        Drinkard, Jennifer : AssignmentsAssignment Oct.28assignment 10.28 Lectures 10.10, 10.15, 10.22 Review the 3 presentations by the three program directors. Then, for each of the three lectures separately, respond as follows: Part One: Playback 1. What are some of the most important terms, concepts, or constructs that the lecturer introduces and develops in the lecture? Briefly summarize one (or more) from each of the lectures in order to highlight its importance. 1)Building Construction Building Construction involves more than the basic construction of a building. In this program you learn the processes of evaluation and assessment before building, the multilevel processes involved in the construction of the building, as well as the processes of sustaining the building through basic and specific maintenance. The presenter covered the different people involved in these processes, such as the commissioner, contractor, project manager, and owner. Following this, concepts were presented that covered things like acquisition of sites, design engineering, and permits. 2)Architecture Architecture is the design and creation of buildings. The presentation discussed the social implications of creating architecture, and how architecture shapes society as an afterthought. One interesting example was the palace of Versailles, in France, created at a radial axis to “reinforce the absolute power of the King”. The presenter went over the evolution of design, and how forms and ideas change based on time. Finally, there was a specific focus on the path of architecture major such as completing the common first year, and then eventually having experiences like internships and taking the licensing exam. 3)Industrial Design Industrial Design is a very broad field that can be defined in many different but equally correct ways. It’s most basic form comes out within its name: designing industry. The presenter went through different definitions that considered it in the context of “applied arts, engineering, architecture”, as well as conceptualizing, specifications, optimization, manufacturing, and efficiency. Finally, they were more specific as to what areas industrial designers could potentially end up in, and what makes up good design practice. The most helpful aspect of this presentation was the slide on “Employer Recommendations for Graduates”, saying that all employers put emphasis on the knowledge of 2-D concept sketching, creative problem solving, computer aided ID, and the ability to communicate. Part Two: Look Up Research, then define (concisely, clearly) 3 terms, concepts, or constructs, mentioned in each of the three lectures, that you did NOT know about before the lecture. Building Construction: general contractor “is an organization or individual that contracts with another organization or individual (the owner) for the construction of a building, road or any other execution of work or facility. A general contractor is defined as such if it is the signatory as the builder of the prime construction contract for the project. A general contractor is responsible for the means and methods to be used in the construction/ execution of the project in accordance with the contract documents. Said contract documents usually include the contract agreement including budget, the general and special conditions and the plans and specification of the project that are prepared by a design professional. A general contractor usually is responsible for the supplying of all material, labor, equipment, (engineering vehicles and tools) and services necessary for the construction of the project. To do this it is common for the general contractor to subcontract part of the work to other persons and companies that specialize in these types of work.” http://en.wikipedia.org/wiki/General_contractor subcontractor: “is an individual or in many cases a business that signs a contract to perform part or all of the obligations of another's contract. A subcontractor is hired by a general contractor (or prime contractor) to perform a specific task as part of the overall project. Whilst the most common concept of a subcontractor is in building works and civil engineering, the range of opportunities for subcontractor is much wider and it is possible that the greatest number now operate in the information technology and information sectors of business. The incentive to hire subcontractors is either to reduce costs or to mitigate project risks. In this way the general contractor receives the same or better service than the general contractor could have provided by itself, at lower overall risk. Many subcontractors do work for the same companies rather than different ones. This allows subcontractors to further specialize their skills. In the United Kingdom economy, the need to respond to a rapidly changing environment and service a diverse infrastructure has encouraged flexibility and diversity in its subcontractor community with the majority of subcontractors now providing specialised skills to a wide range of companies.” http://en.wikipedia.org/wiki/Subcontractor de•com•mis•sion ˌdi kəˈmɪʃ ən - Show Spelled Pronunciation[dee-kuh-mish-uh n] Pronunciation Key - Show IPA Pronunciation –verb (used with object) 1. to remove or retire (a ship, airplane, etc.) from active service. 