects. Part Three: Speculate Q1) How can architects and designers best learn from the past creations which have previously been demolished? Q2) Which disciplines are working to construct utopian societies and where are these societies already in existence? Q3) Which profession is best suited to oversee the protection of historical architectural structures? Q4) Is there an operational system of organization in place to facilitate the preservation of architectural artifacts? 9-26-07 Part One: Playback In this lecture, we were led on a historical tour of the works of Palladio and virtual tour into the future to observe how his works will influence yet unbuilt architecture. He organized this presentation through the use of PowerPoint and by showing us photos of Palladio’s work. Important concepts brought forth in this lecture were the idea of geometrically perfect buildings which inspired intellectual interaction. Part Two: Look Up Term One: Keynote My thoughts: the most important aspect of a design What the web says: Opening remarks of a meeting that set tone of the event and motivate attendees. From www.accenter.com/aboutthecenter/glossary.asp Term Two: frieze My thoughts: a triangular part of the architecture of a building above the entrance which tells a story What the web says: In house construction, a horizontal member connecting the top of the siding with the soffit of the cornice. www.nachi.org/glossary/f.htm Term Three: ionic column My thoughts: a Roman-inspired column design with curled capital What the web says: A Greek-style column topped by a single scroll just below the top. www.lynnerutter.com/glossary.html Part Three: Speculate Q1) In what way are Palladio’s teachings being passed down? Q2) Which disciplines have Palladio’s works spread to? Q3) Which professions have been most influenced by Palladio’s geometric design? Q4) How economical were Palladio’s designs and would they be accepted in today’s commercial home market? Assignment #3 Lecture 9-10-07 Part One: Playback In this lecture, Dr. Stephen Sprigle took on the issue of Assistive Technology and everyday access in today’s complex world for those with disabilities. He organized his presentation through the use of a PowerPoint presentation and stories of personal experiences. Dr. Sprigle used terms such as “Assistive Technology,” “Barrier Free Education,” and “community mobility,” as well as the construct of having the class question its previous definitions of disability. Part Two: Look Up Term 1) rehabilitation My thoughts: Return a person to their pre-traumatic state. Definition: “Rehabilitation means the restoration of, or improvement in, an employee's health and ability to perform the functions of his or her job. It usually involves a program of clinical and vocational services with the goal of returning employees to a satisfying occupation, if possible.” – From http://www.cigna.com/group/toolkit/pdt/home/reference/terms.htm. Definition 2: “The process of restoring a person who has been debilitated by a disease or injury to a functional life.” – From http://www.amputee-coalition.org/fact_sheets/definitions.html. Term 2) ambulation My thoughts: The ability to walk. Definition: “The ability to walk and move about freely.” – From http://www.alz.org/index.asp. Term 3) Assistive Technology My thoughts: Advanced tools to aid those with disabilities. Definition 1: “Any item, piece of equipment, or product system, whether acquired commercially or off the shelf, modified, or customized, that is used to increase, maintain, or improve functional capabilities of individuals with disabilities.” – From http://www.buffalostate.edu/offices/disabilityservices/glossary.htm. Definition 2: “Assistive Technology includes any item, piece of equipment or system that is used to increase, maintain, or improve how a person performs some task of daily living.” – From http://www.communication.gc.ca/glossary.html. Part Three: Speculate Q1) How efficient is the way in which people with recently acquired disabilities are taught necessary skills? Q2) Which discipline has had the greatest impact on the area of environmental access research? Q3) How do contributors overcome the barrier of different professional backgrounds? Q4) What is a way in which developers are attempting to make assistive products more economically feasible? Lecture 9-12-07 Part One: Playback In this lecture, Mr. Brian Cohen takes on the subject of the past, present, and future of the professional building construction sector. Mr. Cohen began by introducing us to the economics of construction, then he described the way in which the construction sector operates, and finally, he listed the challenges which the building construction sector faces today. Important concepts that he introduced were the divide between buyers’ expectations and the builders’ abilities and the way in which history has shaped the image of the construction industry. Part Two: Look Up Term 1) lean construction My thoughts: Construction which operates on the lowest cost and shortest schedule possible. Definition: “A design and construction administration process based on Japanese ‘lean