Careless Mistakes Research Articles

ANALISIS KESALAHAN NOLTING PADA SISWA DALAM MENGERJAKAN SOAL PERBANDINGAN TINGKAT SMP

Error is a mistake about something that was said to be correct in a previous agreement. Comparison is material that students still find difficult to understand in learning and many errors still occur. Even though the concept of comparative material is applied in everyday life, quite a lot of students have difficulty and do not understand comparative material. This research is descriptive research with a qualitative approach. Purposive sampling technique was used in this research to select samples with certain considerations. This research uses indicators of the types of Nolting errors, namely errors due to carelessness, errors in understanding concepts, errors in application, and errors in final results. The purpose of this research is to describe what errors experienced by students using the Nolting error type. Based on the results of the analysis carried out by researchers on careless mistakes, students were not careful enough to make mistakes that had an impact on the final results. In conceptual errors, students do not understand the formula so they cannot find a way to solve the problem. In application errors, students can know the formula but cannot apply it to the answer. Meanwhile, the final result is an error where the student is correct in the steps but does not answer what was asked in the question

ANALISIS KESALAHAN SISWA DALAM MENYELESAIKAN SOAL KONTEKSTUAL MATERI BARISAN ARITMETIKA DITINJAU DARI KEMAMPUAN MATEMATIS

This study aims to describe and analyze the types of mistakes made by students based on their respective abilities. The research method used is qualitative. The research was conducted at SMA Widya Bhakti, with 6 subjects in class XI MIA. The instrument used was first-semester report card grades for math skills, problem-solving tests and interviews. The data collection technique comes from the answers to written tests and the results of student interviews. Data analysis was carried out qualitatively with the steps of data reduction, presenting data, and drawing conclusions. The results of this study can be used as an effort to improve students' abilities in solving contextual problems in the material of arithmetic sequences. Based on the research results, information was obtained that there were causes of student errors in solving contextual questions based on students' mathematical abilities. One factor that causes high-ability student errors is careless mistakes. Factors causing the errors of students with moderate abilities are errors in reading instructions in questions, conceptual errors, conceptual errors and errors during tests. Causative factors Factors that cause low-ability students' errors are errors in reading instructions, careless errors, application errors, conceptual errors, test errors, and learning errors.

Supporting change management of UML class diagrams

Class diagram is an important model in object-oriented software development. A class diagram specifies the structure of a system with the system's classes, classes’ attributes and methods, and relations among classes. Sometimes class diagrams should be modified in accordance with requirements changes or correction of errors. In such a modification, careless mistakes may lead to include another error in the diagram. In this paper, we propose a method of visualization of the difference between original class diagram and modified one by emphasizing the difference in order to avoid newly produced errors. We illustrate our method with examples.

The Link between Job Demands, Burnout, and the Self-Undermining of Healthcare Employees during the COVID-19 Pandemic: An Underestimated Threat?

Previous studies have shown an association between job demands and burnout in medical staff during the pandemic. However, these studies have ignored the possibility of loss cycle occurrence during the crisis. In order to address this gap, the aim of this study was to test the mediating role of burnout in the positive relationship between job demands and the self-undermining of healthcare employees during the COVID-19 pandemic. Self-undermining represents the set of behaviors that generate obstacles and diminish performance (e.g., careless mistakes, generating interpersonal conflicts, poor communication), and it has been suggested that this variable could explain the loss cycle between demands and burnout (the phenomenon in which demands increase burnout, which in turn leads to even greater demands). A total of 523 healthcare workers from two Romanian hospitals (e.g., physicians, nurses, stretcher-bearers) completed a self-report questionnaire during the COVID-19 outbreak that included three job demands, burnout, and self-undermining. Burnout mediated the positive relationship between two demands (work–family conflict; lack of equipment and supplies) and self-undermining. These results may provide a preliminary indication for the existence of loss cycles, supporting the assumptions of the job demands-resources theory. Moreover, the results highlight the risk of loss cycle occurrences for healthcare employees during outbreaks.