2. to deactivate; shut down: to decommission a nuclear power plant. Decommissioning Process The decommissioning process begins when a licensee decides to permanently cease operations. On this page: Power Reactors Materials Sites Uranium Recovery Sites Power Reactors Several major steps make up the reactor decommissioning process: notification; submittal and review of the Post-Shutdown Decommissioning Activities Report (PSDAR); submittal and review of the license termination plan (LTP); implementation of the LTP; and completion of decommissioning. Notification When the licensee has decided to permanently cease operations, it is required to submit a written notification to NRC. In addition, the licensee is required to notify NRC in writing once fuel has been permanently removed from the reactor vessel. Post-Shutdown Decommissioning Activities Report (PSDAR) Before or within two years following cessation of operations, the licensee must submit a PSDAR. The PSDAR must include A description and schedule for the planned decommissioning activities; An estimate of the expected costs; and A discussion that provides the means for concluding that the environmental impacts associated with the decommissioning activities will be bounded by appropriately issued environmental impact statements (EISs). NRC will notice receipt of the PSDAR in the Federal Register and make the PSDAR available for public comment. In addition, NRC will hold a public meeting near the licensee's facility to discuss the PSDAR. NRC does not approve the PSDAR. The licensee cannot perform any major decommissioning activities until 90 days after NRC has received the PSDAR. After this period, the licensee can perform decommissioning activities as long as the activities do not Foreclose release of the site for unrestricted use; Result in significant environmental impacts not previously reviewed; or Result in there no longer being reasonable assurance that adequate funds will be available for decommissioning. In taking actions permitted under 10 CFR 50.59 following submittal of the PSDAR, the licensee must notify NRC in writing before performing any decommissioning activity inconsistent with, or making any significant schedule change from, those actions and schedules in the PSDAR. License Termination Plan (LTP) Each power reactor must submit an application for termination of its license. The application must be accompanied or preceded by an LTP submitted for NRC approval. The LTP must include A site characterization; Identification of remaining dismantlement activities; Plans for site remediation; Detailed plans for the final radiation survey; A description of the end use of the site, if restricted; An updated site-specific estimate of remaining decommissioning costs; and A supplement to the environmental report describing any new information or significant environmental change associated with the licensee's proposed termination activities. In addition, the licensee must demonstrate that the applicable requirements of the License Termination Rule (LTR) will be met. NRC will notice receipt of the LTP and make it available for public comment. In addition, NRC will hold a public meeting near licensee's facility to discuss the LTP and the LTP review process. The review process is similar to that for material and fuel cycle licensees. The technical review is guided by NUREG-1700, Standard Review Plan for Evaluating Nuclear Power Reactor License Termination Plans. The LTP is approved by license amendment. Similar to material and fuel cycle facilities, NRC staff will inspect the licensee during decommissioning operations to ensure compliance with the approved LTP. These inspections will normally include in-process and confirmatory radiological surveys. Decommissioning must be completed within 60 years of permanent cessation of operations unless otherwise approved by the Commission. Completion of Decommissioning At the conclusion of decommissioning activities the licensee will submit a final radiation survey report. NRC will terminate the license if it determines that The remaining dismantlement has been performed in accordance with the approved LTP; and The final radiation survey and associated documentation demonstrates that the facility and site are suitable for release in accordance with the LTR. http://www.nrc.gov/about-nrc/regulatory/decommissioning/process.html Architecture: Aesthetics: “is a branch of philosophy, a species of value theory or axiology, which is the study of sensory or sensori-emotional values, sometimes called judgments of sentiment and taste. Aesthetics is closely associated with the philosophy of art.” http://en.wikipedia.org/wiki/Aesthetics The Built Environment: The phrase refers to the manmade surroundings that provide the setting for human activity, ranging from the large-scale civic surroundings to the personal places. In architecture and environmental psychology, the phrase is a useful acknowledgement that a small fraction of buildings constructed annually, even in the industrialized world, are designed by architects, and that users of the built environment encounter issues that cross the traditional professional boundaries between urban planners, traffic engineers, zoning authorities, architects, interior designers, industrial designers, etc. Historically, much of the built environment has taken the form of vernacular architecture, and this is still the case in large parts of the world. In the industrialized world, many buildings are produced by large scale development remote from its eventual users. In landscape architecture, the built environment is identified as opposed to the natural environment, with the recognition that places like Central Park may have the look, feel, and nourishing quality of natural surroundings while being completely artificial and "built", thus blurring the line between the two. In urban planning, the phrase connotes the idea that a large percentage of the human environment is manmade, and these artificial surroundings are so extensive and cohesive that they function as organisms in the consumption of resources, disposal of wastes, and facilitation of productive enterprise within its bounds.Recently there has also been considerable dialogue and research into the impact of the built environment's impact on population health (see www.activelivingbydesign.org). http://en.wikipedia.org/wiki/Built_environment Building Permits: A construction permit or building permit is a permit required in most jurisdictions for