Journal articles: 'Computer graphics – Computer programs'

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ETIENNE, F. "The Impact of Modern Graphics Tools on Science, and their Limitations." International Journal of Modern Physics C 02, no. 01 (March 1991): 58–65. http://dx.doi.org/10.1142/s012918319100007x.

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Within the last few years the range of scientific applications for which computer graphics is used has become extremely large. However, not all scientists require the same level of computing power. Until recently the software interface to graphics display systems has been provided by the manufacturers of the hardware. This generated interest in the possibility of using graphics standards. Another important issue is related to the deluge of data generated by super-computers and high-volume data sources which make it impossible for users to have an overall knowledge of either the data structures or the application programs. Partial solutions can be found in emerging products providing an interactive computational environment for scientific visualization. Some of the characteristics required for graphics hardware are presented. From a hardware perspective, graphics computing involves the use of a graphical computer system with sufficient power and functionality that the user can manipulate and interact with displayed objects. To achieve such a level of performance computers are usually designed as networked workstations with access to local graphics capabilities. Finally, it is made clear that the main computer graphics applications are scientific activities. From high energy physics experiments with wireframe event displays up to medical imaging with interactive volume rendering, scientific visualization is not simply displaying data from data intensive sources. Fields of computer graphics like image processing, computer aided design, signal processing and user interfaces provide tools helping researchers to understand and steer scientific computation.

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Lencova, B., and G. Wisselink. "The Added Value of Graphical Input and Display for Electron Lens Design." Proceedings, annual meeting, Electron Microscopy Society of America 48, no. 1 (August 12, 1990): 190–91. http://dx.doi.org/10.1017/s0424820100179701.

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Recent progress in computer technology enables the calculation of lens fields and focal properties on commonly available computers such as IBM ATs. If we add to this the use of graphics, we greatly increase the applicability of design programs for electron lenses. Most programs for field computation are based on the finite element method (FEM). They are written in Fortran 77, so that they are easily transferred from PCs to larger machines.The design process has recently been made significantly more user friendly by adding input programs written in Turbo Pascal, which allows a flexible implementation of computer graphics. The input programs have not only menu driven input and modification of numerical data, but also graphics editing of the data. The input programs create files which are subsequently read by the Fortran programs. From the main menu of our magnetic lens design program, further options are chosen by using function keys or numbers. Some options (lens initialization and setting, fine mesh, current densities, etc.) open other menus where computation parameters can be set or numerical data can be entered with the help of a simple line editor. The "draw lens" option enables graphical editing of the mesh - see fig. I. The geometry of the electron lens is specified in terms of coordinates and indices of a coarse quadrilateral mesh. In this mesh, the fine mesh with smoothly changing step size is calculated by an automeshing procedure. The options shown in fig. 1 allow modification of the number of coarse mesh lines, change of coordinates of mesh points or lines, and specification of lens parts. Interactive and graphical modification of the fine mesh can be called from the fine mesh menu. Finally, the lens computation can be called. Our FEM program allows up to 8000 mesh points on an AT computer. Another menu allows the display of computed results stored in output files and graphical display of axial flux density, flux density in magnetic parts, and the flux lines in magnetic lenses - see fig. 2. A series of several lens excitations with user specified or default magnetization curves can be calculated and displayed in one session.

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Dufourd, Jean-François. "Construction of Interactive Programs in Computer Graphics." Computer Graphics Forum 7, no. 3 (September 1988): 161–76. http://dx.doi.org/10.1111/j.1467-8659.1988.tb00607.x.

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Mkhitaryan, Naira. "Development of individual interests and creative capabilities through graphics programs." JOURNAL FOR ARMENIAN STUDIES 5, no. 59 (December 16, 2022): 226–35. http://dx.doi.org/10.24234/journalforarmenianstudies.v5i59.27.

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Conclusion based on the results of the study of the topic: Knowledge of computer technologies and their application is a prerequisite for specialists in all areas of artistic creativity. Computer graphics occupies a key place in many types of visual activity. Mastering computer technologies allows a person to form new development prospects, making him a specialist ready for the requirements and challenges of the time. In modern conditions, the development of creative abilities in all areas of art is associated with the process of computer graphics. It is a means of developing creativity. Thanks to computer graphics, work is simplified, interdisciplinary connections are created, which makes the worldview of the individual, the development and reproduction of conscious abilities faster, more efficient and larger. Intellectual perception of modern society requires great attention to computer technology. Their development introduces changes not only in the content of education, but also in the way of thinking of a person. It serves as an effective means of forming the intellectual abilities of the individual and developing aesthetic education. Therefore, computer graphics programs appear as a new kind of art, on the one hand, and on the other hand, as a working tool for a graphic designer. As a means of an effective graphic creative approach, computer technologies, in addition to the importance of aesthetic development and worldview, give a person practical skills in working with graphic tools. The freedom to choose visualization tools of a different nature makes it possible to integrate a number of areas into the process, maximizing and developing the abilities of the creator. In order to implement all this, to make it accessible to students, it is very necessary to provide classrooms with computer equipment. Their application will make working with students interesting and new. Conducting different types of lessons with the addition of new technological capabilities will create an interdisciplinary connection through the task.

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Rustamov, Umrzok Qabiljonovich. "IMPROVING THE METHODS OF USING GRAPHIC PROGRAMS WHEN TEACHING DRAWING IN ENGINEERING GRAPHICS." American Journal of Engineering and Technology 5, no. 9 (September 1, 2023): 10–12. http://dx.doi.org/10.37547/tajet/volume05issue09-03.

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This article describes the possibilities of teaching drawing in the subjects of engineering graphics using engineering computer graphics programs, making geometric figures using the AutoCAD program, volumetric modeling of objects, cutting, applying color schemes and showing dimensions.

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Kharitonov, A., and O. Nikitina. "Use of graphic computer programs in the study of engineering graphics." Journal of Physics: Conference Series 1348 (December 2019): 012024. http://dx.doi.org/10.1088/1742-6596/1348/1/012024.

