Maquette (architecture) | EPFL Graph Search

thumb|gauche|Maquette d'urbanismepour Le Plessis-Robinson. vignette|Enfant angolais construisant une maquette avec du bois de récupération. En architecture, une maquette est une représentation physique ou virtuelle réduite d'une structure construite dans le but d'étudier des aspects particuliers d'une conception architecturale ou de présenter un projet. Le type de maquette et la taille varient en fonction de l'objectif poursuivi. Les maquettes peuvent être en bois, en plâtre, en argile, en papier, en carton, voir en métal ou en plexiglas. Elles peuvent être élaborées pour visualiser un projet d'architecture, mais parfois aussi comme objets touristiques destinés au commerce de souvenirs, comme par exemple les modèles de chalets suisses. Elles ont une très longue histoire, puisque l'on connaît une maquette en bois pour le dôme la Cathédrale Santa Maria del Fiore à Florence, par Filippo Brunelleschi, vers 1418 déjà. L'usage de maquettes s'est développé au , notamment pour les pon

Segment-level training of ANNs based on acoustic confidence measures for hybrid HMM/ANN Speech Recognition

Subrahmanya Pavankumar Dubagunta

We show that confidence measures estimated from local posterior probabilities can serve as objective functions for training ANNs in hybrid HMM based speech recognition systems. This leads to a segment-level training paradigm that overcomes the limitation of frame-level updates ignoring the sequence structure in speech. We propose measures that train at the state and phone segment levels, while still decoding in the conventional framework. Experimental results on multiple corpora show that such trainings not only yield better systems in terms of performance, but also give additional improvements with sequence discriminative training. These techniques generalise across front-ends and model architectures, and efficiently handle the effect of segment duration variations on the ANN training.

IEEE2019

Swiss school typologies from a daylighting perspective between 1945 and 2015

Jean-Denis Bernard Marie Ghislain Thiry

The research consists of three successive and interdependent parts. The 1st part seeks to reconstruct the typological evolution of primary schools and their associated daylighting strategies between 1945 and 2015 in Switzerland – a country widely recognized for its constructive quality and its concern for integration of natural light in schools – while demonstrating the significant impact of foreign influences on Swiss production. To do this, a large chronological and systematic census of schools is carried out in four major architectural journals: Werk, L’architecture d’Aujourd’hui, Techniques & Architecture and Architectural Review. The formal and constructive evolution of the projects is detailed and the daylighting mechanisms of the class units are identified, while looking at the impact of the evolution of child pedagogy on architecture. Then an identification and selection of school models, that are most representative of the typological evolution and the use of lighting throughout the different epochs, is carried out for the second part of the thesis. The 2nd part begins with the observation, that many recent research findings demonstrate the importance of a significant and controlled amount of natural light for reading and writing tasks and more generally, its role in the physical and psychic well-being of the students. Thus, it is now necessary for designers to reflect more and be aware of the use of ideal natural lighting strategies, no longer relying on electrical lighting – often permanently lit – to provide the necessary light levels, although electrical light is less comfortable for the human eye and synonymous with significant energy expenditure. The second part proposes to analyze the daylighting performance of the selected schools by using 3D simulation. This in order to quantify the different levels of illuminance and to study the resulting luminous atmospheres. Several observations and measurements are also carried out in situ following a precise protocol. The objective is to compare the principles and typological families of our initial theoretical census, by iteratively varying the different architectural elements constituting the units of modeled classrooms (geometry, openings, solar protections, types of glazing, etc.), while questioning the recommendations and regulations related to the daylighting of school buildings that are in force in Switzerland and abroad. Based on the results obtained, the 3rd part proposes to accurately identify criteria and architectural models that offers adapted and controlled levels of illuminance for students. The first aim is to reconstruct the evolution of 70 years of school construction in Switzerland, based on the original perspective of daylight integration principles. The second aim is to propose a library of examples of good architectural practices, while also objectively criticizing the daylighting strategies in Swiss schools – and of the literature that made it known – by comparing contemporary production and recommendations in terms of lighting with the constructions built from 1945, and which placed – at least for certain typologies – natural light in schools at the center of the projecting process. By combining the daylight performance of school spaces with a wider historical, spatial, and pedagogical approach, the objective is to positively influence decisions related to the design of naturally lit spaces in the school of tomorrow.

2017

Typologie des écoles primaires en Suisse de 1945 à 2015 et stratégies d'éclairage naturel

Jean-Denis Bernard Marie Ghislain Thiry

Following the path initiated by Britain and the United States, where the evolution of education and the importance of the architecture of schools were debated vigorously by school boards, and mainly under the influence of Germany and the Netherlands, Switzerland has gradually become a benchmark in Europe and worldwide in terms of school construction. This abundance of expertise revealed itself especially after the Second World War with the emergence of a constructive quality concerned with environmental aspects, which incorporated the needs involved in children's education and a proper amount of natural light for classrooms. But since the beginning of the 21st century, designers have not payed so much attention to sunlight or to the orientation of schools, and have instead focused on creating more versatile and scalable learning spaces, even though much of the research done in the field points to the significance of the controlled usage of daylight showing also the positive impact on the well-being of the pupils. Thus, it seems necessary again to make designers more aware of the use of effective daylighting strategies, and to convince them to stop relying on oftentimes permanent artificial lighting at substantial energy costs. Based on a desire to combine a theoretical and historical approach with a technical one to assess the level of performance of daylight in teaching spaces, the thesis is organized in two successive and interdependent parts. The first part aims to give an overview of the typological evolution of primary schools and their daylighting strategies implemented in Switzerland from 1945 to 2015. To this end, a broad survey of schools featured in four major architectural journals was conducted, namely: Werk, Bauen + Wohnen; L'Architecture d'aujourd'hui; Techniques & Architecture; The Architectural Review. The development of the formal, constructive and distributive characteristics of the projects was analyzed and compared with the daylighting strategies of class units, while demonstrating the significant impact of foreign influences on Swiss construction. Four major school « types » were identified from a total of 332 schools studied, that are, the pavilion type, the articulated type, the modular type, and the monoblock type. We then selected school models representative of the types of schools built most frequently in Switzerland and their associated daylighting strategies. The second part offers an analysis of the daylighting impact on selected schools for the purpose of quantifying the different levels of illumination, and studying the resulting lighting ambiances. To this end, several in situ measurement campaigns were undertaken applying a systematic protocol. Through iterative variation of different parameters of the modeled class units, the objective is then to identify architectural models and design principles that provide appropriate levels of illumination for students, while comparing the different school types from our initial theoretical survey. In addition to retracing the typological evolution of 70 years of school construction in Switzerland in terms of the original perspective on daylighting, this research aims to provide a collection of examples of good architectural practices, as well as objective criticism of the daylighting strategies of Swiss schools and related literature, for the purpose of having a positive influence on decisions regarding the design of the schools of tomorrow.

EPFL2019

Typologie des écoles primaires en Suisse de 1945 à 2015 et stratégies d'éclairage naturel

Jean-Denis Bernard Marie Ghislain Thiry

EPFL2019

Swiss school typologies from a daylighting perspective between 1945 and 2015

Jean-Denis Bernard Marie Ghislain Thiry

2017