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constructed brand new modernist levelled structure. Russia’s main FCC building in Korolyov was constructed in 1973. Later for Soyuz-Apollo international program it was enlarged with presentable entrance group with large hall where five-meter-high mural depicting Tsiolkovsky, Korolyov and Gagarin is placed.

European control facilities started to evolve in late 80-s and 90-s. It’s design took the overall experience of world’s superstates to the whole new level. Well-planned transportation scheme and contemporary neomodernist structures made of high-quality materials provide comfortable infrastructure for development. ESA’s CNES center in Toulouse, France is a good example. The same level of infrastructure development was reached in the USA in approximately the same period of time, so we can claim that European space industry became among world’s top since its very beginning.

Japanese facilities are built in easily recognizable local minimalistic style. Earthquake resistance factor is also very important in Japan. Chinese facilities are equipped with cutting-edge technologies but exteriors are very primitive.

That fact is strange because China’s modern architecture is famous for it’s complicated objects which is almost impossible to build in other countries.

Despite the differences, the global direction of FCC architecture development is recognizable. Since the earliest USA and USSR control centers are remarkably different, this difference vanishes as time goes by and the most recent FCCs around the globe are quite similar because of globalization processes. Apparently, differences between control centers depend less on local specific traditions and more on exact missions which are scheduled to be controlled from the facility. As time passes by, industry demands more and more data storages, research blocks, museum areas (Houston, Korolyov and Cape

Canaveral have several control rooms ‘frozen in time’ from 60-s and 70-s), visitor centers, media libraries. Modern Filght Control Center is an extremely complex structure. It leads to complicated planning and building methods which back in time would have been impractical. Level of secrecy decreases and FCCs undergo transformation to popular civil objects, that is why facilities require improvement of architectural image and site organization the same way as improvement of technological equipment. Hopefully, this research will provide an important basis for specialist who will work on development of control facilities in near future.

References

1.Michael Peter Johnson. Mission control. Inventing the groundwork of spaceflight. – University Press of Florida, USA, 2015. – 203 p.

2.Gene Kranz. Failure is not an option. – Simon&Schuster Paperbacks.: NY, USA, 2000. – 416 p.

3.http://pillownaut.com/spacemap/spacemap.html

4.http://www.capcomespace.net/dossiers/

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Nadezhdina N.G., Sidorova A.S.

Nizhny Novgorod State University of Architecture and Civil Engeneering

ARCHITECTURAL MORPHOLOGY IN THE CONTEXT OF

IMPOSSIBLE FORMS

Nowadays such methods of morphology like geometry of Lobachevsky and many others create new strategy of understanding architectural forms.

The main aim of the research is to identify the role of visual illusions in architectural composition.

The research is relevant because there is little knowledge about visual illusions in architectural composition and modern architecture theory.

In the pursuit of entertainment and external effects of morphology architecture creates fantastic shapes and an illusory composition [3]. This situation is mostly connected with rapidly developing technologies that are introduced in design making projects and creating new architectural structures. New geometric theories have become popular among architects. So new understanding of the environment and morphology appear [1].

In modern science space is not perceived as single and simple defined by three straight lines, but as irregular, unexpected, distorted . That is why, the term "impossible figure" has appeared.

The impossible figure is a type of optical illusion. It consists of a twodimensional figure, which is instantly interpreted as a three-dimensional object [4]. At first sight, this figure can not exist in 3-dimensional space. But in fact, all impossible figures can exist in the real world. When you look at such object from a certain point, it will look impossible, but when you look at it from any other side, the effect of impossibility is lost.

The Swedish artist Oscar Reutersvard was the first who designed a lot of impossible objects. He is called the "father of impossible figures." He created his first impossible figure - an impossible triangle made of cubes in 1938. For some years he created more than 2500 different impossible figures. All of them are presented in a parallel (Japanese) perspective.[5].

Modern architecture is strongly attracted by spectacularity, mystery, curiosity of images [2]. Modern drop-type and blot-type buildings, labyrinths, in which impossible figures can be guessed, can confuse and arouse interest. There are many different techniques to create illusions in architecture.

The building which creates an optical illusion disorients the person and moves him into another space. You can often find simple buildings that seem to be multi-level. Also one more dimension in optical illusion is introduced by electronics. For example, a building with a media facade. Due to this it is impossible to understand how many floors there are in the building. In the

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daytime the facade looks like an absolutely smooth mirror surface but in the evening some patterns appear on the surface due to the illumination system.

In conclusion one may say that it is not enough to see everything in one plane for a full analysis of the building structure. That is why we need a fresh look at the entire architectural morphology.