new construction, or adding onto pre-existing structures, and in some cases for major renovations. Generally, the new construction must be inspected during construction and after completion to ensure compliance with national, regional, and local building codes. Failure to obtain a permit can result in significant fines and penalties, and even demolition of unauthorized construction if it cannot be made to meet code. http://en.wikipedia.org/wiki/Building_permit Industrial Design: Usability: “is a term used to denote the ease with which people can employ a particular tool or other human-made object in order to achieve a particular goal. Usability can also refer to the methods of measuring usability and the study of the principles behind an object's perceived efficiency or elegance.” http://en.wikipedia.org/wiki/Usability Computer Aided Industrial Design: “Computer-aided industrial design (CAID) is a subset of computer-aided design (CAD) that includes software that directly helps in product development. Within CAID programs designers have the freedom of creativity, but typically follow a simple design methodology: • Creating sketches, using a stylus • Generating curves directly from the sketch • Generating surfaces directly from the curves The end result is a 3D model that projects the main design intent the designer had in mind. The model can then be saved in STL format to send it to a rapid prototyping machine to create the real-life model. CAID helps the designer to focus on the technical part of the design methodology rather than taking care of sketching and modeling – then contributing to the selection of a better product proposal in less time. Later, when the requisites and parameters of the product have been defined by means of using CAID software, the designer can import the result of his work into a CAD program (typically a Solid Modeler) for adjustments prior to production and generation of blueprints and manufacturing processes.” http://en.wikipedia.org/wiki/Computer-aided_industrial_design Injection molding: “(British variant spelling: moulding) is a manufacturing technique for making parts from both thermoplastic and thermosetting plastic materials in production. Molten plastic is injected at high pressure into a mold (British variant spelling: mould), which is the inverse of the product's shape. After a product is designed by an Industrial Designer or an Engineer, molds are made by a moldmaker (or toolmaker) from metal, usually either steel or aluminium, and precision-machined to form the features of the desired part. Injection molding is widely used for manufacturing a variety of parts, from the smallest component to entire body panels of cars. Injection molding is the most common method of production, with some commonly made items including bottle caps and outdoor furniture.” http://en.wikipedia.org/wiki/Injection_molding Part Three: Speculate The charge to each of the three program directors was to speak to their respective discipline, profession, and program. Summarize, for each, what you think are some of the primary disciplinary and professional issues and questions. For this question you will need to reflect upon both the lectures as well as your notes from each. Industrial Design: As a future industrial designer, I wonder how this program at Georgia Tech can help me find which field I want to specialize in, and teach me practices that I can use to be successful in it. I understand some electives to be furniture or car design, but other than that, I don’t see classes like toy design, or museum display design. It seems that the field is so large, the curriculum may not have room for the huge amount of possibilities. If I cannot learn about it here, where can I? Architecture: It seems that environmental implications are becoming more and more noticeable and important to the design of buildings. As research becomes more accurate (such as the discovery of problems relating to asbestos) and materials become more scarce, there is a need for the industry to adjust to environmental change, and it would have been interesting for the presenter to help us see how this is being done at Georgia Tech. Building Construction; I found the presentation to be interesting, but a bit confusing. It was really lacking demonstration of what the Georgia Tech curriculum does for students wanting to enter the industry, which is important for us in this time of decision making. The charts were ample but supplied very little information. Some aspects of the workplace, which maybe we should already have known about but don’t, such as what a contractor does, would have been relevant. Assignment Oct. 12 Declaration of National Emergency in Response to Hurricane Katrina. Congress. Washington, D.C.: U.S. G.P.O., 2005. Federal Response to Hurricane Katrina: Lessons Learned. Washington D.C.: Washington: White House, 2006. Hurricane Katrina: Agency Contracting Data. Washington D.C.: United States Government Accountability Office, 2007. 56. Hurricane Katrina: the Federal Government's Use of Contractors to Prepare and Respond. US House of Representative. Washington, D.C., 2005. Hurricane Katrina: the Homeland Security Department. Homeland Security Department. Washington, D.C.: U.S. G.P.O., 2005. Hurricane Katrina Respose, Test Water Results. Washington D.C.: U.S. Environmental Protection Agency, 2005. Hurricanes Katrina and Rita: Federal Action Report. United States Government Accountability Office. Washington, D.C.: U.S. Govt. Accountability Office, 2005. Hurricanes Katrina and Rita: Outstanding Needf, Slow Progress: Hearing Before the Committee of Homeland Security and Governmental Affairs. Washington D.C.: Washington, US G.P.O., 2007. 