Human Errors: A Cybersecurity Concern and the Weakest Link to Small Businesses

Cybersecurity is essential for all organizations, especially during this menacing Covid-19 global pandemic. The sudden transition of leaving the offices to work from home – the 'new normal' – has introduced information security-related risks associated with human factors. For example, both criminals and employees use the same platform for information exchange but with starkly different intentions. But both their actions compromise information and computer security. Criminals intentionally exploit systems to gain unauthorized access for their benefit, while employees make careless mistakes, leaving systems exposed and vulnerable. The present study examines human errors influenced by actions, attitudes, and behaviors that affect overall information security. Purposive sampling within the qualitative approach was used to select thirty (30) small business managers. Data was collected using a qualitative online survey as a Google Form. The study used thematic analysis. The results revealed that repeated human mistakes compromise information security principles and render employees the weakest link. The study explained the risks caused by employees due to ignorance or poor decision making, technical-related errors, and skills- and policy-based errors. Even though small businesses do not require a 'one-size-fits-all' security approach, recommendations to reduce human mistakes were made.

A Speech Act Analysis of Hyperactive Children at Pradnyagama Theraphy Center

The entitled of this study is “A Speech Act Analysis of Hyperactive Children at Pradnyagama Theraphy Center”. The aim of the study is to describe the speech act of the hyperactive children at Pradnyagama Theraphy Center. Hyperactivity can also be described as a physical state in which a person is abnormally and easily excitable or exuberant. Strong emotional reactions, impulsive behavior, and a short span of attention are also typical for a hyperactive person. The kids who are hyperactive are fidgety, restless, and easily bored. They may have trouble sitting still, or staying quiet when needed. They may rush through things and make careless mistakes. Hyperactivity can be caused by mental or physical conditions. The theory used in this study is from J.L Austin about Speech Act. The data were taken from the caregiver and the hyperactive child at Pradnyagama Theraphy Center. The method use to analyze the data is qualitative. The techniques to collect the data: First, listening and taking notes the explanation of the caregiver about the hyperactive children. Second, observing the act of the hyperactive children and taking notes their speech act while they were talking and playing. Furthermore, the techniques to analyze the data were by classifying it into speech act component then analyze it using the relevant theory. In this research, there are 5 types of speech acts found in the conversation between the caregiver and the hyperactive children like giving command, questioning, suggesting, requesting, and threatening.

Clarifying Relations Between ADHD and Functional Impairment in Adulthood: Utilization of Network and Machine Learning Approaches.

Using network analysis and random forest regression, this study identified attention-deficit/hyperactivity disorder (ADHD) symptoms most important for indicating impairment in various functional domains. Participants comprised a nationally representative sample of 1249 adults in the United States. Bridge symptoms were identified as those demonstrating unique relations with impairment domains that, in total, were stronger than those involving other symptoms. Results suggested three inattentive (i.e., difficulty organizing; does not follow through; makes careless mistakes) and one hyperactive (difficulty engaging in leisure activities) bridge symptoms. Random forest regression results supported bridge symptoms as most important (compared to other symptoms) for predicting global and specific impairment domains. Hyperactive/impulsive symptoms appeared more strongly related to impairment in women, whereas difficulty organizing and easily distracted appeared more related to impairment in men. Clarification of bridge symptoms may help identify core characteristics of ADHD in adulthood and specify screening and intervention targets to reduce risk for related impairment.

Unique Associations Between Specific Attention-Deficit Hyperactivity Disorder Symptoms and Related Functional Impairments.

The purpose of this study was to explore the unique relationships between specific attention-deficit hyperactivity disorder (ADHD) symptoms and functional impairment in school-age children using parent and teacher ratings. Parents and teachers rated ADHD symptoms and comorbidities (internalizing and oppositional behaviors) as well as impairments (academic, relationship, and classroom behavior) for 8689 children using the Vanderbilt ADHD Diagnostic Rating Scales. Stepwise regression was used to determine which of the 18 ADHD symptom items were most associated with specific domains of impairment with relevant demographic and clinical characteristics used as covariates (e.g., sex, comorbidities, medication status, and age). "Careless mistakes" and "avoids tasks" significantly predicted academic impairment across content areas and across parent- and teacher-rating models. ADHD symptoms accounted for limited variance in impairment in the family and peer relationship domains or in organized activities when oppositional symptoms were entered as a covariate. Regarding teacher-rated classroom behavior, the strongest predictor of impairment was "talks too much." The findings indicate that the symptoms that were most predictive of impairment varied by domain of impairment.

