Academic literature on the topic 'Drawing exercises'
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Journal articles on the topic "Drawing exercises"
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Holm, E. "Guide to biological drawing - Part 1: Line drawings." Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie 5, no. 3 (1986): 143–50. http://dx.doi.org/10.4102/satnt.v5i3.989.
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The advantages of drawings above photographic illustrations are listed, and the difference between skills needed for technical rendering and artwork is explained. Materials and techniques for good line drawing are treated in progressive steps, followed by appropriate recommended exercises. The text is elucidated by 18 illustrations.
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Pais, Teresa. "MASTERING PERSPECTIVE IN OBSERVATIONAL DRAWING." Boletim da Aproged, no. 34 (December 2018): 101–6. http://dx.doi.org/10.24840/2184-4933_2018-0034_0015.
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The exercise of spatial representation poses specific difficulties to students of architecture. To identify and understand such setbacks, several students were asked to make a modelled drawing and a contour drawing of three urban spaces with highly differentiated features. The examination of the students’ drawings has enabled the identification of the most recurrent imprecisions, their corresponding spatial position and in which type of drawing they more frequently occur. The data collected suggest that, despite inaccuracies occurring more frequently and clearly in contour drawings, this type of exercise allows the credible representation of a place, thereby stimu- lating the observation and consideration of aspects related to the materiality of the surfaces and the constructive definition of the elements that are part of that space. Modelled drawings and contour drawings - the latter preferably developed under given coordinates - are key and complementary exercises for developing the ability to control shape and space.
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Thorson, Juli K. "Drawing for Understanding, Insight, and Discovery." American Association of Philosophy Teachers Studies in Pedagogy 5 (2019): 22–33. http://dx.doi.org/10.5840/aaptstudies201912640.
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The literature on drawing provides a justification for using drawing in the teaching of philosophy. The aim of the essay is to show how drawing as a pedagogy, though unusual in philosophy, fulfills high-quality teaching desiderata: make it personal, go beyond the text, allow students to show and explain their work, and unify the work of the course. I explain these four desiderata and how students complete drawing exercises to develop understanding, generate insights, and make philosophic discoveries. I begin by explaining and justifying the pedagogical desiderata. I discuss the literature on drawing-to-learn and concept mapping and apply its insights to teaching philosophy. Finally, I describe my exercises on color theory, two-point perspective exercises, my modifications to concept mapping, and the use of summative drawings.
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Wango, Kamau. "Drawing with my Students’ – Development of Clothed Life Drawings among University Fine Art Students. Analysis of Selected Drawings by Second Year Students at Kenyatta University." East African Journal of Arts and Social Sciences 3, no. 1 (2021): 43–69. http://dx.doi.org/10.37284/eajass.3.1.291.
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Students of Fine Art are introduced to drawing in their first year and human figure drawing in their second year. It is presumed that they have already had some element of earlier exposure in other levels of prior studies. The objective of human figure drawing or life drawing is to get the students to a level of applied skill where they can be able to draw and utilize their skill in other aspects of self-expression in other disciplines of Art. This is because life drawing is a fundamental requirement in all disciplines of art from basic sketching to detailed paintings. This paper examines selected work of students to determine the extent to which they are able to achieve this objective within the unit prescribed duration of one semester. The paper also seeks to determine whether the work produced meets the standard of drawing required at this level which then enables the students to subsequently embark on other units of drawing moving forward. This is critical since they are required to apply their life drawing skills in other units as a matter of routine individual expression. In this regard, if they are required to draw or paint an imaginative composition, they would be expected to depict human figures which not only fit within the composition and are well executed but also express the students’ ability to interpret themes and formulate subject matter. For the purpose of these exercises and in order to focus solely on the objectives of human figure composition and detailed development, the students were confined to the use of pencil for the layout, shading and detailing of their work. This is because pencil provides a wide range of manoeuvre for this kind of exercise. In this series of drawings, the students used one particular female model which provided them with the opportunity to visually interact with the individual model and be able to study and observe how the life model adjusts to various poses. This was designed to help draw inspiration as well as make the drawing exercises methodical, enjoyable and purposeful.