110-133. Hurricanes Katrina and Rita: Prevention is the Key to Minimizing Fraud Waste. U.S. Accountability Office. Washington, D.C.: U.S. Govt. Accountability Office, 2007. Katrina Housing Tax Relief Act of 2007. United States Congress. Washington, D.C.: U.S. G.P.O., 2007. National Flood Insurance Program: New Processes Aided Hurricane Katrina. United States Government Accountability Office. Washington, D.C.: U.S. Govt. Accountability Office, 2006. Miller, Mara. Hurricane Katrina Strikes the Gulf Coast: Disaster & Survival. Enslow Publishers. 2006 New Housing Contract for Hurricane Katrina. United States Environmental Protection Agency. Washington, D.C.: EPA, Office of Inspector General, 2005. “Post-Katrina New Orleans; Ill Winds Still Blow.” The Philadelphia Inquirer 8/29/2007/: p. A14. Preliminary Assessment of the Effects of Katrina and Drought on U.S. Agriculture. US Department of Agriculture. Washington, D.C.: USDA/OCE, 2005. Rich, Frank. The Greatest Story Ever Sold: the decline and fall of truth from 9/11 to Katrina. New York: Penguin, 2006. Robinson, Eugene. "Where's Bush? Not in New Orleans." Washington Post 16 Dec. 2005: A35. Waugh, William. Shelter From the Storm: Repairing the National Emergency Management System After Katrina. Thousand Oaks: Sage Publications, 2006. Edit Drinkard, Jennifer : Assignments here. assignment 09.16 Critical Listening: Learning to Ask Good Questions Lecture 1: “A Multi-Disciplinary Approach to Disability Research” Part One: Playback Summarize the lecture. (50-100 words max). Structure your summary in three-to-six sentences as follows: Lecture Four, conducted by Stephen Sprigle, concerned multi-disciplinary approaches that must be taken in the field of disability research. He specified the role that Georgia Tech has played in this field through the Center for Assistive Technology and Environmental Access, as well as himself personally. He first denoted the need for this research, expanded into the different types of focus within the research, and emphasized the multi-disciplinary skill sets needed to make the best advancements possible. Part Two: Look Up Research, then define (concisely, clearly) 3 terms, concepts, or constructs, mentioned in each of the three lectures. For each term/construct selected, answer in one of the two following ways: 1. If you had a sense of what the term/construct meant before looking it up: first list what you thought it meant, then list the number of things it may mean or refer to based on your research. 2. List what you found out in looking up/researching the term/construct, then briefly reflect upon its significance to issues raised in this or other lectures (or to society at large). In asking you to structure Part Two in this manner, we would like you to become aware of the multiple registers of meaning that a word has in different contexts (in everyday speech or in different disciplines and professions). We do not want you to treat Part Two as simply a task of looking up a word that you dont know or think you kinda sorta know (though learning to look something up is the crucial first step to learning). Rather once youve looked something up, and realized its rich and sometimes contradictory meanings, we would like you to think about its significance, to speculate upon its importance, to make connections to other things . . . . 1) CONCEPT OF DISABILITY IN THE UNITED STATES: Although I have a brother suffering from a bone disease, I never really knew the extent of disabilities in America by numbers. I knew that by law everyone must have equal access to public buildings, and that companies must be very careful of potential lawsuits when refusing to hire someone who is disabled, but not much more. One specific number he gave us was “50 million, or 17.5%, of Americans have a disability” When he said this it occurred to me that although he had just defined disability, he did not go into any specifics on those 50 million (for example, how capable they would be at performing tasks required for specific jobs, etc.). In an attempt to break down his numbers, I discovered this on the An estimated 15.0% or 37.7 million noninstitutionalized United States residents have an activity limitation. Of these, 11.5 million people are unable to perform their major activity, 14.3 million people are limited in the kind or amount of major activity they can perform, and 11.9 million are limited in activities other than their major activity. Activities considered to be major are: • children under age 5: playing; • persons 5-17: attending school; • persons 18-69: working or keeping house; • people age 70 and over: ability to care for oneself (bathing, eating, dressing, or getting around the home) and one's home (doing household chores, doing necessary business, shopping, or getting around for other purposes) without another person's assistance. Almost one out of every seven people has an activity limitation Source: LaPlante, 1995 With these numbers in mind, it is more clear as to what can be expected from the people who are disabled, and how a response should look. 2) Concept of the Center for Assistive Training and Environmental Access (CATEA): It baffles me as to why as a second year student at Georgia Tech, I was not aware of this extremely important organization running through Georgia Tech, and when I consider this, I realize that there is much, much more going on at Tech than a typical “college”, specifically in the field of research, and I wonder why students are not shown what is going on! I have little to no knowledge as to what the engineers are doing, and they make up the majority of our university! It is ironic to me that this presentation brought up the fact of how little the schools are integrated at Tech, when its focus was on how this center runs on the basis of integration. I really started contemplating this as I was searching CATEA.org and exploring its history. Here is an excerpt from the site: “The Center for Assistive Technology and Environmental Access (CATEA), formerly the Center for Rehabilitation Technology (CRT), was established at the Georgia Institute of