References

1.Dobritsyna, I.A. From postmodernism to nonlinear architecture: Architecture in the context of contemporary philosophy and science [Text] / I.A. Dobritsyna. - Moscow: Progress-Tradition, 2004. - 177, 228, 230, 231, 279 p.

2.Jenks, C. New paradigm in architecture [Network resource]. - URL: http://raenergo.ru/novaya_paradigma_v_arhitekture

3.Savelyeva, L.V. Optical illusions in the organization of architectural space. The Renaissance and Baroque Age / L.V. Savelyeva / International electronic scientific and educational magazine "AMIT" [Electronic resource].

4.[Network resource]. - URL: https://en.wikipedia.org/

5.[Network resource]. - URL: http://im-possible.info/

Ahmed Eltantawy Abdallah, Ahmed Sami Saad, Nadezhdina N.G.

Nizhny Novgorod State University of Architecture and Civil Engineering

BUILDING INFORMATION MODELING (BIM) FRAMEWORK IN

ARCHITECTURE EDUCATION

In the last 50 years technology and computer started to affect the architectural industry around the world [1], and new software introducing into the industry every day, starting from simple computer-aided design (CAD) to a more advanced system (building information modeling technology (BIM)). Now many countries around the world started using BIM system in architectural projects [2], because BIM is an intelligent system for architects, and it changes the way architects think and design [3]. But in the last ten years the architectural community has found a gap between this advanced software and the obsolete educational system. It is a general belief that architecture should have a new educational system that covers the lack of BIM skilled professionals, to fix these gap between BIM in architecture industry in the real projects and in the educational system [4]. Some countries started working on the roadmap to fix this gaps. The roadmap will help students to fill BIM knowledge gap and solve this problem [5].

The aim of this research is to shed light on the findings of the researchers' mechanism in the integration of BIM with architectural education in the world.

Some architectural researchers have found six major barriers to integrating BIM into higher education. There is disagreement over BIM

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concepts [6], traditional program structures, need for strong fundamental knowledge, need for industry involvement, resistance to change professional accreditation issues. These are the main problems which need to fix in BIM technology in the near future with educations systems.

Recently some architectural researchers started to find solutions on how to include BIM into the architecture curriculum. A lot of researches ware conducted by architects who worked alongside higher education institutions [7] in order to create a roadmap that enables universities to include BIM in the curriculum, like in the United Kingdom. The first roadmap is BIM Academic Forum (BAF) an initial Framework in the UK (2013) [8], and the second roadmap is BIM (IMAC) developed by Macdonald [9]. These roadmaps developed a conceptual framework to teach BIM within architecture universities in the United Kingdom and Australia in 2012.

The BIM Academic Forum (BAF) is a group of representatives from a large number of the UK universities [10] formed to promote the academic aspects of BIM. They have been working on developing a BIM academic framework to propose a long term plan. Their initial proposal showed how to merge BIM learning at the appropriate levels to students within ‘disciplinespecific’ undergraduate and postgraduate educational programs, develop the level of proficiency of students and professional in BIM gradually, support integrated collaborative working in projects, from sharing with students and professionals, enhancing the role of BIM, create groups for development and enhancement, learn and research the aspects of BIM through strong collaboration and co-operation and focusing on enhancing the training and learning and research aspects of BIM. BAF shows three levels of need in initial BIM learning outcomes framework, strategic, management and technical [11].

The key findings of the BAF helped to draw some conclusions and recommendations such as up-skilling of staff to support the delivery of the desired learning outcomes, student employability, framework for learning and keeping pace with the development of BIM [12].

The framework doesn't have a single template that can be applied in any system. It can be configured and adopted for a wide variety of purposes, that will allow higher education institutions to move forward quickly and confidently, sharing in terms of networking, exchange knowledge and reciprocate and conduct joint research to get the target results.

So the increasing volume of output and information relating to BIM in industry and academia will lead to an additional challenge for the higher education of architecture which is the need for greater communication and collaboration among academics.

Further analysis of the needs at each learning stage is necessary for providing wider industry context and background relating to the introduction and implementation of BIM in the first stages of study, greater collaboration

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across the disciplines, the use and adoption of the technology and realizing the impact on project/business structures.

Based on learning outcomes at each stage it became apparent that the best way to approach the learning requirements would be to categories these as knowledge and understanding, practical skills and transferable skills.

IMAC framework is described in four steps; the first one is illustration stage. It is the knowledge foundation step in BIM technology. In this step the student must understand what is the meaning of BIM, and at this level also lecturers/tutors will be able to highlight the details of the building construction, and to show how a building is constructed, it will help students to understand how buildings works, it will be reflect in the quality of modeling at the advanced levels.

