Lu,Yi - Revision history

Luyi at 21:41, 24 August 2010

2010-08-24T21:41:47Z

Luyi at 19:49, 25 October 2007

2007-10-25T19:49:07Z

Luyi at 19:48, 25 October 2007

2007-10-25T19:48:39Z

Luyi at 19:47, 25 October 2007

2007-10-25T19:47:09Z

Luyi at 19:29, 25 October 2007

2007-10-25T19:29:42Z

Luyi at 20:29, 4 October 2007

2007-10-04T20:29:19Z

Luyi at 22:37, 4 September 2007

2007-09-04T22:37:59Z

Luyi at 22:37, 4 September 2007

2007-09-04T22:37:27Z

Luyi at 22:37, 4 September 2007

2007-09-04T22:37:08Z

Luyi at 22:35, 4 September 2007

2007-09-04T22:35:50Z

← Older revision		Revision as of 21:41, 24 August 2010
Line 1:		Line 1:
−	~~==bio==~~
−	[[Image:luyi.jpg\|right\|]]Yi Lu is Ph.D student in architecture at Georgia Institute of Technology. He received his bachelor degree in architecture from Southeast University, China, and his master degree in architecture from National University of Singapore. He practiced in China and Singapore for several years. [http://picasaweb.google.com/luyiad online portpolio]

	==lecture notes==		==lecture notes==

@@ Line 1: / Line 1: @@
 ==bio==
-[[Image:luyi.jpg|right|]][[Lu,Yi]] is Ph.D student in architecture at Georgia Institute of Technology. He received his bachelor degree in architecture from Southeast University, China, and his master degree in architecture from National University of Singapore. He practiced  in China and Singapore for several years. [http://picasaweb.google.com/luyiad online portpolio]
+[[Image:luyi.jpg|right|]]Yi Lu is Ph.D student in architecture at Georgia Institute of Technology. He received his bachelor degree in architecture from Southeast University, China, and his master degree in architecture from National University of Singapore. He practiced  in China and Singapore for several years. [http://picasaweb.google.com/luyiad online portpolio]
 ==lecture notes==

@@ Line 1: / Line 1: @@
-=bio=
+==bio==
 [[Image:luyi.jpg|right|]][[Lu,Yi]] is Ph.D student in architecture at Georgia Institute of Technology. He received his bachelor degree in architecture from Southeast University, China, and his master degree in architecture from National University of Singapore. He practiced  in China and Singapore for several years. [http://picasaweb.google.com/luyiad online portpolio]
-=lecture notes=
+==lecture notes==
   '''My observations/ideas based on site visit'''
   September 3, 2007

@@ Line 1: / Line 1: @@
 [[Image:luyi.jpg|right|]][[Lu,Yi]] is Ph.D student in architecture at Georgia Institute of Technology. He received his bachelor degree in architecture from Southeast University, China, and his master degree in architecture from National University of Singapore. He practiced  in China and Singapore for several years. [http://picasaweb.google.com/luyiad online portpolio]
+=lecture notes=
   '''My observations/ideas based on site visit'''
   September 3, 2007

← Older revision		Revision as of 19:29, 25 October 2007
Line 1:		Line 1:
		+	[[Image:luyi.jpg\|right\|]][[Lu,Yi]] is Ph.D student in architecture at Georgia Institute of Technology. He received his bachelor degree in architecture from Southeast University, China, and his master degree in architecture from National University of Singapore. He practiced in China and Singapore for several years. [http://picasaweb.google.com/luyiad online portpolio]
		+
		+
	'''My observations/ideas based on site visit'''		'''My observations/ideas based on site visit'''
	September 3, 2007		September 3, 2007