Technology on December 1, 1980. The effort to create CATEA began during the 1978/1979 school year as a result of sponsored projects conducted by Industrial Design students in the College of Architecture. Initial projects included the creation of toys and playground equipment for children with disabilities, adaptations to wheelchairs, computer adaptations for the blind, designs for bathrooms with adapted controls, and work/play stations for children. With the assistance of philanthropists and entrepreneurs such as Atlanta businessman I. L. "Sonny" Kunian, CATEA thrived and expanded its mission. In its first two decades it grew to include expertise in the disciplines of engineering, industrial design, architecture, computer science, rehabilitation counseling, occupational therapy, adult literacy education, orthotics and recreational therapy. By the 1990's, CATEA was an established interdisciplinary research and design center devoted to applications of technology to alleviate problems of human need, providing service, research and education under the auspices of a world class academic institution.” –www.CATEA.org/history.php Part Three: Speculate We have not defined for you the operative words for Part Three (curriculum/pedagogy; disciplines; professions). We hope that your understanding of these complex terms will be cumulative and iterative; that you will build up a provisional understanding of these terms which you will continually clarify through discussion, research, and application. Our goal here is for you to slowly recognize what all is involved when you, for example, blithely say, "i'm an id (or bc or arch) major". To "major" in something requires that a curriculum/pedagogy, a discipline, and a profession exists and is in place. Reflect upon each lecture, then speculate upon the questions or challenges the material covered in each lecture raises for : the teaching/learning or curriculum/pedagogy the disciplines, the professions, and the systems of organization and economic production (what Brian Bowen in 09.12 referred to as "industry" or "economic sector" associated with the designed and built environment. Your task is to identify 4 questions from each lecture; each question should address one of the four terms listed above. 1) How is the range of economic responsibilities that involve giving those who are disabled equal opportunities divided between the public and private sectors? Does the government do enough? What are the socio-economic consequences between these divisions? 2) As an industrial design “major”, and the knowledge that in the work force on teams with people with other backgrounds like architects and engineers, what kinds of skills will we be learning in the COA that will enable us to bridge the differences in perspective and understanding that we may have from other team members with different backgrounds? In assistive technology, how do those differences act as a barrier within the task? 3) In your opinion, does the federal government give more thought/time/finance given to the most extreme cases of disabilities that impair more than one major activity, or to cases with slight impairments? How about CATEA? 4) Similar to the question above, is more thought/time/finance given to the universal design appeal, or specialized. How about all of the facets broken down in those sectors? Lecture 2: “AEC Integration: A View From the Center” Part One: Playback Summarize the lecture. (50-100 words max). Structure your summary in three-to-six sentences as follows: Similar to Lecture One, Lecture Two’s key focus was on the concept of integration, but this time covering the entire general field of the construction industry, opposed to the specialized niche of assistive technology. Brian Cohen first provided factual information about the industry through statistics, showed how the industry has developed over the years (an hour long presentation that could have been a 15 week course), and added in his own observations through his personal experience in the field. Part Two: Look Up Research, then define (concisely, clearly) 3 terms, concepts, or constructs, mentioned in each of the three lectures. Lean Construction Risk Management 3XPT Part Three: Speculate Your task is to identify 4 questions from each lecture; each question should address one of the four terms listed above. 1) Do you see the statistics between residential, non-residential, and civil/infrastructure changing significantly in the future? What would be the reasoning behind these changes? 2) What are the most innovative, yet unnoticed specializations in the construction industry? How about the the most popular within the last decade? 3) What is the most difficult aspects of the integration of all of these forces? Which is that hardest to integrate? 4) What will be our biggest surprises that we may have not thought about as we enter the world of integrated construction? Lecture 3: “Geographic Information Systems" Whenever Where Matters” Part One: Playback Summarize the lecture. (50-100 words max). Structure your summary in three-to-six sentences as follows: Lecture Three pertained to the quickly evolving field of Geographic Information Systems (GIS). Steven French first introduced these systems as they pertain to research at Georgia Tech, expanded in the reasoning behind this research, and it's many uses. He used the city of Atlanta as a prime example. Part Two: Look Up Research, then define (concisely, clearly) 3 terms, concepts, or constructs, mentioned in each of the three lectures. 