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Fisher, Kurt. "Exercises in drawing and utilizing free-body diagrams." Physics Teacher 37, no. 7 (1999): 434–35. http://dx.doi.org/10.1119/1.880343.
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Gluppe, Sandra B., Marie Ellström Engh, and Kari Bø. "Immediate Effect of Abdominal and Pelvic Floor Muscle Exercises on Interrecti Distance in Women With Diastasis Recti Abdominis Who Were Parous." Physical Therapy 100, no. 8 (2020): 1372–83. http://dx.doi.org/10.1093/ptj/pzaa070.
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Abstract Objective There is a lack of consensus on which abdominal or pelvic floor muscle (PFM) exercises to recommend for the treatment of diastasis recti abdominis (DRA). The objective of this study was to investigate the immediate effect of abdominal and PFM exercises on interrecti distance (IRD) in women with DRA who are parous. Methods In this cross-sectional study, 38 women who were parous, with a mean age of 36.2 years (SD = 5.2), diagnosed with DRA participated. IRD was assessed with 2-dimensional real-time ultrasonography during rest and during 8 randomly ordered different exercises. A paired t test was used to compare the IRD at rest with the IRD recorded during each exercise as well as the differences between exercises. Means with 95% CI are reported. Results Head lift and twisted curl-up exercises significantly decreased the IRD both above and below the umbilicus. Above the umbilicus, the mean IRD difference from rest during head lift was 10 mm (95% CI = 7 to 13.2), whereas during twisted curl-up it was 9.4 mm (95% CI = 6.3 to 12.5). Below the umbilicus, the corresponding values were 6.1 mm (95% CI = 3.2 to 8.9) and 3.5 mm (95% CI = 0.5 to 6.4), respectively, but PFM contraction, maximal in-drawing, and PFM contraction + maximal in-drawing increased the IRD (mean difference = −2.8 mm [95% CI = −5.2 to 0.5], −4.7 mm [95% CI = −7.2 to −2.1], and − 5.0 mm [95% CI = −7.9 to −2.1], respectively). Conclusions Head lift and twisted curl-up exercises decreased the IRD both above and below the umbilicus, whereas maximal in-drawing and PFM contraction exercises only increased the IRD below the umbilicus. A randomized controlled trial is needed to investigate whether head lift and twisted curl-up exercises are effective in permanently narrowing the IRD. Impact To date there is scant scientific knowledge of which exercises to recommend in the treatment of DRA. In-drawing and PFM contraction leads to an acute increase in IRD, while head lift and twisted curl-up leads to an acute decrease in IRD in postpartum women. There is a need for high-quality randomized controlled trials to investigate if there is a long-term reduction in IRD by doing these exercises over time. The acute IRD increase and decrease during the different exercises is also present in a sample of women with larger separations.
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Gale, Ian G. "Neuropsychological Rehabilitation Technique with a Chronic Schizophrenic Patient." Behaviour Change 7, no. 4 (1990): 179–84. http://dx.doi.org/10.1017/s0813483900007014.
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Detailed neuropsychological investigation of a schizophrenic patient found a deficit in functions usually attributed to the left parieto-occipital region. Interventions designed to exercise the putatively left parieto-occipital functions (‘understanding the verbal expression of spatial relationships’) and to exercise putatively right hemisphere functions (exercises based on Edwards' — ‘Drawing on the Right Side of the Brain’) were compared. The patient demonstrated lowest levels of hallucinatory behaviour, aggressive verbal outbursts, and physical aggression during phases when right hemisphere exercises were programmed. Possible reasons for this outcome are examined.
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Singer, Samuel. "MARGINALIZING TRANS MEDICAL EXPENSES: LINE-DRAWING EXERCISES IN TAX." Windsor Yearbook of Access to Justice 31, no. 2 (2013): 209. http://dx.doi.org/10.22329/wyaj.v31i2.4420.