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Morozenko, Olena Petrivna, and Nataliia Yuriivna Hrybanova. "Innovative approaches to improving the quality of teaching discipline "Computer methods of descriptive geometry and engineering graphics"." System technologies 4, no. 123 (October 12, 2019): 28–33. http://dx.doi.org/10.34185/1562-9945-4-123-2019-03.

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We consider the educational technology of graphic disciplines using innovative teaching methods that contribute to the informatization of education; conceptual basis for improving the quality of graphic training of young professionals with technical education; innovative methods of lecturing, conducting practical classes in graphic disciplines; applied computer programs and their practical application in the study of graphic disciplines We consider the educational technology of graphic disciplines using innovative teaching methods that contribute to the informatization of education; conceptual basis for improving the quality of graphic training of young professionals with technical education; innovative methods of lecturing, conducting practical classes in graphic disciplines; applied computer programs and their practical application in the study of graphic disciplinesVarious approaches to teaching computer graphics in the course of descriptive geometry and engineering graphics are shown, and the chosen teaching method for the “Computer Sciencies and Information Technology” training area is substantiated. It is most efficient to organize the learning process in parallel, optimally connecting the manual and computer execution of the drawings.The teaching of graphic disciplines using modern information technology significantly increases the quality of engineering education.

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Steele, James K., and Ronald R. Biederman. "Powder Diffraction Pattern Simulation and Analysis." Advances in X-ray Analysis 37 (1993): 101–7. http://dx.doi.org/10.1154/s0376030800015561.

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The graphics capability and speed available in modern personal computers has encouraged an increase in the use of a direct pattern comparison approach to the analysis of x-ray and electron diffraction patterns. Several researchers over the past 30 years have presented programs and algorithms which calculate and display powder patterns for xray diffraction. These programs originally required a main frame computer which was expensive and generally not available to all researchers. With the recent advances in the speed of personal computers, language compilers, and high resoultion graphics, expecially within the past 5 years, real time calculations and display of calculated patterns is becoming widely available. The power of this approach will be demonstrated through the use of an IBM compatable personal computer code developed by the authors.

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Shokirovna, Nazarova Shakhnoza. "EXAMPLES OF INNOVATIVE METHODS OF TEACHING COMPUTER GRAPHICS SUBJECTS (RESULTS AND DISCUSSION)." International Journal of Advance Scientific Research 03, no. 06 (June 1, 2023): 320–25. http://dx.doi.org/10.37547/ijasr-03-06-52.

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This article presents examples, results, and discussion of innovative methods for teaching computer graphics topics. The article examines teaching methods in the field of computer graphics and offers reflections on their innovative approaches. The article begins with the importance of virtual developments in the teaching of computer graphics subjects. Virtual technologies, such as Virtual Reality (VR) and Augmented Reality (AR), allow providing interactive and immersive ways to study computer graphics. Examples show results and discussions of VR in teaching for different fields. In the next part, the article reviews the available techniques of interactive teaching. For example, in interactive graphic design classes, students participate in the creation process of computer graphics programs and work with them to solve basic problems in programming and creation. This method helps you get results according to the schedule and guided counseling during the student creation process. In the next part of the article, innovative aspects of collaborative learning are presented. Examples show how to develop computer graphics projects collaboratively and ensure better learning outcomes through pooled resources. In doing so, students can use them to manage their work, enjoy it, and evaluate their work. In the last part of the article, attention is paid to the presentation of innovative methods of distance education in the field of computer graphics. Distance learning enables students to learn through video conferencing, webinars, and online platforms. This method is a modern way of learning computer graphics and allows students to learn with a constant volunteer.

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MKHITARYAN, Naira, and Ruzanna GARGALOYAN. "THE USE OF FOREIGN LANGUAGES AND COMPUTER GRAPHICS IN THE ARTISTIC PROJECT." Foreign Languages in Higher Education 20, no. 1-2 (20) (March 4, 2022): 224–29. http://dx.doi.org/10.46991/flhe/2016.20.1-2.224.

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The paper touches upon the role of computer technologies in developing individual’s creative abilities. Computer graphics is a new branch of art and a working tool in the hands of a painter-decorator. Taking into consideration the fact that the language of computer graphic programs is not Armenian, the importance of learning foreign languages is quite obvious.

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Овтов, Владимир, Vladimir Ovtov, Алексей Поликанов, and Aleksey Polikanov. "IMPLEMENTATION «OF A TWO-LEVEL PROGRAM ENGINEER-ING-GRAPHIC EDUCATION» IN AGRICULTURAL UNIVERSITY." Standards and Monitoring in Education 6, no. 1 (February 21, 2018): 16–19. http://dx.doi.org/10.12737/article_5a5f18c8e9d583.48268914.

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The article is devoted to the use of modern computer technologies in the teaching of engineering and graphic disciplines in the engineering specialties of an agricultural university, to the formation of professional engineering and graphic competencies for students in the process of computer graphics training, computer modeling at the bachelor’s level and the basics of computer-aided design at the master’s level, to the development and implementation of work programs as part of the main educational programs providing two-level training using the national program computer-aided design KOMPAS-3D. There is an integrative of information-developing, personality-oriented teaching methods implemented in work programs ensuring the formation of competencies determined by the federal state standards of higher education and developed independently by the university.

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Higgins, Norman. "Evaluating computer graphing programs." TechTrends 34, no. 3 (May 1989): 13–16. http://dx.doi.org/10.1007/bf02816647.

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Алексюк, А., and A. Aleksyuk. "Laboratory Practicum on Computer Graphics." Geometry & Graphics 5, no. 3 (September 28, 2017): 78–85. http://dx.doi.org/10.12737/article_59bfa72b151052.53229281.