1) CONCEPT OF URBAN SPRAWL IN ATLANTA: Steven French provided us with the startling news that Atlanta has become the leading metro area for extreme commutes (1.5 hours or over one way!!!!!). In reflection to this I searched "Urban sprawl in Atlanta" to look for more information. It turns out that Atlanta is one of the fastest growing cities in the nation, and that since there are no land barriers blocking the growth (such as a coast), there is nothing to stop it. The impacts of this growth on the environment is extremely concerning, especially on the air quality. The impacts of this growth on traffic is also worrying, as an Atlanta driver will report. Hopefully systems like these will be able to expand research and help to find solutions to this problem (like the reasoning behind the 17th street bridge. 2 ) CONCEPT OF GPS/TEEN INTERACTION: Steven French also mentioned the use of GPS to track where teenagers are, but didn't expand much. Sure enough, when I went to a Verizon store this weekend I found this new technology–the Verizon Chaperone cell phone. I continued my research on the web, finding that these cell phones will indeed use GPS to track where the cell phones (kids) are located. These cell phones can also alert the parents as to when the kids are in an area they are not supposed to be in. This concept is very creepy. 3) CONCEPT GPS SYSTEM SET UP: During the lecture it occurred to me that I was unfamiliar with how Global Positioning Systems are set up. I assumed that there was a use of satellites, but that's about it. According to Wikipedia: "A GPS receiver calculates its position by measuring the distance between itself and three or more GPS satellites. Measuring the time delay between transmission and reception of each GPS microwave signal gives the distance to each satellite, since the signal travels at a known speed. These signals also carry information about the satellites' location and general system health (known as almanac and ephemeris). By determining the position of, and distance to, at least three satellites, the receiver can compute its position using trilateration.[3] Receivers typically do not have perfectly accurate clocks and therefore track one or more additional satellites to correct the receiver's clock error." Part Three: Speculate Your task is to identify 4 questions from each lecture; each question should address one of the four terms listed above 1) How fast is GIS technology/research evolving in comparison to computer systems? 2) (In reference to enterprise collaboration) Who is most involved in the improvement of GIS systems? Is there any particular company that provides above average quality systems at an affordable price? 3) It was stated that technologies such as GIS, GPS, Remote Sensing, and Wireless internet are all converging technologies. Are there any other types of technologies that you predict will be added to this list soon? 4) How can geographic information systems be applied to the world of disability research? Are there any specific systems tailored to the disabled? Lecture #1 – "M.S. Classical Design Curriculum" Part One: Playback 1. What broad issue, general topic or debate does the author take on or contribute to in this lecture presentation or article? In this article/lecture, the author takes on/focuses on. . . Lecture One concerned a new one year, non-professional Master's Program to Georgia Tech's College of Architecture known as "Classical Design". It was presented by the actual students who are taking part in the program. The seven diverse students (some as young as only having had a couple of years in the workforce, to one that had been working for twenty years) were invited to talk individually about themselves, their backgrounds in the field, personal experiences, and reasoning behind choosing to come back and do a masters like this. 2. How does the author structure or organize his/her presentation or discussion or argument (the primary mechanism or device that organizes the argument and the presentation... While each of the seven speakers had something to submit about Classical Design, there were different aspects of it that concerned them, some involving the actual design process, while others focused more on in what situations it would be implemented. For example, Trey LaFave, of Atlanta, GA, was concerned with the restoration of older houses without destroying the foundation (using Classical Design as an art of refining) vs. MIke Watkins, who focuses on a combination of Classical Design with the concept of pre-planned neighborhoods (such as Seaside, FL). 3. What are some of the important terms, concepts, and constructs that the author introduces and deploys in the article? Some of the important terms etc. are. . . (list them) "New Urbanism" "classical" "pre-planned community" "high end (residential)" Part Two: Look Up Research, then define (concisely, clearly) two terms, concepts, or constructs, mentioned in each of the three lectures. "New Urbanism" – New Urbanism describes a design movement that originated in America in the 1980's, with goals surrounding easy trasport, neotraditional designs, diversity, affordability, and regional planning. Michael E. Arth is well known for his participation in the movement, adding the concept of "New Pedestrianism". "Classical" – Commonly known as "Neoclassical architecture", this style dates back to the mid-18th century, during the Rococo/Late Baroque era. It concentrates on ornamentation. It first became popular in Paris, in different French art schools. Part Three: Speculate Reflect upon each lecture, then speculate upon the kinds of questions the material covered in each lecture raises for : the disciplines, the professions, and the teaching/learning associated with the designed and built environment. Your task is to identify three questions (pedagogical, disciplinary, professional) for each lecture. The questions could have general relevance to the designed and built environment at large. Or they could be specific to architecture, industrial design, construction, landscape, interiors, urban design, city and regional planning, etc. 1) (Question I phrased in class) "Is there a specific corrolation between classical design and high end design? Is there such thing as a financially plausable way to incorporate classical design into low end projects?" 