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This article explores the treatment of trans medical expenses under American and Canadian tax laws. In both tax systems, medical expenses are deemed worthy of tax relief, while many cosmetic procedures are excluded. This article argues that tax administrators and the judiciary are influenced by social stigma when they employ the distinction between cosmetic and medical expenses to exclude or allow trans medical expenses. In the American context, this article focuses on the Internal Revenue Service’s reasons for deeming a trans woman’s gender dysphoria-related medical expenses to be ineligible for the medical deduction. It then turns to the taxpayer’s subsequent appeal to the U.S. Tax Court in O’Donnabhain v. Commissioner, 134 TC no. 4, and the Court’s determination that, while the taxpayer’s sex reassignment surgery and hormone therapy were eligible expenses, her breast augmentation was not deductible. The article follows by outlining the Canadian medical expense tax credit to determine how similar trans medical expenses might be treated in light of a budget amendment in 2010 prohibiting claims for most cosmetic procedures. The article concludes that in both the American and Canadian context, trans people are held to a higher standard than required under each respective tax statute, with their gender dysphoria-related medical expenses needing to be documented as “medically necessary” to avoid categorization as ineligible cosmetic expenses. Le présent article examine le traitement des frais médicaux liés à la dysphorie sexuelle en vertu des lois fiscales américaines et canadiennes. Dans les deux régimes fiscaux, les frais médicaux sont considérés comme admissibles à un allègement fiscal, tandis que plusieurs interventions esthétiques sont exclues. Le présent article fait valoir que les administrateurs fiscaux et la magistrature sont influencés par les stigmates sociaux lorsqu’ils ont recours à la distinction entre les frais d’intervention esthétique et les frais médicaux pour exclure ou justifier les frais médicaux liés à la transition. Dans le contexte américain, le présent article se penche sur les motifs formulés par l’Internal Revenue Service pour juger inadmissibles à la déduction pour frais médicaux les frais médicaux liés au trouble d’identité sexuelle d’une femme transgenre. Il examine ensuite l’appel interjeté ultérieurement par la contribuable à la US Tax Court dans O’Donnabhain v. Commissioner, 134 TC no. 4, ainsi que la décision de cette cour selon laquelle la chirurgie pour changement de sexe et l’hormonothérapie de la contribuable constituaient des frais admissibles, alors que son augmentation mammaire n’était pas déductible. L’article décrit ensuite le crédit d’impôt canadien pour frais médicaux pour déterminer comment des frais médicaux similaires liés à la dysphorie sexuelle pourraient être traités à la lumière d’une modification budgétaire de 2010 interdisant les réclamations pour la plupart des interventions esthétiques. L’article conclut que, tant aux États-Unis qu’au Canada, les personnes transgenres doivent satisfaire à une norme plus élevée que celle que prévoit la loi fiscale à laquelle elles sont assujetties, leurs frais médicaux liés à la transition devant être documentés comme étant « médicalement nécessaires » pour éviter d’être qualifiés de frais d’intervention esthétique inadmissibles.
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Quillin, Kim, and Stephen Thomas. "Drawing-to-Learn: A Framework for Using Drawings to Promote Model-Based Reasoning in Biology." CBE—Life Sciences Education 14, no. 1 (2015): es2. http://dx.doi.org/10.1187/cbe.14-08-0128.
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The drawing of visual representations is important for learners and scientists alike, such as the drawing of models to enable visual model-based reasoning. Yet few biology instructors recognize drawing as a teachable science process skill, as reflected by its absence in the Vision and Change report’s Modeling and Simulation core competency. Further, the diffuse research on drawing can be difficult to access, synthesize, and apply to classroom practice. We have created a framework of drawing-to-learn that defines drawing, categorizes the reasons for using drawing in the biology classroom, and outlines a number of interventions that can help instructors create an environment conducive to student drawing in general and visual model-based reasoning in particular. The suggested interventions are organized to address elements of affect, visual literacy, and visual model-based reasoning, with specific examples cited for each. Further, a Blooming tool for drawing exercises is provided, as are suggestions to help instructors address possible barriers to implementing and assessing drawing-to-learn in the classroom. Overall, the goal of the framework is to increase the visibility of drawing as a skill in biology and to promote the research and implementation of best practices.
