Basic design elements of binary joint transform correlation and selected optimization techniques

1990 ◽  
Author(s):  
William B. Hahn, Jr. ◽  
David L. Flannery
Keyword(s):  
Optimization Techniques ◽  
Basic Design ◽  
Design Elements ◽  
Joint Transform Correlation

Software

2018 ◽  
Author(s):  
James A. Anderson
Keyword(s):  
19Th Century ◽  
Assembly Language ◽  
Human Cognition ◽  
Basic Design ◽  
Design Elements ◽  
The Core ◽  
Alan Turing ◽  
Word Level ◽  
Digital Hardware ◽  
Logic Functions

Digital computers are “protean” in that they can become almost anything through software. Their basic design elements came from a 19th-century British tradition in logic, exemplified by Boole and Babbage. It seemed natural to have logic realized in hardware. This tradition culminated in the work of Alan Turing who proposed a universal computing machine, now called a Turing machine, based on logic. Although hardware that computes logic functions lies at the core of digital hardware, low-level practical machine operations are grouped together in “words.” Programs are based on hardware operations controlling computation at the word level. This chapter presents a detailed example of what a computer does when it actually “computes.” Because human cognition finds it hard to use such an alien device, there is a brief discussion of how programming became “humanized” with the invention of software tools like assembly language and FORTRAN.

EMULATION TO THE NATURE IN BASIC DESIGN EDUCATION OF LANDSCAPE ARCHITECTURE

2021 ◽  
Vol 0 (22) ◽  
pp. 0-0
Author(s):  
Banu BEKCİ ◽  
Çiğdem BOGENÇ
Keyword(s):  
Design Process ◽  
Design Problem ◽  
Design Education ◽  
Spatial Organization ◽  
Common Ground ◽  
Rural Landscape ◽  
Basic Design ◽  
Architecture Education ◽  
Analogical Thinking ◽  
Design Elements

Aim: The main purpose of the study is to create a recreational spatial organization with basic design elements and principles by emulating nature in increasing visual literacy. With this study, it was aimed to stimulate students' imagination and make them design spatial organization by emulating geological rock sections in sustainable design approaches of rural landscape areas. Method: The process of producing solutions to the design problem given was carried out by using (i) 14-week basic design training, (ii) taking thin samples from geological rocks for petrographical studies, and (iii) the analogical thinking method which was the inspiration of Goldschmidt and Smallov (2006) and Cardoso and Badke-Schavub (2011) for the transformation of their ideas into forms. Findings: By analyzing the concepts related to the given problem, the solution of the design problem began, and the designers’ abstract ideas were concretized and handled within the framework of the concept. Students, who received the subject of study during the design process, completed the product they prepared in line with the basic design education they received in order to obtain a product from the concept whichthey created in their mind by emulating geological rock sections. The process was successfully completed by adding something to the obtained product, removing something from the obtained product, and combining something with the obtained product in this process. Result: The ability to have a versatile perspective in design education, which finds common ground forart and architecture education, is vital. This study showed that in architectural education, the design process can collaborate with different disciplines and that the products may be unique and sensitive to ecosystem services.

Transformation of basic design teachings into product: interior furniture

2018 ◽  
Vol 5 (1) ◽  
pp. 11-21
Author(s):  
Muteber Erbay ◽  
Ayça A. Ustaömeroğlu ◽  
Pınar Küçük ◽  
Zeynep Sadıklar
Keyword(s):  
Interior Design ◽  
Design Education ◽  
Three Dimensional ◽  
Basic Design ◽  
Furniture Design ◽  
Design Decisions ◽  
Design Elements ◽  
First Semester ◽  
Design Creativity ◽  
Gestalt Perception

In design-based disciplines, the basic design lesson generally covers theories of design elements-principles and Gestalt perception rules, then followed by two and three-dimensional abstract designs made by the students. All these studies play an important role in the development of visual language and expression. Particularly in the visualization of the imagination and in the process of transferring the design, the students are fed from these teachings and direct their design decisions. For this reason, the "Basic Design" course is of great importance for the students to develop a formal and aesthetic perspective. However, the transformation of these abstract thoughts into a concrete product is often not tested in the context of the course. In the scope of this study; the teachings that students gained from the   "Basic Design" course, which is given in the first semester in the Department of Interior Design at Karadeniz Technical University, was tested with a workshop. As method of the study, the functional characteristics of the furniture designed by the students and the basic design elements-principles and Gestalt perception rules used by the students were entered into the SPSS program and the obtained data were evaluated in accordance with the objectives of the study. Keywords: Furniture design; abstract thinking; design education; basic design; creativity Özet Tasarım tabanlı disiplinlerde temel tasarım dersi genel olarak; tasarım ögeleri, ilkeleri, Gestalt algı kuramlarını içeren teorik anlatımlarla verilmekte, sonrasında öğrencilere yaptırılan iki ve üç boyutlu soyut tasarımlarla desteklenmektedir. Tüm bu çalışmalar görsel dilin ve ifadenin geliştirilmesinde önemli bir rol oynamaktadır. Özellikle imgenin görselleştirilmesinde ve tasarıma aktarılması aşamasında öğrenciler, bu öğretilerden beslenerek tasarım kararlarına yön vermektedirler. Bu nedenle “Temel Tasarım” dersi, öğrencilerin biçimsel ve estetik bir bakış açısı geliştirebilmeleri için büyük bir önem arz etmektedir. Ancak bu bakış açısının soyut düşünceden, somut bir ürüne dönüştürülmesi genellikle ders kapsamında test edilememektedir. Bu çalışma kapsamında; Türkiye’nin kuzey doğusunda bir sahil kenti olan Trabzon’da bulunan Karadeniz Teknik Üniversitesi İç Mimarlık Bölümünde birinci yarıyılda verilmekte olan “Temel Tasarım” dersinin bir çıktısı olarak öğrencilerin dersten edinimleri dönem sonunda bir workshop çalışması ile sınanmıştır. Çalışmanın yöntemi olarak öğrencilerin tasarladıkları mobilyaların işlevsel özellikleri ve kullandıkları temel tasarım öge ve ilkeleri SPSS programına girilmiş, elde edilen veriler çalışmanın amaçları doğrultusunda değerlendirilmiştir. Keywords: Temel tasarım, mobilya tasarımı, yaratıcılık, soyut düşünme.