2) Do architects working on classical high end residential housing projects have industrial designers on their teams? What specific role might someone with an industrial design background play in the fabrication of the project? 3) What does it mean to have a "non-professional" master's degree, both in the sense of the phrase "non-professional", as well as, what does it mean to the potential employer/client? Lecture #2 – "Solar Decathlon" Part One: Playback 1. What broad issue, general topic or debate does the author take on or contribute to in this lecture presentation or article? In this article/lecture, the author takes on/focuses on. . . Lecture Two introduced the class to an international architectural competition put on by the US Dept. of Energy, known as the Solar Decathlon. College students have the opportunity to design and build an environmentally friendly, solar powered house and display it on the Mall in Washington D.C. for three weels. The lecture also specifically focused on this year's Georgia Tech team, their house, and the numerous different ideals behind the project. 2. How does the author structure or organize his/her presentation or discussion or argument (the primary mechanism or device that organizes the argument and the presentation)? The presentor, Chris, structured his presentation by starting off broad by discussing the actual contest itself, then becoming increasingly more detailed as the presentation progressed and he moved onto Georgia Tech's role in it. When discussing the contest he showed all the catergories that the students would be judged in, the universities that participate, as well as his personal reflections on those catergories. As he progressed he showed the class the fine details of the Georgia Tech house, going into great complexity in the fine details, and the reasoning behind the decisions they made about different aspects of the house (such as placement of the rooms). 3. What are some of the important terms, concepts, and constructs that the author introduces and deploys in the article? Some of the important terms etc. are. . . (list them) "solar power" "renewable energy" "ada bathroom" "digital manufacturing machinery" Part Two: Look Up Research, then define (concisely, clearly) two terms, concepts, or constructs, mentioned in each of the three lectures. "solar power" : Solar power has to do with aquiring and using energy from the sun. For housing, solar power could potentially provide food, heat, electricity, and light using it in a variety of ways. In architecture, it is vital to consider the design to minimize negative possible effects, such as overheating and glare. Positive effects of solar power usuage is the enormous efficiency, and the possible replacement of nonrenewable forms of energy such as fossil fuels. "renewable energy" : Renewable energy pertains to natural resources that are naturally restored, such as sunlight, wind, and heat. Some examples of forms they come in include solar power, wind power, and hydroelectricity. They have great potential to replace nonrenewable energy, at least partially. On the otherhand, they have been criticised for being inconsistant, unreliable, and even ruining what was once a beautiful landscape. As more time and research are devoted to this subject, the more hope we have for a cleaner environment. Part Three: Speculate 1) Is the project something that you can foresee as an easily reproduced item that could be sold to the masses (Wal-mart style), or is solar powered housing, like classical, something only the wealthy can consider? 2) What are the downfalls to the house that you suspect very few people would be able to give up if they chose to live in a house like this, complared to the traditional styles we use today? 3) What do you see as the winning strategies the Georgia Tech team has come up with that will make it unique and more powerful than the other houses? What are the weak points to the house/team? Lecture #3 – "Digital Design and Manufacturing" Part One: Playback 1. What broad issue, general topic or debate does the author take on or contribute to in this lecture presentation or article? In this article/lecture, the author takes on/focuses on. . . The third lecture revovled around the digital world, and its role in design and manufacturing. After discussing the history and current revolution of these techonogies, the speaker also went over his graduate deisgn project, known as the "Curtain Wall System". 2. How does the author structure or organize his/her presentation or discussion or argument (the primary mechanism or device that organizes the argument and the presentation)? He first showed us how the world of design has changed, not only with technological advancements, but how the actual concept of the process of design has changed. He gave an argument for both CADD and hand drawn representations, and showed us how each played a role in his project. 3. What are some of the important terms, concepts, and constructs that the author introduces and deploys in the article? Some of the important terms etc. are. . . (list them) "combinatorics" "woven tolroid" "CNC Equipment" "CADCAM" "Rhino Interface" "Gehry's 'Horse Head'" "generative" "fluidity" Part Two: Look Up Research, then define (concisely, clearly) two terms, concepts, or constructs, mentioned in each of the three lectures. "Frank Gehry": Frank Gehry is a prize winning architect from California. He has been called a 'Starcitect' for the emense fame he has aquired over the years. His style has been described as "deconstructivist", although he does not claim to conform to any movement. Some of his famous works include the "Gehry Tower" in Hannover, the "Dancing House" in Prague, and the "Pritzker Pavilion" in Chicago. "CNC Equipment" : Computer Numerical Control (CNC) Equipment refers to a computer that reads G-Code instructions and drives the machine tool that fabricates metal components by removing specific pieces. This is based on a numerical system, and can be used with a software program. Part Three: Speculate 1) Computer systems are known to double their abilities every 16 months. How does this relate to the systems that are used in design? Are the technologies growing as fast, and going as far? 2) In your opinion, is enough of this methodology incorporated into the Georgia Tech College of Architecture's curriculum? 