Методы коррекции и развития управляющих функций у детей дошкольного возраста

The development of executive functions (EF) plays an important role in children’s education. Children with EF deficits are inclined to make careless mistakes, to experience difficulties in sustaining attention and carrying out the teacher’s instructions. That is the reason why a timely diagnosis and the management of EF deficits is a matter of great importance. There are many intervention and training programs, which share common basic principles but differ in certain parameters. Furthermore, there are some types of activity (e.g., martial arts or programming) that may positively influence the development of EF. These methods are reviewed in this article. The first part of the art icle concerns an ambiguity in the definition of executive functions found in the profe ssional literature. In the second part, the most popular methods of EF management and development are described. In the third part, we analyze the described methods in terms of the main principles of practical application

Los descuidos cervantinos del <em>Quijote</em>: entre la ecdótica y la imitatio paródica de los clásicos

Desde hace tiempo la crítica se ha ocupado de los descuidos cervantinos, y los ha explicado de varias maneras. Algunos estudiosos piensan que son errores o descuidos, debidos a la celeridad con la que supuestamente Cervantes escribía sus obras. Otros afirman que son errores premeditados con distintas motivaciones (parodia de libros de caballería, intención artística, etc.). Finalmente, algunos eruditos han sostenido que son producto de las distintas reescrituras de la obra, o de las vicisitudes de la impresión en la época de la imprenta manual. 
 El presente trabajo se ocupa de estudiar algunos de los descuidos del Quijote desde una perspectiva diferente. Propone leer varias de dichas incoherencias en el contexto artístico de la imitatio aurisecular de los autores clásicos, en particular de Homero, autor cuyas obras fueron criticadas desde la Antigüedad hasta el Renacimiento por contener numerosos errores. En este sentido, se sugiere que varios de los descuidos cervantinos en la novela podrían ser atribuidos a un deseo por parte de Cervantes de emular a Homero, la gran referencia literaria en el género de la literatura épica occidental, con el fin de dotar de autoridad y legitimidad al Quijote, siempre desde una perspectiva paródica.

Clinical Presentation of Attention-Deficit Hyperactivity Disorder Symptoms in Terms of Gender and Chronological Age.

ABSTRACTThe present cross-sectional study aimed to evaluate Attention-deficit hyperactivity disorder (ADHD) symptoms in terms of gender and age. Based on convenience sampling, the data records of 1,184 children and adolescents with ADHD were gathered from various Child and Adolescent Psychiatry Clinics affiliated to Shiraz University of Medical Sciences (Shiraz, Iran). During 2010-2015, the patients had been interviewed face-to-face for ADHD diagnosis in accordance with the Diagnostic and Statistical Manual of Mental Disorders 4th Edition (DSM-IV) diagnostic criteria. The collected data were re-analyzed using parent-reported ADHD symptoms measured with the DSM-IV clinical symptoms checklist. Statistical analysis was performed using SPSS software with the Pearson correlation test, Chi-square test, and t test. P<0.05 was considered statistically significant. The mean age of the participants was 9.29±2.55 years, 904 (76.40%) of whom were boys. The mean total score of hyperactivity-impulsivity in girls and boys was 2.63±2.77 and 3.19±8.17, respectively. The mean total score of inattention in girls and boys was 3.40±1.97 and 3.28±2.00, respectively. Age and gender were not associated with the symptoms of inattentive ADHD. The symptoms associated with hyperactivity-impulsivity had a significant association with age (P<0.05). The symptoms with a statistically significant association with gender were frigidity (P=0.001), often running about (P=0.03), and often difficulties with playing or leisure activities (P=0.005). The most common symptoms of inattentive ADHD in both boys and girls were “inattention to details or making careless mistakes” (47.6% and 54.3%, respectively) and “fails to finish work” (43.0% and 40.1%, respectively). In contrast with the hyperactivity-impulsivity, the severity of inattention was not associated with age. The results of the present study indicated that while the ADHD screening questions for inattention could be the same for both genders, they should be different for hyperactivity-impulsivity.

How serious is the ‘carelessness’ problem on Mechanical Turk?

ABSTRACTThis study compared the quality of survey data collected from Mechanical Turk (MTurk) workers and college students. Three groups of participants completed the same survey. MTurk respondents completed the survey as paid workers using the Mechanical Turk crowdsourcing platform. Student Online respondents also completed the survey online after having been recruited in class. Finally, Student Paper-and-Pencil respondents completed the survey on paper in a classroom setting. Validity checks embedded in the survey were designed to gauge participants’ haste and carelessness in survey completion. MTurk respondents were significantly more likely to fail validity checks by contradicting their own answers or simply completing the survey too quickly. Student groups showed fewer careless mistakes and longer completion times. The MTurk sample tended to be older, more educated, and more ethnically diverse than student samples. Results suggest that researchers should pay special attention to the use of validity checks when recruiting MTurk samples.

