Introductory computer programming as a means for extending spatial and temporal understanding

Should computer programming be taught within schools of architecture?

Incorporating even low-level computer programming within architectural education curricula is a matter of debate but we have found it useful to do so for two reasons: as an introduction or at least a consolidation of the realm of descriptive geometry and in providing an environment for experimenting in morphological time-based change.

Mathematics and descriptive geometry formed a significant proportion of architectural education until the end of the 19th century. This proportion has declined in contemporary curricula, possibly at some cost for despite major advances in automated manufacture, Cartesian measurement is still the principal ‘language’ with which to describe building for construction purposes. When computer programming is used as a platform for instruction in logic and spatial representation, the waning interest in mathematics as a basis for spatial description can be readdressed using a left-field approach. Students gain insights into topology, Cartesian space and morphology through programmatic form finding, as opposed to through direct manipulation.

In this context, it matters to the architect-programmer how the program operates more than what it does. This paper describes an assignment where students are given a figurative conceptual space comprising the three Cartesian axes with a cube at its centre. Six Phileban solids mark the Cartesian axial limits to the space. Any point in this space represents a hybrid of one, two or three transformations from the central cube towards the various Phileban solids. Students are asked to predict the topological and morphological outcomes of the operations. Through programming, they become aware of morphogenesis and hybridisation. Here we articulate the hypothesis above and report on the outcome from a student group, whose work reveals wider learning opportunities for architecture students in computer programming than conventionally assumed.

An ESL/EFL Computer Assisted Language Instruction (CALIS) Micro-Teaching Lesson on Coherence Through Sentences When Writing Compositions in the Foreign Language Classroom

[Sin resumen]

Computer simulation and modeling in railway applications

An electrified railway system includes complex interconnections and interactions of several subsystems. Computer simulation is the only viable means for system evaluation and analysis. This paper discusses the difficulties and requirements of effective simulation models for this specialized industrial application; and the development of a general-purpose multi-train simulator.

Innovative use of Blackboard® to assess laboratory skills

A novel application of the popular web instruction architecture Blackboard Academic Suite® is described. The method was applied to a large number of students to assess quantitatively the accuracy of each student’s laboratory skills. The method provided immediate feedback to students on their personal skill level, replaced labour-intensive scrutiny of laboratory skills by teaching staff and identified immediately those students requiring further individual assistance in mastering the skill under evaluation. The method can be used for both formative and summative assessment. When used formatively, the assessment can be repeated by the student without penalty until the skill is mastered. When used for summative assessment, the method can save the teacher much time and effort in assessing laboratory skills of vital importance to students in the real world.

Computer-assisted measurements of coronal knee joint laxity in vitro are related to low-stress behavior rather than structural properties of the collateral ligaments

The relationship between coronal knee laxity and the restraining properties of the collateral ligaments remains unknown. This study investigated correlations between the structural properties of the collateral ligaments and stress angles used in computer-assisted total knee arthroplasty (TKA), measured with an optically based navigation system. Ten fresh-frozen cadaveric knees (mean age: 81 ± 11 years) were dissected to leave the menisci, cruciate ligaments, posterior joint capsule and collateral ligaments. The resected femur and tibia were rigidly secured within a test system which permitted kinematic registration of the knee using a commercially available image-free navigation system. Frontal plane knee alignment and varus-valgus stress angles were acquired. The force applied during varus-valgus testing was quantified. Medial and lateral bone-collateral ligament-bone specimens were then prepared, mounted within a uni-axial materials testing machine, and extended to failure. Force and displacement data were used to calculate the principal structural properties of the ligaments. The mean varus laxity was 4 ± 1° and the mean valgus laxity was 4 ± 2°. The corresponding mean manual force applied was 10 ± 3 N and 11 ± 4 N, respectively. While measures of knee laxity were independent of the ultimate tensile strength and stiffness of the collateral ligaments, there was a significant correlation between the force applied during stress testing and the instantaneous stiffness of the medial (r = 0.91, p = 0.001) and lateral (r = 0.68, p = 0.04) collateral ligaments. These findings suggest that clinicians may perceive a rate of change of ligament stiffness as the end-point during assessment of collateral knee laxity.

Proceedings of an international workshop on the value of computer-based engineering tools, held in Cambridge in April 1997

There is increasing adoption of computer-based tools to support the product development process. Tolls include computer-aided design, computer-aided manufacture, systems engineering and product data management systems. The fact that companies choose to invest in tools might be regarded as evidence that tools, in aggregate, are perceived to possess business value through their application to engineering activities. Yet the ways in which value accrues from tool technology are poorly understood.