3) In what situation would a computer be an optimal tool verses a situation where handwork would be optimal? Installation 1 Although I had immediately identified the installation's appearance as looking similar to a waterfall, it wasn't until I looked down from the third floor that I realized it produced the FEEL of a waterfall as well. As I looked down at the small people on at the base, I felt a quick jolt of fear go through my stomach from the dizzying height at the top. I imagine that to be the same feeling as someone in a barrel about to go over the waterfall. From the bottom I had a much different feeling–this time of safety. The bench like shape that the wood curls into at the bottom of the installation provides a popular spot to sit among architecture students. The foam of the waterfall. Unlike the installation outside, the Ventullet chair is inside the Architecture Building, only for those who enter it (mostly arch students and professors, and perhaps occasionally a curious student from another school on campus). It provides a feeling of exclusiveness to those who are able to come in contact with it regularly. It stands as a tribute to the hard work that is being done in this building, and as an inspiration to the potential of arch students. I wonder if it is a coincidence that CFYers must pass under it to get to their studio. In context to the building, it takes up a large amount of vertical space, which is very important, as there is very little horizontal space to spare. In fact, in the space it takes where people congregate, it serves a functional purpose. Wood, being the main material it is made out of, as well as one that would be easily weathered by nature, also serves as a testament as to why they would have decided to keep the structure indoors verses the other. The fabrication seeks to incorporate minimalistic ideals, using screws and other tools used to keep the structures together as few times as possible. When looking closely at the detail, you can see a consistent pattern of the placement of the screws. When looking at the structure from 5 or more feet away, you would hardly notice the tools at all, and focus on just the basic wood patterns. When looking at the installation from different perspectives, others lights are shown. When looking at it briefly from the coffee cart, you can almost see it as a one unit figure. When looking at it dead on, though, you can see right through the gaps between the wood. Looking at it this way creates a sort of translucent effect, which also relates to water. I will think of this installation as the Wooden Waterfall of Dreams for COA students. You can either look up it and see the difficult task you are about embark upon as a COA student, with the goal of making it to the metaphorical top and graduate. You can also look down it a feel a jolt of adrenaline. Quite the accomplishment. Installation 2 As Tech students of any sort walk up 4th Street to class, the library, or the student center, they pass this outdoor installation. If I had to give it some sort of life form identity, it would most resemble a whale or fish. Disregarding first what this installation is supposed to be, it is imperative to note what this installation is to the Georgia Tech campus. Unlike the wooden waterfall of dreams inspiring namely arch students inside, this lies outside, and is witnessed by most Georgia Tech students, staff, and visitors at some point. This piece plays the important role of representing the School of Architecture to the public. It says, "In this building the work is not only being studied, its being made, and we have something to show for it". With that in mind, the largeness of this installation, as well as the horizontal ground space it takes up makes it a clear winning candidate as one that should be outside. While it is significantly shorter than the waterfall, taking up the height of one story, it is considerably longer. The polycarbon plastic it is made from is dirtied by the weather, but ultimately resistant and can withstand conditions that the wooden waterfall could not if placed outside. The installation also has a certain beauty to it that changes with the positioning of the sun. All the different chaotic curves that the plastic makes get to have their moments of glory at the time of the day the sun hits it and it gets to shine. The installation displays both order and chaos, either ascending or descending depending on which side you start at. The side that hits the ground seems to be a simple stack of the plastic forms. As it starts to ascend, the sheets break away from each other in similar repetitive patterns and increasingly become more complex and chaotic as the pieces separate and curve at different angles. Although the "chaotic" end may seem random to passerbyers, there seems to be a lot of repetition within the curves. One way to identify this is by the screws in the structure, which, like the waterfall, are kept to a minimum and clearly are not supposed to be the main focal point of the structure. Through all of these points, The Fish has an intimidating, aesthetically pleasing look to it and seems to almost poke fun at the non-architecture majors as they walk by, asking, "Do YOU think you could actually think up something like THIS?". We can. A bit cocky, actually. Link to this Page
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