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To master such important section of computer graphics as “Geometric Transformations of Coordinates” have been proposed laboratory works on discipline “Engineering and Computer Graphics” for MSUN students of specialties 27.03.04 “Management in Engineering Systems” and 09.03.01 “Informatics and Computer Engineering”. In contrast to existing laboratory works on computer graphics, demanding the knowledge of algorithmic languages and programming essentials, the presented tasks are performed in a MathCAD package, which allows represent results in the form of geometrical drawings without writing complicated computer programs. In this paper are considered elementary geometrical transformations and their compositions. Matrixes of object coordinates transformations at transfer, rotation and scaling on the plane and in space have been described. Constructions of orthogonal, axonometric and central projections on screen plane have been considered. Distinctions in algorithms for objects’ geometrical transformations above reference zero and arbitrary point have been noted. It has been showed that the end result of complex transformations depends on sequence of elementary transformations. A large number of examples covering the laboratory practicum’s content have been provided. Results have been presented in the form of numbers and drawings using MathCAD. In the first laboratory work have been considered the objects geometrical transformations (transfer, rotation and scaling) on the plane and in space; in the second one – construction of central, orthogonal and axonometric projections for three-dimensional objects on a computer screen (plane). Have been developed methodological instructive regulations for performance of laboratory and independent works which are used for students training on the MSUN’s descriptive geometry and graphics chair.

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Karczmarczuk, Jerzy. "Functional differentiation of computer programs." ACM SIGPLAN Notices 34, no. 1 (January 1999): 195–203. http://dx.doi.org/10.1145/291251.289442.

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Yulchiyev, I. I., Sh Sh Abdullayev, B. J. Ahmadaliyev, and D. Sh Khidirov. "VISUAL ORGANIZATION OF GEOMETRY LESSONS WITH COMPUTER SOFTWARE." International Journal of Pedagogics 02, no. 05 (May 1, 2022): 13–17. http://dx.doi.org/10.37547/ijp/volume02issue05-04.

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Improving the effectiveness of lessons, which are the main organizational part of the educational process, the organization of lessons in the form of demonstrations is one of the most pressing issues of education today. We now live in the 21st century - the age of information technology. Today, the use of information technology in the introduction of pedagogical technologies in the educational process serves to dramatically increase the effectiveness of education. There are several ways in which teaching and learning can be organized. Classes can be organized in the process of organizing with the use of new advanced pedagogical technologies and modern information technologies. In today's world, there is a growing interest in the use of computer graphics in the educational process. The organization of lessons using computer graphics and computer programs in the process of lesson organization creates several conveniences for both the teacher and the student. Geometry lessons by a teacher are given in the articleGeoGebra 3D, MS PowerPoint, When created using computer programs such as Macromedia Flash MX, 3D Maxstudio, Matlab, it is easier for students to understand and master the topic, and in this regard, the teacher can achieve very good results in the meaningful organization of the lesson.

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Cheng, Wei-Chen (Phoebe), Cheryl B. Thompson, Jackie A. Smith, Leigh Pugh, and Claire Stanley. "A Web-Based Breastfeeding Education Program." Journal of Perinatal Education 12, no. 1 (March 2003): 29–41. http://dx.doi.org/10.1891/1058-1243.12.1.29.

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Two Web-based breastfeeding programs were developed to provide new parents with necessary information on proper breastfeeding techniques. One version was plain text and the other version combined text with graphics. The computer was viewed as a valuable learning tool. The breastfeeding program that contained graphics was preferred over the text-only program. Educators are encouraged to use Web-based graphic programs to provide breastfeeding education to new parents.

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Althöfer, Ingo. "Computer Chess and Chess Computers in East Germany." ICGA Journal 42, no. 2-3 (November 10, 2020): 152–64. http://dx.doi.org/10.3233/icg-200163.

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After World War II, Germany was split into four occupation zones, from which two states arose in 1949: West Germany (officially called FRG) and East Germany (officially GDR). East Germany was under Soviet control until 1989. In both states, computer chess and chess computers followed interesting, but rather different paths. We give an overview of East German developments: on commercial chess computers, problem chess programs, the book of 1987, the Serfling tournaments, and correspondence chess pioneer Heinrich Burger. There exist important interrelations between topics. The starting point is a short description of the Cold War situation with its harsh economic consequences for the socialist states, including East Germany.

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Rustamovich, Hakberdiev Bakhtiyor, and Rustamov Umrzak Qabiljanovich. "THE EDUCATIONAL DIRECTION "FINE ARTS AND ENGINEERING GRAPHICS" IN THE FORMATION OF THE SCIENTIFIC WORLDVIEW OF STUDENTS THE ROLE OF COMPUTER GRAPHICS ENGINEERING SCIENCE." American Journal of Social Science and Education Innovations 6, no. 3 (March 1, 2024): 97–100. http://dx.doi.org/10.37547/tajssei/volume06issue03-16.

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The sources covered in the article are quite full of information about the existence of a large number of computer graphics programs today, their capabilities, their application during the lesson and the formation of students' scientific worldview through them, the possibilities of modern computer tools and technologies, the successful formation of professional competencies, graphic training, independent and free student development and development his creative abilities.

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Kuznetsova, Evgeniia Iu, and Natalia V. Vinogradova. "FEATURES OF DESIGNING THE CONTENT COMPONENT OF THE DISCIPLINE «COMPUTER GRAPHICS» WHEN EDUCATING FUTURE TEACHERS OF FINE ARTS." Volga Region Pedagogical Search 35, no. 1 (2021): 28–36. http://dx.doi.org/10.33065/2307-1052-2021-1-35-28-36.

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The article presents arguments in favour of implementing the discipline «Computer Graphics» when educating the future teachers of Fine Arts. The study analysed the principles of designing the content of the discipline through various creative programs of higher education; the content of educational programs in the leading educational institutions of the country. The article describes the rationale and features of implementing the discipline “Computer Graphics” in the Volga State Orthodox Institute. The authors developed and presented the content of this discipline, based on the principles of combining technical skills in the field of computer graphics, knowledge and skills in the field of fine arts, the basics of design and the prospective use of computer graphics in the framework of pedagogical and artistic activities. The article describes the results of the discipline implementation: the introduction of an innovative component in classical art education, increasing the level of computer literacy, mastering the basic skills of working in related professions by students, and the possibility of subsequent independent implementation of educational programs in the field of computer technology.