Manipulation stage, in this step there is more advanced knowledge in BIM. The student will start to use BIM applications and tools, and start making simple models and make some edits. students will develop their teamwork and get basic information technology literacy skills in addition to developing discipline-specific knowledge.

Application stage, in this stage, students should have already gained good experience in architectural science, BIM tools, and they must move to more advanced steps in modeling, and learn how to set the models up for effective inter-disciplinary collaboration. They start to use tools to analyze models using exports from Building Information Models. Construction managers will develop 4D and 5D schedules, plan logistics and materials ordering using models from other disciplines, principles of value of engineering and sustainable design and how BIM tools can be used to assist that.

Collaboration stage, in this step students must work with different disciplines, come together to work on joint projects. Ideally this will involve groups containing students from other disciplines, so that students will learn more about the types of contract that facilitate BIM and collaborative working. The teachers must give real-world problems to the students to solve.

Even though, IMAC is from Australia [13] and has so great positive point, it does not have specific aspects of the country, which makes it suitable to be implemented in any country.

Moreover, this framework is very flexible, it can be applied in the development of curricula or can be even mapped into a single course module.

References

1.Khalil, Mohamed Hassan, master theses, Influence of Information Technology on the Development of Architectural Ideology, 2011.

2.McGraw-Hill. (2012). the business value of BIM in North America: multi-year trend analysis and user ratings (2007-2012): Smart Market Report. New York: McGraw-Hill.

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3.David B Richards, AIA and Donald Simpson, AIA, BIM and the Future of CDs, Summer 2014 Issue.

4.Miller, G., Sharma, S., Donald, C., & Amor, R. (2013). Developing a building information modeling educational framework for the tertiary sector in newzealand. Paper presented at the IFIP International Conference on Product Lifecycle Management, 606-618.

5.Bilal Succar, a proposed framework to investigate building information modelling through knowledge, university of newcastle, p3.elicitation and visual models.

6.Amarnath .C. B, and others, A review of tertiary BIM education for advanced engineering communication with visualization, p15.

7.Rodriguez, G. (2014). universal design for learning (udl) within an interdisciplinary course for building information modeling (BIM). Paper presented at the BIM Academic Symposium, USA-Washington, DC.

8.BIM Academic Fourm, B. (2013). Embedding Building Information Modeling (BIM) within the taught curriculum. UK.

9.Macdonald, J. A. (2012). A framework for collaborative BIM

education across the AEC disciplines. Paper presented at the 37th Annual Conference of Australasian University Building Educators Association (AUBEA).

10. BIM Academic Fourm, B. (2013). Embedding Building Information Modeling (BIM) within the taught curriculum.UK.p5

11. Oladotun Ayoade, Current Position and Associated Challenges of BIM Education in UK Higher Education, BIM academic forum 2015.

12. : Underwood, J., Ayoade, O., Khosrowshahi, F., Greenwood, D., Pittard, S., & Garvey, R. (2015). Current position and associated challenges of BIM education in UK higher education. Paper presented at the BIM Academic Forum.

13. Succar, B & Sher, W. 2014, ‘A Competency knowledge-base for BIM learning’, Australasian Journal of Construction Economics and Building Conference Series, 2(2), 1-10.

Nadezhdina N.G., Novikova M.A.

Nizhny Novgorod State University of Architecture and Civil Engineering

ENERGY EFFICIENT BUILDINGS OF GENERAL EDUCATIONALINSTITUTIONS: ARCHITECTURAL AND STRUCTURAL FEATURES

Nowadays there is insufficient use of energy-efficient technologies in the construction of schools and kindergartens. It is considered to be a problem, especially in energy-crisis environment.

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So, the purpose of the research is to identify the structural and architectural features of energy-efficient schools and kindergartens.

The following tasks are set to achieve the purpose:

1.Search for projects of existing energy-efficient buildings of general education institutions;

2.Identification of architectural and structural features of such buildings;

3.Systematization of the data.

Energy-efficient design begins with architecture. Architects should make the best use of the space available and find opportunities to minimize heat and electric energy consumption and promote use of daylighting. Space-and- planning composition should also allow to provide efficient placement of mechanical systems.

The orientation of the building is an important thing. To give children the greatest access to natural light, classrooms and group rooms should not be oriented to the north. Therefore, an unusual shape may appear in the plan, or the building will acquire airiness due to the abundance of windows.

The daylight system Solatube is used to illuminate the corridors and other dark areas. This system catches light through a dome located on the roof of the building and directs it down in the system of light guides.