manufacturing principles’ which is designed to promote efficiency and eliminate waste.” – From http://www.theboldtcompany.com/mrc/terms.htm. Term 2) ephemeral My thoughts: Something with a short frame of time. Definition 1: “An organism that has a short life cycle.” – From http://www.planetpals.com/ecodictionary.html . Definition 2: “Characterized as episodic and lasting a short duration.” – From http://www.nps.gov/plants/restore/library/glossary.htm. Term 3) fragmentation My thoughts: Splitting off into different segments. Definition 1: “The process of breaking up data into appropriate sized units for transmission.” – From http://www.carrollcommunications.com/voip_ip_telephony_dictionary2.html. Definition 2: “Market condition when there is no dominant group of buyers or suppliers, but where many buyers are chasing many suppliers, often inefficiently.” – From http://www.eyefortransport.com/glossary/ef.shtml. Part Three: Speculate Q1) What challenges face people who are learning the construction industry later in life? Q2) How broad is the spectrum of disciplines covered by the field of building construction? Q3) Which profession is most influential in the building construction sector? Q4) How can the systems of organization be revised so as to save the consumer money? Lecture 9-14-07 Part One: Playback In this lecture, Dr. Steven French discussed the general issue of Geographic Information Systems. Dr. French organized his lecture by first introducing the class to Geographic Information Systems, then giving examples for the ways in which GIS can be used, and he concluded with sharing how interested students can get involved. Some important terms introduced in this lecture were ubiquitous data availability, remote sensing, and location-based services. Part Two: Look Up Term 1) lidar My thoughts: A technological aid to environmental surveys. Definition: “Light Detecting And Ranging. A technique used to detect atmospheric constituents or related parameters such as atmospheric extinction coefficient. Light is produced in a modulated source and the resulting backscattered or reflected light is analyzed to quantify some property of the atmosphere.” – From http://www.novalynx.com/glossary-l.html. Term 2) infrared My thoughts: Heat sensing and mapping technology. Definition: “Light that is so red humans cannot see it. A band of the electromagnetic spectrum between the visible and the microwave. Photons of infrared light are less energetic than photons of visible light.” – From http://www.bjp.org.cn/apod/glossary.htm. Term 3) IR My thoughts: An information collecting system. Definition: “A type of wireless transmission using infrared light waves.” – From http://www.kintronics.com/3m/601_gloss.html. Part Three: Speculate Q1) What topics are covered in a curriculum which focuses on Geographic Information Systems? Q2) What disciplines are responsible for the creation of Geographic Information Systems? Q3) How should the different professions come together to minimize their respective output of pollutants? Q4) How cost effective is our current syste PROJECT 2 Lecture on 8-29-07 Part 1: Playback In this lecture, the authors focused on the extremely broad characters of the field of design. They did this by introducing themselves individually, telling where they had graduated from, and giving a brief overview of their positions in the world of design. One of the important concepts brought forward was that no matter what your interest or where you are from, there is a niche for you, in everything from high-end residential to the refining of old homes. Part 2: Look Up 1) “The New Urbanism” “Giving more people more choices about how and where they want to live, while providing the solutions to global warming, climate change, and peak oil” – From http://www.newurbanism.org/ . 2) “CADD” “Computer-aided drafting is the term to describe the base functionality of computer drafting software; e.g, to draw lines, arcs and text.” – From http://www.productioninformation.org/final/AppG1.html . Part 3: Speculate Q1: Discipline Which discipline (Building Construction, Architecture, Industrial Design, etc.) will open the doors needed for me to pursue my desired path? Q2: Professions What is the variation between different professions offered in the field of design? Q3: Teaching/Learning Which course of study best prepares me for the field which I desire to enter? Lecture on 8-31-07 Part 1: Playback In this lecture, the author took on the subject of creating a zero-energy home that would use the sun as its main source of power. They did this by reviewing the steps taken and questions asked during the different design and build phases. A few of the important terms brought up during the lecture were structural integrity, solar collection, and energy balance. Part 2: Look Up 1) “Photovoltaic” “Collects light energy from the sun and converts it into electrical current.” – From http://www.stepin.org/glossary.php?letter=p . 