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Dunwoody, J. Craig, and Mark A. Linton. "Tracing interactive 3D graphics programs." ACM SIGGRAPH Computer Graphics 24, no. 2 (March 1990): 155–63. http://dx.doi.org/10.1145/91394.91439.

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Kilderov, D., and V. Boiko. "ELEMENTARY SCHOOL STUDENTS’ GRAPHIC COMPETENCE FORMATION USING COMPUTER-ORIENTED TEACHING TOOLS." Ukrainian professional education, no. 13 (October 27, 2023): 68–78. http://dx.doi.org/10.33989/2519-8254.2023.13.289941.

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The article deals with the topical issue of elementary school students’ graphic competence formation using computer-oriented teaching tools. In today’s digital world, where information is presented in various graphic formats, graphic competence is an essential skill for elementary school students. Graphic competence involves the ability to understand, create, and analyze graphics using computer technology. The main aspects of elementary school students’ graphic competence formation through the usage of computer-oriented teaching tools have been determined. Modern approaches to teaching graphic skills and their influence on the educational process are considered. The practical aspects of the implementation of computer-oriented teaching tools for improving students’ graphic competence are highlighted. It is noted that graphic training during primary school education is crucial for students’ future education, as it lays the foundations for the basics of graphic literacy. However, one of the main shortcomings in the educational process related to the study of graphic disciplines is the lack of unity in teaching methods between secondary and higher schools. It is considered that computer-based teaching tools represent a wide range of technological tools and programs designed to facilitate and facilitate learning through the usage of computers. These tools can be successfully implemented in the educational process at all levels, from primary school to higher education. They cover a wide range of technologies and methodologies, including learning software, interactive exercises, video tutorials, virtual reality, and more. It is determined that augmented reality technology opens up new opportunities for improving elementary school students’ graphic competence. It facilitates the visualization of educational material, ensures the active participation of students in learning, and promotes the graphic content creation. The usage of AR can be a significant step in improving the quality of education and developing the graphic skills of a new generation.

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Ursyn, Anna. "Planks, Programs and Art: Computer Graphics as a Sculptural Tool." Leonardo 26, no. 1 (1993): 29. http://dx.doi.org/10.2307/1575776.

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Bac, Andrew Bongsung. "Computer Graphics Education for Small Art Programs: Challenges and Opportunities." International Journal of Technology, Knowledge, and Society 1, no. 1 (2006): 10–15. http://dx.doi.org/10.18848/1832-3669/cgp/v01i01/55466.

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Samuratova, T. K. "Modern methods of teaching computer programs in education system research." BULLETIN of the L.N. Gumilyov Eurasian National University. PEDAGOGY. PSYCHOLOGY. SOCIOLOGY Series 142, no. 1 (2023): 234–42. http://dx.doi.org/10.32523/2616-6895-2023-142-1-234-242.

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The article is an overview, analysis, and generalization of information about methods of teaching computer graphics. The article is devoted to the use of modern teaching methods in education. Teaching computer graphics is one of the most important areas of using a personal computer, which is considered today the most important component of training. The article also considers the data ofthe study on the use of the electronic method of training. Itcan be noted that it is necessary to introduce modern teaching methods that contribute to the development of a versatile personality.Attention should be paid to the widespread use of various information sources, and interactive technologies. In addition, the introduction of modern electronic methods in the training process will intensifythe training process, save time, and create the possibility of performing virtual demonstration shows using available equipment.The methods of teaching computer graphics presented in the article are based on the interconnection of several components that are closely intertwined in the educational process. Methods are associated with the choice of appropriate methods, forms, and the development of didactic teaching tools. Also, methods are aimed at the formation of creative abilities, considering the individual preferences of the student, as well as the modern requirements of society.

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Воронина, Марианна, Marianna Voronina, О. Мороз, and O. Moroz. "“Flipping” Course of Engineering Geometry and Computer Graphics." Geometry & Graphics 5, no. 4 (December 13, 2017): 52–67. http://dx.doi.org/10.12737/article_5a1800312afad8.68723389.

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This study’s urgency is determined by absence of serious researches in the usage area of «flipped» learning model (FLM) applied to engineering geometry and computer graphics (EGCG); by absence of scientifically-based, tested and implemented programs and learning materials for EGCG FLM; as well as by the need for development of new modern tools to support classroom work and forms of students’ individual work. The purpose of this study is to examine the current state of knowledge and practice of existing EGCG courses, using the FLM concept as the main pedagogical strategy. Research methods are pedagogical experiment, expert assessment, cluster analysis. Problem state: since 2012 the FLM approach has gained popularity not only in schools but also in engineering universities. FLM presents opportunities for solutions of complex pedagogic problems in engineering education, but creates some difficulties in model implementation preparing. Most of based on the FLM researches in the area of engineering education have been conducted on the basis of short-term studies, and on feedback from professors and students and their reviews. Theoretical and practical contribution of materials: this paper represents a synthesis of qualitative and quantitative researches on engineering courses using the FLM. The study has demonstrated that the issues of EGCG FLM have not been investigated in the scientific and methodological literature. Has been identified students relation to the FLM, as well as to the role of learning materials and professor’s personality in the FLM. Advantages and disadvantages of the FLM have been revealed, and recommendations on students training have been presented. Study significance: the study has proved the absence of scientifically-based, tested and implemented programs and learning materials for students learning on EGCG using FLM. To create reasonable theoretical bases for pedagogy in the area of EGCG FLM, as well as corresponding evaluation methods it is necessary to conduct further scientific researches examining various aspects related to practical implementation of long-term programs and learning materials. This paper’s materials can be useful for lecturers of technical universities.

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Osadcha, Kateryna, and Victoriia Baluta. "The influence of modern trends in digital art on the content of training in computer graphics and digital design." Ukrainian Journal of Educational Studies and Information Technology 9, no. 1 (March 31, 2021): 1–12. http://dx.doi.org/10.32919/uesit.2021.01.01.