← Older revision		Revision as of 20:29, 4 October 2007
Line 80:		Line 80:
	Horne 2007, Can asthma be controlled by understanding the patient's perspective		Horne 2007, Can asthma be controlled by understanding the patient's perspective
	Butz 2007, Shared decision-making		Butz 2007, Shared decision-making
		+
		+
		+
		+
		+
		+	'''1002_related literature'''
		+
		+	The degree of simplicity of floor plan affects wayfinding performance
		+
		+
		+	Best, G. A. (1967). Direction-finding in large buildings : a summary report. Manchester: University of Manchester Industrial Design Technology.
		+
		+	'''abstract:'''high correlation between the lostness and number of choices in that route.(r=.93). the 'lostness' of subjects is defined by deviation from the most direct route (the shortest path).
		+
		+	Weisman, J. (1981). Evaluating architectural legibility: wayfinding in the built environment. Environment and Behavior, 13(2), 189-204.
		+
		+	'''abstract:'''A significant relationship was found between judged simplicity of Building plan configuration diagrams and reported frequency of disorientation across 10 Buildings. simplicity judgments, provided by a group of independent raters, were able to account for 56% of the variance in reported frequency of disorientation data.
		+
		+	O'Neill, M. J. (1991). Effects of Signage and Floor-Plan Configuration on Wayfinding Accuracy. Environment and Behavior, 23(5), 553-574.
		+
		+	'''abstract:'''plan configuration was found to exert a significant influence regardless of signage, because the wayfinding performance of participants with access to signage in the most complex settings remained equivalent to, or significantly poorer than, those in the simplest settings with no signage.
		+
		+	Haq, S., & Zimring, C. (2003). Just down the road a piece: The development of topological knowledge of building layouts. Environment and Behavior, 35(1), 132-160.
		+
		+	Peponis, J., Zimring, C., & Choi, Y. K. (1990). Finding the building in wayfinding. Environment and Behavior, 22(5), 555-590.
		+
		+	'''abstract:'''Space Syntax measures of connectivity and integration were good predictors of the use of spaces during both open and directed search.
		+
		+
		+	people with Virtual Environment training performance better in wayfinding than people without VE training, even people with site visit experience.
		+
		+	Hunt, M. E. (1984). Environmental Learning without Being There. Environment and Behavior 16(3), 307-334.
		+
		+	'''abstract:''' To evaluate the simulation technique, a field experiment was conducted. The sample was divided randomly into three groups: simulation group; site visit group; and control group. A person's working knowledge was defined operationally by assessing the following: confidence in way-finding ability; the mental image of the building; and way-finding ability in the building. The evaluation demonstrated that the working knowledge provided by the simulation technique was actually more useful than that provided by actual visits to the building.
		+
		+	Foreman, N., Stanton-Fraser, D., Wilson, P. N., Duffy, H., & Parnell, R. (2005). Transfer of spatial knowledge to a two-level shopping mall in older people, following virtual exploration. Environment and Behavior, 37(2), 275-292.
		+
		+	'''abstract:''' Experimental group with in a VE training shows greater accuracy in making pointing judgments toward targets not visible from the pointing site, took shorter times to perform route tasks on foot, made better left-right directional judgments, and sketched better maps of the mall, than the control group without VE training.
		+
		+
		+	difference in spatial cognition/wayfinding ability between children and adults
		+
		+	Siegel, A. W., & White, S. H. (1975). The Development of Spatial Representations of Large-Scale Environments. In Advances in Child Development and behavior (pp. 9-55). New York: Academic Press.
		+
		+	'''abstract:''' The authors concentrate their review on large-scale space, and show a strong parallel between a child's acquisition of spatial competence and an adult's acquisition of the spatial structure of a new environment. Landmarks are first noticed and remembered. The child acts in the context of these landmarks, and given landmarks and action-sequences, route formation is accomplished. Landmarks and routes are formed into clusters, but until an objective frame of reference is developed, these clusters remain uncoordinated with each other. Survey representations appear as a system of routes arising from and embedded in an objective frame of reference.
		+
		+	Allen, G. L. (1982). The organization of route knowledge. In R. Cohen (Ed.), New Directions in Child Development: Children's Conceptions of Spatial Relationships. San Francisco, CA: Jossey-Bass.
		+
		+	'''abstract:''' (1) adults and children do not spontaneously select the same environmental features as reference points after viewing a route; (2) college students exhibit more accurate spatial knowledge of the route than do seven- or ten-year-old children when all subjects are tested with scenes selected by their age peers on the basis of potential landmark value; and (3) the older children, but not the younger children, reflect more accurate spatial knowledge of the route when tested with reference scenes selected by their age peers.
		+
		+	Jansen-Osmann, & P. Fuchs, P. (2006). Wayfinding behavior and spatial knowledge of adults and children in a virtual environment - The role of landmarks. Experimental Psychology, 53(3), 171-181.
		+
		+	'''abstract:''' Existence of landmarks has more influence on younger children compared to adults in their wayfinding performance.
		+
		+	Jansen-Osmann, P., Schmid, J., & Heil, M. (2007). Wayfinding behavior and spatial knowledge of adults and children in a virtual environment: The role of the environmental structure. Swiss Journal of Psychology, 66(1), 41-50.
		+
		+	'''abstract:''' In almost all measurements of wayfinding performance and spatial knowledge an overall developmental progress from younger children to adults was found. In contrast, exploration behavior did not differ between adults and children Furthermore, the environmental structure tended to influence only the wayfinding performance of younger children, but did not have any effect on the exploration behavior and the spatial knowledge of children or adults.
		+
		+
		+	people navigating in virtual environment have similar spatial performance to people navigating in the equivalent real-world environment
		+
		+	Jansen-Osmann, P., & Wiedenbauer, G. (2004). The representation of landmarks and routes in children and adults: A study in a virtual environment. Journal of Environmental Psychology, 24(3), 347-357.
		+
		+	Ruddle, R. A., & Lessells, S. (2006). Three levels of metric for evaluating wayfinding. Presence-Teleoperators and Virtual Environments, 15(6), 637-654.
		+
		+	'''evidence 5:''' stress in relation to the staff's environment
		+
		+	Anjali Joseph, Ph.D. and Roger Ulrich, Ph.D. (2007). Sound Control for Improved Outcomes in Healthcare Settings
		+	Funded by the Robert Wood Johnson Foundation
		+
		+	Joseph, Anjali. (2006). The role of the physical and social environment in Promoting Health, Safety, and Effectiveness in the Healthcare Workspace. Robert Wood Johnson Foundation.