Predictors of relapse or maintenance of response in pediatric and adult patients with attention-deficit/hyperactivity disorder following discontinuation of long-term treatment with atomoxetine.

We identified relapse/maintenance-of-response (MOR) predictors following discontinuation of long-term atomoxetine treatment in pediatric and adult patients with attention-deficit/hyperactivity disorder (ADHD) and assessed correlations between ADHD symptoms and quality of life (QoL). Post hoc analyses of data from two randomized, double-blind, placebo-controlled, phase 3 withdrawal studies in patients with ADHD meeting predefined response criteria before randomization. Study 1: patients (N=163; 6-15years) received atomoxetine (1.2-1.8mg/kg/day) for 1year, followed by randomization to atomoxetine (n=81) or placebo (n=82) for 6months. Study 2: patients (N=524; 18-50years) received atomoxetine (80-100mg/day) for ~6months, followed by randomization to atomoxetine (n=266) or placebo (n=258) for ~6months. Placebo patients were used for the analyses. Relapse: ≥50% worsening of prerandomization improvement in ADHD symptoms and ≥2 level severity increase on the Clinical Global Impression-Severity (CGI-S) scale at 2 consecutive visits; MOR: retaining ≥75% of prerandomization symptom improvement and CGI-S≤2 at all visits (study 1); retaining ≥70% of prerandomization symptom improvement and CGI-S≤3 at all visits (study 2). In adults, statistically significantly (P≤.05) increased likelihood of relapse was associated with prerandomization presence of Conners' Adult Attention-Deficit/Hyperactivity Disorder Rating Scale-Investigator-Rated:Screening Version (CAARS-Inv:SV) items "difficulty awaiting turn" and "careless mistakes." In pediatric patients, less MOR was associated with prerandomization presence of ADHD Rating Scale-IV-Parent Version Investigator-Rated item "does not listen"; in adults, less MOR was associated with prerandomization presence of CAARS-Inv:SV items "loses things" and "difficulty awaiting turn." Changes in patients' QoL after withdrawal from atomoxetine moderately correlated with changes in ADHD symptoms in pediatric patients and mildly in adults.

Incidence of Internet addiction in adult attention deficit hyperactivity disorder

ObjectiveIn this study, it was aimed to determine the internet use properties of Adult Attention Deficit Hyperactivity Disorder (ADHD) patients who were followed-up at Haydarpasa Numune Research and Training Hospital, Psychiatry Department; ADHD Outpatient Clinic.MethodThirty participants who were diagnosed with adult ADHD aged between 18–31 years rated their ADHD symptoms in childhood retrospectively, using Wender Utah Rating Scale. Patients rated current adult ADHD symptoms with the Adult ADHD DSM-IV-Based Diagnostic Screening and Rating Scale (DSRS) and severity of symptoms measured by Adult ADHD Self-Report Scale (ASRS). Internet addiction (IA) was assessed with Young's Internet Addiction Scale (IAS). It was determined that, none of 30 Adult ADHD patients have been diagnosed with IA.29 of patient have moderate internet use although 1 of patients have risky internet use. The results revealed that total ASRS score (P = 0.020), total Adult ADHD DSM-IV-Based DSRS score (P = 0.036) and the Attention Deficit related properties subscale total score (P = 0.042) were significantly correlated with the IAS total score. Subscale of the self-report scales including; failing to finish schoolworks, chores, or duties at workplace, difficulty of following through on instructions (P = 0.017), restiveness; impaired inhibitory performance (P = 0.017), feeling not confident (P = 0.017), difficulty of managing time (P = 0.047), failing to give close attention to details or making careless mistakes (P = 0.037) are closely relevant to IAS total score.ResultIn conclusion, clinical features, which are characteristic of Adult ADHD could have same shared etiology with IA. Furthermore, ADHD patients are more likely to have an IA diagnosis. However, it was thought that this result had to be supported with studies including larger samples.Disclosure of interestThe authors have not supplied their declaration of competing interest.

A Mixed-Methods Study of Prelicensure Nursing Students Changing Answers on Multiple Choice Examinations.

Students often question whether changing answers on multiple choice examinations correlates with an increase or decrease in their grades. In a mixed-methods study, 135 prelicensure nursing students were surveyed. The answer response forms were reviewed for erasures. Qualitative data were obtained through content analysis of two questions. Quantitative analysis was performed to explore the relationships among students' self-reported grade performance, test-anxiety levels, and how often they changed answers. The themes of Risk, Careless Mistakes, Adequate Preparation, Instinct, and Cues From the Test were identified when students were asked their opinion on changing answers. The themes of Indecisiveness, Test Review, and Rationale emerged when students were asked why they changed answers. Students who reported being somewhat anxious had a greater tendency to change answers. Answers were changed from incorrect to correct 55.6% of the time. On average, changing answers resulted in a moderate increase in test scores.