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The development of digital technologies leads to a variety of pictorial arts. With the advent of computer technology and communication technologies, areas such as computer graphics, computer and digital design, and phenomena such as digital art have emerged. The article analyzes these concepts, which provided an opportunity for further study. Based on the analysis of Internet resources on digital art, the following main trends are identified: virtual art, 3D printing, open source software, art of artificial intelligence, a combination of 2D animation and modern technologies, 3D painting, UX / UI design, game design, concept art and character design. Examples of reflection these tendencies in modern art are given. Given the selected trends, it is shown how they affect the content of training in computer graphics and digital design for students of the educational program "Digital Design" (list of compulsory and optional educational components, the content of educational practice). It is noted that to successfully work with computer graphics, students need to master traditional knowledge of pictorial arts (the concept of composition, color, perspective, proportions, shadows) and the ability to use them to create digital products using computer programs (2D graphic editors and 3D graphics) and digital technology (graphics tablet, personal and personal computer, projection equipment, camera, devices for VR and AR reality, scanner and printer, including 3D scanner and 3D printer).

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Kokol, Peter. "The self-similarity and computer programs." ACM SIGPLAN Notices 29, no. 1 (January 1994): 9–12. http://dx.doi.org/10.1145/181577.181579.

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Parsons, Michael G., and Klaus-Peter Beier. "Microcomputer Software for Computer-Aided Ship Design." Marine Technology and SNAME News 24, no. 03 (July 1, 1987): 246–64. http://dx.doi.org/10.5957/mt1.1987.24.3.246.

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The rapid evolution of the microcomputer has changed the software needs of today's naval architects. The Department of Naval Architecture and Marine Engineering at The University of Michigan has been a leader in the application of computers in ship design education. The computer environment readily available to the department's students has changed dramatically in the past few years with the evolution of the Computer-Aided Marine Design Laboratory within the department and the creation of the Computer Aided Engineering Network (CAEN) within the College of Engineering. The microcomputer facilities available to the students are briefly described. To fully integrate this capability into the department's curriculum, a coordinated suite of computer-aided ship design software has been developed for use on the Macintosh and IBM-PC/XT/AT microcomputers provided for the students. To support the use of this and other software on a wide range of computers, a portable, device-independent computer graphics subprogram package M-PLOT has been developed. The educational philosophy behind this design software and its scope, capabilities, and use in ship design education are described. Examples of the use of selected programs are presented to illustrate these capabilities. Plans for further work are outlined. The effort is well toward the goal of a complete, microcomputer-based ship design software environment.

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Zakharov, A. A., and Yu V. Zakharova. "The use of modern computer technologies in the study of the Geometric Modeling course." Journal of Physics: Conference Series 2308, no. 1 (July 1, 2022): 012007. http://dx.doi.org/10.1088/1742-6596/2308/1/012007.

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Abstract The paper describes the educational discipline “Geometric modeling”, which is suitable for students of applied mathematics. The course covers spline representations and transfinite interpolation methods for modeling the shape of geometric objects, the methods for performing Boolean operations between objects and methods for visualizing the objects. Screenshots of some graphic windows of the developed visualization programs for supporting the implementation of individual assignments in the course are shown. The programs have web interfaces that use the WebGL graphics API in a browser, independent of an operating system, and are also available for smartphones and tablets. They provide graphical output for curves and surfaces in three-dimensional space, user interfaces for entering the initial data and interaction with geometric objects. Students only need to write their own calculation code for the programs in the JavaScript programming language. The interactive tools enable students to get practical skills in working with splines and visually analyze the impact of the input data on the final geometry. The individual assignments and programs are specially focused to stimulate students’ interests. The paper is addressed to teachers of the geometric modeling for mathematicians and computer scientists. It seems to be interesting to those who develop software interfaces for geometric modeling algorithms.

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Trubchaninova, T. L. "TO THE QUESTION ABOUT INTRODUCTION O F INFORMATION TECHNOLOGIES IN AN EDUCATIONAL PROCESS ON ARTISTICALLY-GRAPHIC FACULTIES." Educational Dimension 10 (May 27, 2022): 270–78. http://dx.doi.org/10.31812/educdim.5813.

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The problem of introduction of new information technologies in the process of the special preparation of artiststeachers is examined in the article. On the basis of analysis of possibilities of the known graphic programs the ways of improvement of teaching of computer graphics are traced.

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Васильковський, Д. В., and Н. А. Цимбал. "АВТОМАТИЗАЦІЯ ПРОЦЕСУ СТВОРЕННЯ ЕСКІЗІВ НОВИХ МОДЕЛЕЙ ОДЯГУ В УМОВАХ МАЛИХ ПІДПРИЄМСТВ." Bulletin of the Kyiv National University of Technologies and Design. Technical Science Series 118, no. 1 (May 8, 2018): 16–23. http://dx.doi.org/10.30857/1813-6796.2018.1.2.

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Improvement process of designing new models of women's clothing by automating sketch design in conditions of small sewing enterprises. Analysis of computer graphics programs possibilities; determination of meaningful indicators for determining the suitability of existing software by expert estimation method; approbation of the study results in the conditions of designer workplace. There have been created templates of graphic images of different types of female figures, libraries of modern materials textures, which are most often used for women's clothing manufacture. There has been developed the method of new model sketches creation of women's clothes with the use of figure templates and libraries of materials. An approach is proposed that generalizes and simplifies the process of adaptation of universal computer programs of vector graphics with the needs of automated design of new clothing models There has been developed a methodical support for the use of the universal graphic editor Xara Designer Pro on the AWS of a designer of a small sewing enterprise.

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Mamurova, Dilfuza, and Nozima Khusnidinova. "Didactic possibilities of using computer graphics programs in the educational process." BIO Web of Conferences 84 (2024): 02020. http://dx.doi.org/10.1051/bioconf/20248402020.