This report records the proceedings of an international workshop during which some novel approaches to improving our understanding of this problem of tool valuation were presented and debated. The value of methods and processes were also discussed. The workshop brought together British, Dutch, German and Italian researchers. The presenters included speakers from industry and academia (the University of Cambridge, the University of Magdeburg and the Politechnico de Torino)

The work presented showed great variety. Research methods include case studies, questionnaires, statistical analysis, semi-structured interviews, deduction, inductive reasoning, the recording of anecdotes and analogies. The presentations drew on financial investment theory, the industrial experience of workshop participants, discussions with students developing tools, modern economic theories and speculation on the effects of company capabilities.

The Definition and Implementation of a Computer Programming Language Based on Constraints

The constraint paradigm is a model of computation in which values are deduced whenever possible, under the limitation that deductions be local in a certain sense. One may visualize a constraint 'program' as a network of devices connected by wires. Data values may flow along the wires, and computation is performed by the devices. A device computes using only locally available information (with a few exceptions), and places newly derived values on other, locally attached wires. In this way computed values are propagated. An advantage of the constraint paradigm (not unique to it) is that a single relationship can be used in more than one direction. The connections to a device are not labelled as inputs and outputs; a device will compute with whatever values are available, and produce as many new values as it can. General theorem provers are capable of such behavior, but tend to suffer from combinatorial explosion; it is not usually useful to derive all the possible consequences of a set of hypotheses. The constraint paradigm places a certain kind of limitation on the deduction process. The limitations imposed by the constraint paradigm are not the only one possible. It is argued, however, that they are restrictive enough to forestall combinatorial explosion in many interesting computational situations, yet permissive enough to allow useful computations in practical situations. Moreover, the paradigm is intuitive: It is easy to visualize the computational effects of these particular limitations, and the paradigm is a natural way of expressing programs for certain applications, in particular relationships arising in computer-aided design. A number of implementations of constraint-based programming languages are presented. A progression of ever more powerful languages is described, complete implementations are presented and design difficulties and alternatives are discussed. The goal approached, though not quite reached, is a complete programming system which will implicitly support the constraint paradigm to the same extent that LISP, say, supports automatic storage management.

Computer technology in detection and staging of prostate carcinoma: a review

Y. Zhu, S. Williams and R. Zwiggelaar, 'Computer technology in detection and staging of prostate carcinoma: a review', Medical Image Analysis 10 (2), 178-199 (2006)

Can hypermedia aided learning (HAL) deliver?

This paper presents the results of a research project aimed at evaluating (HAL) as a mode of course delivery. More specifically the paper will deal with: • Developing a hypermedia courseware for students studying research methods; and • Evaluating hypermedia courseware as a method of delivery against traditional methods. This paper concentrates on pedagogical issues regarding computer aided learning and reports that this research gives tentative indications that hypermedia based learning (either through CD-ROM or the, as means of course delivery could be as effective as traditional modes of course delivery.

Impact of the intrinsic motivation on the academic performance through voluntary assignments: An empirical analysis

The students academic performance is a key aspect for all agents involved in a higher education quality program. However, there is no unanimity on how to measure it. Some professionals choose assessing only cognitive aspects while others lean towards assessing the acquisition of certain skills. The need to train increasingly adapted professionals in order to respond to the companies’ demands and being able to compete internationally in a global labour market requires a kind of training that goes beyond memorizing. Critical and logical thinking are amongst written language skills demanded in the field of Social Sciences. The objective of this study is to empirically demonstrate the impact of voluntary assignments on the academic performance of students. Our hypothesis is that students who complete high quality voluntary assignments are those more motivated and, therefore, those with higher grades. An experiment with students from the "Financial Accounting II" during the academic year of 2012/13 at the Business and Economics School of the UCM was carried out. A series of voluntary assessments involving the preparation of accounting essays were proposed in order to develop skills and competencies as a complement to the lessons included in the curriculum of the subject. At the end of the course, the carrying-out or not of the essay together with its critical, reflective quality and style, were compared. Our findings show a relationship between the voluntarily presented papers of quality and the final grade obtained throughout the course. These results show that the students intrinsic motivation is a key element in their academic performance. On the other hand, the teachers role focuses on being a motivating element through the learning process.

Designing computer architecture research workloads

MinneSPEC proposes reduced input sets that microprocessor designers can use to model representative short-running workloads. A four-step methodology verifies the program behavior similarity of these input sets to reference sets.