Improved road network design models with the consideration of various link patterns and road design elements

2007 ◽  
Vol 37 (11) ◽  
pp. 2281-2298 ◽  
Author(s):  
Jürg Stückelberger ◽  
Hans Rudolf Heinimann ◽  
Woodam Chung
Keyword(s):  
Road Network ◽  
Minimum Spanning Tree ◽  
Grid Cell ◽  
Cost Effective ◽  
Optimization Techniques ◽  
Construction Costs ◽  
Design Elements ◽  
Road Design ◽  
Tree Algorithms ◽  
Steep Terrain

The success of an automatic road network layout over steep terrain mainly depends on the model design. Most previous models have used a grid representation that considers only eight adjacent cells when evaluating feasible road links. Here, we present improved models and alignment constraints mapped on a mathematical graph for better designs that are more applicable under field conditions. We have refined the link pattern by considering up to 48 neighbouring cells and have introduced 16 directional classes per grid cell. Optimization techniques, such as shortest path, minimum spanning tree, and Steiner minimum tree algorithms, are used on the graph to derive a road network that is optimal in terms of its construction costs. These improved models have been applied to different mountainous project areas. Our results show that, by considering various link patterns and alignment constraints, one can determine more appropriate and cost-effective locations for road networks, especially in steep terrain.

Four Dimensions of Design Similarity

2009 ◽  
Author(s):  
Arjun Ranawat ◽  
Katja Ho¨ltta¨-Otto
Keyword(s):  
Product Family ◽  
Two Dimensions ◽  
Second Phase ◽  
Basic Design ◽  
Family Identity ◽  
Product Families ◽  
Design Elements ◽  
Four Dimensions ◽  
Similar Survey ◽  
Product Pair

To benefit from the value of a brand, a product family must have a coherent product family look. It is however not clear, what in the design contributes toward the coherence or similarity between the products. In this work, a product family identity is broken down into its basic design elements. The contribution of each of these basic design elements toward similarity is investigated. We present a framework of design elements in four dimensions. Examples of these design elements include color, texture, shape, and form. The contribution of these design elements toward the perceived product similarity is investigated. A two phased factorial analysis was performed. The first phase involved simplified shapes consisting of five design elements in the first two dimensions. In the second phase, a similar survey was repeated using images of real products. A survey of product pairs was given to a total of 52 participants. The results show that using the same shape, texture, color, and pattern has a significant effect on making a product pair seem similar to one another. The results will help a designer to design product families that have a coherent product family look but yet look clearly different from the competing brands.

scholarly journals From Movie to Design Interpretation of Passengers in the Form of Basic Design Principles

2020 ◽  
pp. 173-181
Author(s):  
Damla Atik
Keyword(s):  
Learning Process ◽  
Design Education ◽  
Three Dimensional ◽  
Design Principles ◽  
Basic Design ◽  
Design Elements ◽  
Visual Composition ◽  
Wide Range ◽  
Visual Depiction ◽  
Teaching Learning

Design is a tough process in which knowledge, skill, awareness, sophistication, inspiration, time and creativity should be brought together efficiently within artistic and aesthetic approach. Design education involves observing, researching, thinking, interpretation, designing and producing processes concordantly. Due to its unusual formation; students face difficulties while transforming intangible concepts into tangible products in basic design courses. An encouraging and inspiring teaching-learning process is required in this unique course. Conventional basic design education is structured on teaching the design elements and principles that make up a visual composition. Basic design curriculums of different departments are correlated with various branches of art and present interpretation diversity within students’ applications and basic design studio experiences. It is aimed to make a contribution to the wide range of basic design course within a case study themed on cinema in this study. Regarding to experimental method and watching a movie, students designed three dimensional models representing their inferences. Interpretation diversity has been observed due to students' cognition, observation, ways of access to information and creativity. As a result, deductive thinking and visual depiction of the movie through basic design principles have resulted creative products and benefited students' teaching-learning process.

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