@@ Line 1: / Line 1: @@
   '''My observations/ideas based on site visit'''
-September 3, 2007
+ September 3, 2007
 ) The emergency department is unbelievable small and crowding. The check-in desk is behind a close door. For the emergency case, someone may miss it. The ED has a complicated layout. The visibility is limited by narrow hallways and many turns. There are some traffic mirrors on the corridor intersections. A simplified layout with great visibility is preferred for the ED design, not only for the staff efficiency, but also for the legibility of the built environment.
@@ Line 20: / Line 20: @@
 ) If there any possibility to model the movement of patients from a mathematic/Industrial Engineering perspective? We can verify the model in real life or virtual environment. How to optimize the spatial layout by using the model and other consideration?
----
 children's hospital lecture
----
@@ Line 65: / Line 65: @@
- assess->intervene->evaluate
+assess->intervene->evaluate
 patient and family

← Older revision		Revision as of 22:37, 4 September 2007
Line 1:		Line 1:
−	'''My observations/ideas based on site visit'''	+	'''My observations/ideas based on site visit'''
	September 3, 2007		September 3, 2007

← Older revision		Revision as of 22:35, 4 September 2007
Line 64:		Line 64:
	assess, build relationships, plan, intervene, coordinate, educate, motivate, monitor, evaluate		assess, build relationships, plan, intervene, coordinate, educate, motivate, monitor, evaluate

		+
	assess->intervene->evaluate		assess->intervene->evaluate