2) Aerogel “Aerogel is a silicon-based substance and the world's lowest-density solid. It is composed of 99.8% air and is a stiff foam with a typical density of 3 mg per cm3. It is nicknamed frozen smoke or blue smoke.” – From http://en.wikipedia.org/wiki/Aerogel . Part 3: Speculate Q1: Discipline Which disciplines were involved in the creation of this home? Q2: Profession How much and what kind of professional input did students have during the design process? Q3: Teaching/Learning What are the top three life skills learned by those involved in this project? Lecture on 9-5-07 Part 1: Playback In this lecture, the author focused on how technology influences the design and creation processes. He did this by reviewing different projects which he had been a part of and giving us a brief overview of the technological basis of each project. Some of the important constructs introduced were computer-aided design, local variability, and global variability. Part 2: Look Up 1) “G-Code” “G-code is a common name for the programming language that is used for NC and CNC machine tools.” – From http://en.wikipedia.org/wiki/G-code . 2) “CAD CAM” “computer-aided design/computer-aided manufacturing” – From http://www.answers.com/topic/cad-cam?cat=biz-fin . Part 3: Speculate Q1: Discipline Which discipline was most influential in the production of computer-aided design products? Q2: Profession Which professions are the largest benefactors of computer-based design programs? Q3: Teaching/Learning What part does technology play in the college classroom design setting? PROJECT 1 Installation 1 Description The installation outside of the atrium is made of solid polycarbonate plastic formed into smooth lines and arcs. Rather than having been roughly hewn, the clean edges suggest that a mold was used in the creation process. The separate pieces of the installation are secured by thin, round discs of the same material, fastened to the larger sections by what appear to be nuts and screws. Beginning as neatly stacked sheets, the installation then starts to branch out from its original orderly pattern. It forms twists and turns, repeating a chaotic symphony of movement; you would almost think that the polycarbonate plastic was flowing in the wind. The location of this installation is unique. As the sun sets, different light patterns begin to play over the translucent material, making it all too easy to lose track of which strip continues in which direction. The outer windows of the atrium already make for a lovely echo chamber, and with the addition of this installation, sound is magnified even more. Another notable detail of the installation’s placement is the importance of the material below it. Starting on the smooth concrete, the installation’s pieces are neatly stacked. When the material switches to being above the more chaotic makeup of brick, the installation, too, takes on a confusing and twisting pattern. Speculation The main motivation and research quality of this installation seems to be the interaction of different mediums. Right beside the installation is a natural patch of grass and trees. On the opposite side stands a harsh concrete-and-glass building. In between these contradicting settings is the wind-swept and clean-cut installation, exhibiting qualities both of the natural world and the man-made world. This installation appears to be the stepping stone tying together the natural and the manufactured. The design process that I see being employed in this case is one of great imagination. It entails a lot of sitting, looking, and listening; envisioning a bridge between the two clashing worlds of the green grass and the harsh concrete. What I’m reminded of when I see this installation is a wind tunnel. Because of this, I would name it “Wind Swept.” Strangely enough, while it reminds me of the wind, it also reminds me of the motion of the ocean. Consequently, I imagine it living at the bottom of the sea. Installation 2 Description The 3-story installation inside of the atrium is made of smooth plywood strips connected together by metal rods and bolts. Although the majority of the installation is comprised of extremely smooth wood, at the base, splinters have been left. This installation seems to be all about clean lines. Beginning on the ground level, it curves into a rounded bench before soaring and undulating up three stories, where it once again curves to the ground in a bench-like shape. The setting of the installation highlights its varying qualities. The lines in the concrete walls emphasize the straightness of the slats; the roughness of the concrete accentuates the smoothness of the grain; the coldness of the concrete brings out the warmth of the wood. As the light shifts through the atrium windows and through the slits in the wooden planks, the installation takes on a transparent quality. Speculation The motivation and design process behind this installation seems to be the contradiction of the atrium. Whereas the walls of the atrium are cold, harsh, and rough, the installation is warm, flowing, and smooth. When observing this installation, I am reminded of a sheet of fabric blowing in the breeze or of a waterfall gently flowing over a smooth surface. I would call this installation “The Curtain,” and it would reside next to a river. Link to this Page
|  | 
|