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This study investigated computer graphics programs and their several types and their capabilities in teaching drawing geometry classes in all technical and technological education areas of the Institute of Engineering Technology. - site created and supported with lesson notes and related learning resources on drawing techniques and theory. An exercise in drawing each line using the software and drawing the models was accompanied by video and audio recordings from local and international sources. Students had the opportunity to access the lessons in an interactive format. Throughout the program, hyperlinks to a variety of resource materials were provided to encourage non-linear access to knowledge, enhance repetition, and encourage exploration of the full potential of the and program. The learning model adopted simple and embedded technology, with ease of access being the focus. The study was successful in creating a suitable learning environment for skill development using technology. Overall, it can be concluded from the research that Solid Works is an effective tool for covering the topics of drawing geometry within several programs and for perfecting each detail using selected learning models and student needs.

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Khoroshko, Leonid Leonidovich, Peter A. Ukhov, and Pavel P. Keyno. "Development of Massive Open Online Courses Based on 3D Computer Graphics and Multimedia." International Journal of Engineering Pedagogy (iJEP) 9, no. 4 (August 29, 2019): 4. http://dx.doi.org/10.3991/ijep.v9i4.10193.

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This work is devoted to the creation of a laboratory workshop (virtual) for open online courses based on programs of three-dimensional computer graphics and multimedia. The issues of using SolidWorks, Autodesk® 3DS MAX software in distance learning are discussed. The software was used to prepare training materials for the courses course "Machines and mechanisms theory", "Computer Graphics" and "Engineering and Computer Graphics". Using the software product SolidWorks, Autodesk® 3DS MAX has significantly increased the visibility of the course and develop tools for organizing the independent work of students in an interactive mode.

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Parker, Richard E., and Robert C. Davis. "Digital Audio, Networks, and Foreign Language Instruction." CALICO Journal 7, no. 2 (January 14, 2013): 71–82. http://dx.doi.org/10.1558/cj.v7i2.71-82.

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This paper describes a system for the use of digital audio in foreign language instruction. The system consists of networked personal computers with digital audio adapters. The use of a digital audio adapter allows for the flexible manipulation of audio materials: natural sounding audio may be played, recorded, replayed, paused, and ordered under computer control with no distracting delays or distortion. In addition, audio can be coordinated with the display of text or graphics on the computer screen. Finally, the network allows for the central storage of the digital audio materials and computer programs. Only a single copy of any audio material needs to be produced and stored on a network file server. This material is then available for selection at any time for independent use by any number of students.

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Cartey, Luke, Rune Lyngsø, and Oege de Moor. "Synthesising graphics card programs from DSLs." ACM SIGPLAN Notices 47, no. 6 (August 6, 2012): 121–32. http://dx.doi.org/10.1145/2345156.2254080.

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MCWhinnie, Harold J. "The Computer and the Right Side of the Brain." Journal of Educational Technology Systems 16, no. 4 (June 1988): 343–48. http://dx.doi.org/10.2190/bh9p-ttk4-c5ck-unu1.

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This article presents a more theoretical discussion of the use of the microcomputer, selective computer graphics programs, as basic experiences which relate as much to right as to the left side of the brain. It reviews some selected research literature in art education which shows the importance of the right brain in various areas of creative behavior and drawing skills, and argues that while the computer has been shown as the sine qua non of left brain activity, conceptual and analytical thought processes, one can also approach it from a right brain perspective. This article details a personal experience of the use of computer with the right brain approach in computer graphics and computer assisted design.

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Thorning, L. "Introduction of new computing facilities at the Geological Survey of Greenland." Rapport Grønlands Geologiske Undersøgelse 140 (December 31, 1988): 7–9. http://dx.doi.org/10.34194/rapggu.v140.8023.

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From a cautious start in the use of computers in the early 1970s, the Geological Survey of Greenland has developed complex and varied uses of modern computer facilities for both scientific and administrative tasks. GGU's first computer installation, a noisy TTY connected to the Computing Centre of Copenhagen University by a 110 baud telephone modem, was a selfservice facility which was not easy to use. Over the years, first with use of a PDP-10 with just one Tektronix 4014 graphic terminal and later a succession of increasingly powerful PDP-11s with many terminals, GGU's in-house facilities just kept ahead of the ever increasing demand for computer services. At the same time a number of programs for special tasks were developed on external facilities, because they required larger computers or special facilities. In the 1980s the demands on the computer facilitiesrequiring many different types of programs, including word processing, had grown so large that GGU's in-house system could no longer handle them satisfactorily. A major reorganisation was required, and consequently activities were divided between personal computers (PCs; mainly administrative) and a new central computer (mainly scientific). This development took place in late 1986 with the purchase of 17 new personal computers and a new central computer with accessory peripheral equipment. This has allowed an increasing integration of computer methods into GGU's activities. A brief summary is given below.

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Короткий, Viktor Korotkiy, Хмарова, and Lyudmila Khmarova. "Lomonosov and Computer Technology in Teaching Descriptive Geometry." Geometry & Graphics 3, no. 3 (November 30, 2015): 58–63. http://dx.doi.org/10.12737/14420.

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The famous phrase of M.V. Lomonosov: "Mathematics should be studied for it puts mind in order". It is quite possible to rephrase it for descriptive geometry, because geometry is math too. The invention of microprocessor technology, the advent of the personal computer, the discovery of the GMR effect (1988), which dramatically increased the speed and memory capacity of the PC, are called the fourth information revolution in the history of mankind. The whole world took note of this and began to apply, only in Russia some extreme reformers of geometry assumed that if computer graphics arose, it might well replace geometry. Computer graphics, of course, can be applied to solve various geometric problems. But what is important for a University that aims to teach? The process of learning or the mere result on display obtained just by pressing the buttons? More important is how this result is obtained and with what algorithm. Therefore, the feasibility of the use of graphic programs in solving typical tasks of descriptive geometry is very much an open question. A student solving the task via computer is concerned not with the search of geometric algorithm, but with the search of a suitable option that could give an answer. But not all geometrical problems are amenable to the available buttons. Submerged into virtual world, a student begins to think in terms of this world and cease to be aware and to pay attention to fundamental, basic geometric regularities taught in descriptive geometry course. Comparing geometric and computational algorithms is incorrect because there is no knowledge of the “hidden files” of graphic editor. We can assume that the iterative scheme is implemented. Frontal iterative computer graphics schemes are good for getting answers, but unsuitable for the study of constructive geometry methods.