Exploring Students’ Understanding on ‘Inequalities’

The topic on Inequalities is one of the main topics in Year 9’s secondary mathematics scheme of work in Brunei Darussalam which consists of three sub-topics: Meaning and Symbols, Solve Linear Inequality and Graphical Representation of Inequalities. The primary focus for this study is to investigate which area or items that the students find easy or difficult. Twenty test items were prepared and the questions were adapted from textbooks and past year questions. The two items (10%) tested the students’ understanding on the meaning and symbols in inequalities, fifteen items (75%) on solving linear inequality and three items (15%) on graphical representation. A total of 51 students from two different classes were given the test on the same day. The two classes were from the General Science Programme and the General Programme. Using the Discriminative Index and Percentage of Difficulty analysis shows that students are confused with the value of negative integers, made careless mistakes and had poor basics in solving algebraic equations. In order to improve the students’ performance on the test, we recommend the teacher should first assess the students’ prior knowledge especially with integers and algebra before proceeding with the lesson on inequalities. DOI: 10.5901/mjss.2015.v6n5s1p218

Are all the 18 DSM-IV and DSM-5 criteria equally useful for diagnosing ADHD and predicting comorbid conduct problems?

In view of ICD-11 revision, we evaluate whether the 18 DSM-IV diagnostic items retained by DSM-5 could be further improved (i) in predicting ADHD 'caseness' and 'impairment' and (ii) discriminating ADHD without CD (ADHD - CD) cases from ADHD with CD (ADHD + CD) cases. In a multi-centre study sample consisting of 1497 ADHD probands and 291 unaffected subjects, 18 diagnostic items were examined for redundancy; then each item was evaluated for association with caseness, impairment and CD status using Classical Test Theory, Item-Response Theory and logistic regression methods. First, all 18 DSM-IV items contributed significantly and independently to the clinical diagnosis of ADHD. Second, not all the DSM-IV items carried equal weighting. "Often loses things", "forgetfulness" and "difficulty sustaining attention" mark severity for Inattentiveness (IA) items and "often unduly noisy", "exhibits a persistent pattern of restlessness", "leaves seat in class" and "often blurts out answers" for Hyperactivity/Impulsivity (HI) items. "Easily distracted", "inattentive to careless mistakes", "often interrupts" and "often fidgets" are associated with milder presentations. In the IA domain, "distracted" yields most information in the low-severity range of the latent trait, "careless" in the mid-severity range and "loses" in the high-severity range. In the HI domains, "interrupts" yields most information in the low-severity range and "motor" in the high-severity range. Third, all 18 items predicted impairment. Fourth, specific ADHD items are associated with ADHD + CD status. The DSM-IV diagnostic items were valid and not redundant; however, some carried more weight than others. All items were associated with impairment.

Estimating Writing Neatness from Online Handwritten Data

Handwriting is the most fundamental expressive activity in learning. To utilize the intuitiveness and the nature of handwriting, digital pen technology has emerged to capture and transfer notes. We developed AirTransNote, a student note-sharing system that facilitates collaborative and interactive learning in conventional classrooms. A teacher can use the AirTransNote system to share student notes with the class on a projected screen immediately to enhance the group learning experience. However, to improve the effectiveness of sharing notes, the teacher must be able to select an effective note for sharing. This can be difficult and time consuming during a lecture. Moreover, students should be encouraged to improve the presentation of their handwritten notes. Well-written notes are more accessible for other students and reduce irrelevant and careless mistakes. To facilitate learning improvements based on note sharing, we require a method to estimate the neatness of a note automatically. If a method is established, the teacher can easily select effective notes. Furthermore, this method can help provide feedback to the student to improve their writing. We examined 14 basic features from handwritten notes by considering correlation coefficients and found that the variance of pen speed, angular point average, and pen speed average were the significant features for evaluating the neatness of handwritten notes.