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Egorov, S. F., N. I. Osipov, and I. V. Korobeynikova. "Shooting Simulator «Inhibitor»: Software of Drawing up Scenarios of Exercises." Intellekt. Sist. Proizv. 18, no. 1 (2020): 36. http://dx.doi.org/10.22213/2410-9304-2020-1-36-49.
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Описывается программное обеспечение для составления сценариев учебных упражнений тактического тренажера оптико-электронного для стрелкового оружия «Ингибитор», разработанного в Институте механики УдмФИЦ УрО РАН и на кафедре «Вычислительная техника» ИжГТУ имени М. Т. Калашникова совместно с ОАО «Концерн «Ижмаш». Приводится тактико-техническое задание на функциональные возможности редактора сценариев учебных упражнений из Курса стрельб с имитацией на изображениях времени дня (утро, день, вечер, ночь) и сезона (лето, зима, осень, весна). При составлении сценариев должна быть возможность выбирать лесистые, степные, городские, песчаные стрельбища и расставлять на них цели со сложным поведением (приседание, залегание, уклонение от близких промахов и т. п.) и спецэффекты (дымы, разрывы и т. п.). Также необходимо добавлять в базу пользовательские стрелковые упражнения, новые изображения как стрельбищ (с прорисованным виртуальным рельефом дальности), так и местных предметов и целей (бронетехники и живой силы) и задавать их свойства (например, траекторию движения со скоростью и времена появления-исчезновения с допустимыми разбросами). В стандартной поставке тренажера должна быть полная база упражнений и мишеней из Курса стрельб по стрелковому вооружению (включая гранатометы) и по разведке местности. Сделан вывод о перспективности дальнейших исследований и разработке электронных стрелковых тренажеров благодаря совершенствованию и удешевлению элементной базы и развитию программных библиотек с целью повышения точности тренажеров, расширения функциональных возможностей и снижения себестоимости и, значит, повышения конкурентоспособности.Работа выполнена за счет гранта Российского научного фонда (проект № 18-79-10122) с использованием УНУ «Информационно-измерительный комплекс для исследований акустических свойств материалов и изделий» (рег. номер: 586308)
Dissertations / Theses on the topic "Drawing exercises"
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Bartelo, Dennise Maslakowski. "The linkages across listening, speaking, reading, drawing and writing." Diss., Virginia Polytechnic Institute and State University, 1987. http://hdl.handle.net/10919/74753.
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This investigation examined the linkages between and across the language processes of listening, speaking, reading, drawing and writing as well as the meanings displayed within and across these modes in children’s response to story. Eight first grade children whose reading levels represented a range of low to above-average ability participated in four individual storyreading sessions for a total of 32 sessions. Each session was twenty-to-thirty minutes in length and took place during the class's reading/writing period. Drawing/writing samples, field notes, and videotapes and audiotapes were collected over a six week period. The drawing/writing composing sequence was recorded for each story and flow charts were made depicting each child's pattern of movement between and across language processes. The flow charts were used to examine the language process usage and linkage patterns evident in the movement between and across modes.
The kinds of meanings examined included response to conference questions, functions of language displayed during the drawing/writing, and the coherence and specificity present in the story retellings and picture stories.
The results of the study indicated that no one particular language process was chosen exclusively to convey meaning in response to story. Some linkage patterns, described as simultaneous or sequential, did occur more frequently than others. The simultaneous linkage pattern of talking/listening and drawing/picture reading was a common pattern displayed by both the high and low ability groups.