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HAVRYSHCHAK, HALYNA, and ANDRII URUSKYI. "FORMATION OF GRAPHIC COMPETENCE OF THE HIGHER EDUCATION SEEKERS BY MEANS OF COMPUTER-ORIENTED TECHNOLOGIES." Scientific Issues of Ternopil Volodymyr Hnatiuk National Pedagogical University. Series: pedagogy 1, no. 1 (July 7, 2021): 6–14. http://dx.doi.org/10.25128/2415-3605.21.1.1.

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The role of graphic competence in the training process of future teachers of labor education and technology has been substantiated in this article. Examples of students' use of the acquired knowledge in Descriptive Geometry and Engineering Graphics in further educational and practical activities have been established. There are reading drawings of products (parts) for their manufacture; design and execution of graphic images of products (parts); development of a logical sequence of the technological process for the manufacture of the product; designing a garment pattern, etc. The growing role of machines with digital program control (DPC) is taken into account and the role of graphic representation of the part (product) in digital format for their manufacture on such machines is also investigated. It is proposed to provide the emphasized training of students to perform drawings of parts (products) by means of graphic editors with the prospect of their manufacture on machines with DPC. The purpose of the article is to reveal the features of preparation of future teachers of labor education and technology to perform drawings of product details in graphic editors with the subsequent manufacture of these objects on machines with digital program control. The peculiarities of training students in Computer Graphics at Volodymyr Hnatiuk Ternopil National Pedagogical University during studying of disciplines «Descriptive Geometry, Drawings and Computer Graphics», «Computer Graphics and Multimedia» have been analyzed. It is determined that students are not able to fully master Computer Graphics due to the lack of hours and the large number of commands and functions that are provided by such computer programs. It is proposed to enhance the preparation of students for mastering computer graphics through the independent implementation of students' drawings of product details using a graphic program in extracurricular time in the form of an individual educational research tasks (IERT). The expediency of making drawings of product parts by means of a graphic program with their subsequent manufacture by a machine with digital program control (DPC) has been substantiated. Plywood is proposed as a construction material for the design of the products by means of graphic editors with the subsequent manufacturing by machines with DPC. The structure of IERT is proposed: to make drawings of details of a product according to the instruction; provide a “photo report” of the sequence of drawings according to the instructions with a short description; to change the design of the product based on the knowledge and skills formed by making drawings according to the instructions. An example of IERT instructions for students is given. It involves the use of KOMPAS-3D. The phone stand is considered as a sample of performance by students for IERT.

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CHERVONOOKAYA, S. M., and O. V. TOKAREVA. "Inter-university Olympiad on engineering graphics as a tool for integrating creative activity into the formation of professional competencies." CULTURE AND SAFETY 4 (2023): 51–60. http://dx.doi.org/10.25257/kb.2023.4.51-60.

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The article discusses the experience of organizing an inter-university Olympiad using AutoCAD and KOMPAS-3D graphic editors. The level of mastery and features of using of computer programs in the educational process when studying engineering graphics has been assessed. The main trends in the development of cognitive activity in the distance learning format have been identified.

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Mokina, A., and L. Khoronko. "Design and computer graphics in the agro-industrial complex." IOP Conference Series: Earth and Environmental Science 937, no. 3 (December 1, 2021): 032078. http://dx.doi.org/10.1088/1755-1315/937/3/032078.

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Abstract Agriculture and the industry associated with it has traditionally been focused on man and his direct labour with minimal use of machinery and mechanical equipment. But gradually advanced technologies are being introduced into this area. Today, almost any labour and creative processes of human activity are closely connected with maximum informatization and visualization of information through digital technologies, including in the agro-industrial complex. The article examines the design role, computer graphics and colour in the process of creating objects and equipment for the agro-industrial complex. The task is to trace how the digital technologies’ use affects the design and imaginative solution of the object world, which colour is more often used for the agricultural machinery design, what is the reason for the particular colour choice. The issue of creating virtual interfaces for the promotion of companies engaged in the production and sale of machinery and components of the agricultural sector, on the Rostselmash example, was also touched upon. The modern computers and programs’ use in industrial design makes it possible to accelerate the process of the preparatory stage of sketching, the search for a figurative and colour solution of the future object of the spatial environment, and most importantly - to achieve a successful aesthetics and functionality collaboration.

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D'Ambrosio, Matteo. "The Early Computer Poetry and Concrete Poetry." Matlit Revista do Programa de Doutoramento em Materialidades da Literatura 6, no. 1 (August 10, 2018): 51–72. http://dx.doi.org/10.14195/2182-8830_6-1_4.

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This paper underlines the importance attributed to computer programs and computer graphics in the early experiments of Electronic Literature. Based on the texts reviewed, the influence of the aesthetic theory of Max Bense and of Concrete Poetry has to be reduced. The early anthologies of Concrete Poetry contained a scarce number of texts which belonged to a sub-genre that could be defined as “Computerised Concrete Poetry.” Both Franke (1971) and Bailey (1973) have reported the greater presence of other textual models.

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Sal'kov, N. "Quality of Geometric Education in Various Approaches to Teaching Methods." Geometry & Graphics 8, no. 4 (March 4, 2021): 47–60. http://dx.doi.org/10.12737/2308-4898-2021-8-4-47-60.

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In the 2017-18 and 2018-19 academic years, in Moscow State Academic Art Institute named after V.I. Surikov a two-year experiment for architecture students on determination variances in different approaches to teaching methods for geometric education was conducted. The experiment was caused by the fact that many teachers believe that if there are computers in the Institute, it is necessary to use graphic programs as soon as possible – immediately introduce students to work on the computer even without allocating hours for this. No one wants to prevent implementation of computers, but we must not forget some nuances related to high technology. As in any case connected with complex hardware unknown for future users, here at the University, at the beginning it is also necessary to teach students how to work with the graphics program itself, and only then allow them perform geometric problems. You can give such an example: put an untrained person at the control panel of interceptor missiles and force him to shoot down a border trespasser in combat conditions. They will notify us that we are engaged in voluntarism. However to put an untrained student at a computer and forcing him to solve a purely geometric problem immediately is not voluntarism. Is it? The experiment had showed that a student, even if he knows how to solve a particular problem, is not ready at all to perform it immediately on a computer in a graphic software. He begin to lose a lot of time getting familiar with the program and only after obtaining at least a minimum of knowledge about working with this program becomes ready to start the task.