Solar panels are a traditional source of electricity in the energy-efficient buildings. They are able to provide the building with energy even in the most sunless areas. Solar panels are installed on the roofs or facades of buildings at different angles to maximize the use of energy of the Sun. In addition, the use of solar cells can solve the problem of sunlight excess in areas with hot climate. Therefore, it was done so in Los Angeles - the southern facade of the Green Dot Animo Leadership School is fully coated with photovoltaic cells, which provide up to 75% of the school energy needs.

In areas with a cold climate thermal insulation in the thickness of the ground will help to conserve heat. Cubic content of a kindergarten in Belgium is located in the "hill". The green roof flowing into the hill is turned into a playground where a wide staircase leads to out of the building. In this case natural lighting is designed through the large windows of the southern facade and north-oriented lights.

The heat of the ground can also be used in another way - to create a geothermal heat supply system that is effective both in the southern latitudes and in the conditions of the North. The principle of the geothermal heat pump is based on collecting heat from the soil or water and transferring it to the building heating system.

It is worth noticing that in Russia geothermal heating systems are used in the construction of new kindergartens in Yakutia, Tomsk and Sverdlovsk regions.

From the above examples, it can be concluded that the architectural appearance of energy-efficient buildings of schools and preschool institutions is

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affected not only by strict design standards or a building site, but also by the use of energy-efficient equipment.

The construction of new kindergartens and schools requires large investments. The use of energy efficient technologies, certainly, requires additional costs. But these costs are paid off during the lifetime of the building at the same time preserving natural resources for future generations.

References

1.Russian architectural web-portal [Electronic resource]. - Access mode: http: //archi.ru/

2.Innovative technologies of solar illumination [Electronic resource]. - Access mode: http://www.solatube.su/

3.Heat pumps [Electronic resource]. - Access mode: http://www.altalgroup.ru/

Smirnova E. D., Kovalenko O. V.

Nizhny Novgorod State University of Architecture and Civil Engineering

ARCHITECTURAL TYPOLOGY OF INDUSTRIAL BUILDINGS AND STRUCTURES IN GORKY IN THE MID-1950’S – THE MID-1970’S

The research entitled "Architectural typology of industrial buildings and structures in Gorky in the mid-1950s - the mid-1970s" is devoted to the study of architectural typology of industrial buildings and structures in Gorky, now Nizhny Novgorod, from the mid-1950s to the mid-1970s.

The relevance of the research work is the need to conduct a comprehensive study of the industrial architecture of Gorky for the period from the mid-1950s to the mid-1970s which until now has not been subjected to a comprehensive study.

During the Soviet period the issues of the development of industrial architecture were banned for public. Analysis of the literature shows that the level of research of the topic and the historical period remains insufficient.

The aim of the work is identification of regional typological features of industrial architecture and comparison with the architecture of the capital cities of Russia.

The scientific novelty of the study is:

-identification of regional typological features of the industrial architecture of this period;

-comparison of regional features of the architecture of Nizhny Novgorod with the architecture of the capital cities of Russia;

-assessing the state of architectural objects of the period under study at the current time.

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The practical significance of the work lies in the fact that these studies can assist in the design in modern architectural practice in which under the conditions of the economic crisis there is a return to the ideas of minimalism and typification in architecture and to help solve problems on the reconstruction of existing objects of the time under consideration.

The chronological scope of the paper covers the period from 1955 to 1975. The lower boundary of the study was in 1955 - the period when Soviet industrial architecture entered a new period of development dictated by a massive transition to industrial methods of construction [2]. Industrial construction of precast reinforced concrete structures became the basis of industrial architecture. As one of the examples of buildings built in this period,

Reinforced concrete plant №1 in Nizhny Novgorod (fig.1). Common features of the house-building plant Gorky and plant of the capital cities of Russia: a contrasting combination of an extended manufacture building with a tower building of the plant management, ribbon glazing of the building, construction of walls from expanded ceramsite-concrete wall panels [1].

Fig. 1. Reinforced concrete plant №1 in Nizhny Novgorod: a) general plan; b) general form

1965 - coincides with the beginning of economic reforms in the country aimed at increasing efficiency of industrial production. In the sixties standard schemes were developed for many industries, schemes of typical space-planning decisions of industrial buildings [2]. As an example, the Elevator Bashkirov mill, 1964 (Fig. 2). Common features: powerful vertical silos (35-45 m), rectangular working tower (75 m), asymmetrical solution: the tower is located on the edge, the building is located near the water, placed building of reception points, plastic design of facades.

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