Atomoxetine-Induced Hypomania-Like Symptoms in a Preadolescent Patient

[Author Affiliation]Esra Guney. Ankara Pediatric & Pediatric Hematology Oncology Training and Research Hospital, Child and Adolescent Psychiatry Department, Ankara, Turkey.Ozden Sukran Uneri. Ankara Pediatric & Pediatric Hematology Oncology Training and Research Hospital, Child and Adolescent Psychiatry Department, Ankara, Turkey.Address correspondence to: Esra Guney, MD, Ankara cocuk sagligi ve hastaliklari egitim arastirma hastanesi, Ziraat Mah, Irfan Bastug Cad. Kurtdereli Sk. No: 10, Diskapi-Ankara, Turkey, E-mail, : dresraguney@gmail.comTo The Editor:Atomoxetine, a selective noradrenaline reuptake inhibitor, is the first nonstimulant drug approved by the Food and Drug Administration for the treatment of attention- deficit/hyperactivity disorder (ADHD) (Kaplan and Newcorn 2011). It has been reported that atomoxetine can be safely used in comorbid anxiety disorder and tic disorders (Christman et al. 2004). In this article, we aimed to report hypomania-like symptoms triggered by atomoxetine in a patient with ADHD and social anxiety disorder.Case ReportA 10-year-old male patient presenting with attention deficit, forgetfulness, difficulty in memorizing, and low school success underwent a Wechsler Intelligence Scale For Children-Revised (WISC-R) test to assess his mental capacity. The test revealed that his verbal subtest score was 64, performance subtest score was 68, and total subtest score was 63. According to observations of the psychologist applying the test, attention deficit and performance anxiety affected the test result unfavorably. In addition, it was determined that the patient could not express himself properly in social settings, avoided activities requiring performance, such as not attending classes out of fear of making mistakes, and was usually quiet and shy; therefore, his daily functions were unfavorably affected by his condition.Assessment with respect to ADHD revealed that his time spent studying was limited. In addition, he made careless mistakes in homework, was easily distracted, forgot daily activities easily, and, hence, was frequently warned by his family and teacher. The assessment indicated no activity or impulsivity that had an impact on functionality. He had been advised to take methylphenidate for similar symptoms at the age of 7, but the treatment had been stopped by the family because of side effects such as marked sedation, appetite loss, and irritability. The teacher notification form that was sent via the family also supported these findings.For diagnosis, semistructured interviews based on the American Psychiatric Association, Diagnostic and Statistical Manual of Mental Disorders, 4th ed. (DSM-IV) diagnostic criteria were conducted with the child and his parents (American Psychiatric Association 1994). Moreover, Conners' Parent and Teacher Rating Scales (Goyette et al. 1978; Conners 1997) were applied. According to the evaluation of the patient, it was determined that he fulfilled the diagnostic criteria for ADHD--attention-deficit subtype and social anxiety disorder--common type. The patient was also evaluated through a semistructured interview based on the DSM-IV diagnostic criteria for any symptoms of other anxiety disorders, mood disorder, and oppositional defiant disorder/conduct disorder, as well as tics and elimination disorders; no signs of these psychiatric disorders were observed. He was begun on atomoxetine 10 mg/day (body weight 36 kg) with gradual dose increases. Special educational support was postponed until a repeat WISC-R test could be administered at 6 months after the treatment.The patient was brought to our polyclinic with nervousness, defiance to parents, and overactivity on 7th day of atomoxetine treatment. A repeat evaluation revealed that his self-esteem increased; he also developed behavioral and emotional changes in the form of occasional anxiety and irritability, and sometimes excessive joy, restlessness, impatience, pugnaciousness, pressured speech, speech interruption behavior, tendency to commit violence against friends, one attempt to kiss one of his friends on her cheeks, and very frequent and irritating kissing behavior toward his mother. …

A new method for reusing building information models of past projects to optimize the default configuration for performance simulations

The purpose of this study is to develop a new system that automatically generates default configurations for simulations during early phases of building design. The system is expected to facilitate front loading, which can contribute to making the building design process more efficient and consistent. The default configuration is generated based on an existing building database created by an architectural firm for each architectural program. The increase in the use of building information modeling (BIM) will allow for the compilation of a sufficient amount of data to utilize this system. The optimal default configuration changes its features automatically to match the objective functions employed by each architectural firm. Moreover, it can be used to create a generic building type, such as green buildings, based on a green building database. In this paper, a basic concept that can be used to produce a default configuration from existing building datasets was proposed. Using a case study, the similarity between the default configuration design and optimal design is illustrated. The study demonstrates the potential ability of this method to prevent designers from making careless mistakes with initial condition inputs and to eliminate the need to rework the simulation process, which facilitates front loading.