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DUDA, P., J. GRABSKI, J. KOTUR, W. PERYT, L. PROBOSZCZ, Z. ZYLA, and R. KUPCZAK. "Computer Aided Physical Laboratory in CAMAC System." International Journal of Modern Physics C 02, no. 01 (March 1991): 337–42. http://dx.doi.org/10.1142/s0129183191000445.

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A new “on-line” physical laboratory for students is presented. Two standards of interfaces are used for communication: CAMAC and GPIB. Programs use pull-down menus fully described in Polish language (the display works in graphics mode). It resembles the “decision tree” technique. The program leads the user by the hand offering him a set of options to choose. Every time a brief help is available on the screen. The assistance can give students more freedom because a computer program watches every mistake that could destroy the device.

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Moon, Seo-Yeong, and Yeon-A. Kim. "Perception of Beauty Digital Graphics Convergence Program by College Students from Beauty-related Departments." Korean Society of Beauty and Art 24, no. 4 (December 20, 2023): 79–95. http://dx.doi.org/10.18693/jksba.2023.24.4.79.

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This study attempted to investigate differences in perception of graphics convergence education programs against 4-year college students from beauty-related departments across the country in 2023. For this, a questionnaire survey was performed, and the difference were analyzed by respondents’ general characteristics, their perception of graphics programs, number of the programs they know, the programs they used before, experience of participating in graphics education, experience of learning graphics programs in places other than their school and a computer graphics-related course attendance period. The results found that students felt that such graphics convergence courses are needed in beauty-related departments when i) they are aware of graphics programs, ii) they had such graphics education in a place other than their school before, iii) they attended such graphics program for more than 3 months, iv) there are at least two graphics programs they know of, v) they have used at least 2 graphics programs so far and vi) they attended or experienced such graphics programs more. This study confirmed that graphics convergence education programs are essential for 4-year college students from beauty-related departments. It is anticipated that there would be further studies on such graphics programs in beauty sectors, making a contribution to the growth and development of beauty industry.

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Korostel, P. V. "METHODICAL PRINCIPLES STUDIES COMPUTER GRAPHICS OF FUTURE TEACHERS VOCATIONAL TRAINING." Innovative Solution in Modern Science 2, no. 38 (March 30, 2020): 119. http://dx.doi.org/10.26886/2414-634x.2(38)2020.10.

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Based on the analysis of the labour market and the rapid development of the educational process are determined by the priorities of the new educational methods of computer graphics, developing the potential of students, their creativity, innovation and professionalism. The search for new methodological approaches to training of a competent specialist, rationale and implementation components of the methods of teaching computer graphics, development of guidance and manuals for studying of the discipline «Computer graphics» – all that remains open and requires further implementation. In the study the following methods were used: analysis and studying training programs and plans, manuals, monographs, training and regulatory documentation, psychological, pedagogical, methodological and special literature, articles, conference proceedings, and periodicals to determine the status and prospects of the research problem, the conversation with scientists and students, observation during the learning process; the generalization of private teaching experience.The article is scientifically justified methods of teaching computer graphics, which includes items related to the selection of appropriate methods and forms. The analysis, systematization and classification of means of studying two-dimensional vector graphics editor in the process of professional training of future teachers of vocational training. The study of this topic suggests that the provision of the developed technique of training of computer graphics provides advanced training for students from the perspective of the requirements of the education region, which will improve the efficiency of formation of subject competences, the development of aesthetic taste, spatial imagination and creative abilities of future teachers.Key words: method, model, methodology of teaching, information and communication technology, visualization.

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Ilyasova, R. A., A. U. Dauletkulova, and D. Ya Tokhtakhunov. "SYSTEMS OF COMPUTER-ORIENTED PROBLEMS IN THE COURSE OF DIFFERENTIAL EQUATIONS." BULLETIN Series of Physics & Mathematical Sciences 69, no. 1 (March 10, 2020): 351–55. http://dx.doi.org/10.51889/2020-1.1728-7901.62.

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The modern period of development of the information society is characterized by the need to modernize the education system. The training of a future mathematics teacher should be organized in such a way that in addition to basic knowledge, future teachers should master various applications of mathematics, be able to model various processes and phenomena, and use modern information technologies in the process of solving mathematical problems. The use of computers and computer programs in the educational process changes the role of learning tools in teaching. In our study, we consider the computer as one of the components of the entire system of learning tools, which, in addition to the computer, includes traditional learning tools that ensure the teaching of an educational subject. This paper shows some advantages and disadvantages of computer mathematics systems in the course of differential equations. Computer programs that allow us to implement numerical, analytical and graphical methods for solving differential equations are considered.

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Soto, Antoni, Sebastià Vila, and Àlvar Vinacua. "A toolkit for constructing command driven graphics programs." Computers & Graphics 16, no. 4 (December 1992): 375–82. http://dx.doi.org/10.1016/0097-8493(92)90024-p.

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HATTANDA, K. "Redundancy in Instruction Sequences of Computer Programs." IEICE Transactions on Fundamentals of Electronics, Communications and Computer Sciences E89-A, no. 1 (January 1, 2006): 219–21. http://dx.doi.org/10.1093/ietfec/e89-a.1.219.

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Iida, Hiroyuki, Jonathan Schaeffer, and I.-Chen Wu. "The 2022 Computer Olympiad." ICGA Journal 44, no. 3 (February 3, 2023): 95–102. http://dx.doi.org/10.3233/icg-230216.

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Journal articles on the topic 'Computer graphics – Computer programs'

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