An analysis of the response to conference questions revealed some awareness by the children of their drawing/writing composing strategies. Another aspect of process knowledge, concept of story, was seen in the analysis of the initial image drawn or written by each child. The functions of language displayed during the drawing/writing composing process were identified as informational, procedural, and format-regulatory. The concept knowledge, examined in terms of coherence and specificity, was characteristic of the categories described as skeletal and interpretational for both groups' story retellings and picture stories.
This study suggested that children differ in the way they use the language processes to display meaning in response to story. Parallels were drawn in examining children's thinking processes across the modes. This study supports the notion that recognition and understanding of the various ways children communicate meaning can help educators in their roles as facilitators of language learning.<br>Ed. D.
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Bennett, Christina G. "Religious Freedom or Child Abuse? Drawing the Line between Free Excercise and Crimes against Children in Georgia." Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/rs_theses/31.
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This project examines how Georgia draws the line between religious freedom and child abuse. In Georgia, certain religious parents are granted spiritual exemptions for conduct that would otherwise be prohibited due to its potential harm to children, while other parents must alter their religious practices to conform to the law. An examination of Georgia law governing conduct that is both religiously-motivated and poses a risk of physical harm to children illustrates that Georgia’s spiritual exemptions have contributed to producing legally-defined religious orthodoxy, inconsistent regulation of religious conduct, and less stringent state protection from harm for the children of some religious parents.
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Diaz, Omar Oscar. "Participatory research with children in informal settlements : understanding child perspective through the use of drawing exercises in Los Platanitos, Dominican Republic." Thesis, 2011. http://hdl.handle.net/2152/ETD-UT-2011-05-3266.
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Inadequate solid waste management is a principal cause of risk and vulnerability in informal settlements in Latin America. Failure of municipalities to provide proper waste disposal and maintenance of public spaces can lead to flooding, cause public health problems, increase crime, and produce a sense of abandonment. Accumulation of garbage is particularly hazardous for children, since they engage more intimately with their environment through play and other activities. Planners can draw on participatory activities to document children’s perspectives and activities, and in so doing, better integrate children and youth into the planning process. This paper presents the results of drawing exercises conducted with children in Los Platanitos, Dominican Republic, and discusses the implications of these methods for more participatory planning approaches in informal settlements.<br>text
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Dousková, Eliška. "Připravenost dětí v oblasti grafomotoriky na vstup do základní školy." Master's thesis, 2012. http://www.nusl.cz/ntk/nusl-313599.
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There are currently increasingly debated issues of entering the schooling, especially in the terms of levels of preparedness to enter the first grade and the school's requirements on the first- graders. This is due to a large number of often complex changes which the entrance into the first grade means for the children and their families. It is the best for the first-graders do all these changes without undue frustration, it is necessary that their physical, mental and neural development and readiness were on sufficient level. Because of extensiveness of this topic, only the part of it was selected for this thesis, as its name says: The level of graphomotor skills of preschool children before entering elementary school. The area of graphomotor skills is presented in the context of writing skills throughout this thesis. The legislative definition of compulsory school attendance and the issue of writing as an essential part of literacy is covered within the theoretical part. The topic of entry into the first grade and the school preparedness of children are explained. The area of graphomotor skills in the terms of the development, in the terms of relation to the coarse and fine motor skills, laterality and external conditions which affect graphomotor skills is covered in detail. The significance...
Books on the topic "Drawing exercises"
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Drawing in pencil: Basic techniques & exercises. Watson-Guptill Publications, 1998.
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Galton, Jeremy. Colour: Lessons & exercises to develop your painting & drawing technique. New Burlington Books, 1994.
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Sonheim, Carla. Drawing lab for mixed-media artists: 52 creative exercises to make drawing fun. Quarry Books, 2010.
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Drawing lab for mixed-media artists: 52 creative exercises to make drawing fun. Quarry Books, 2010.
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Composition: Lessons & exercises to develop your painting & drawing technique. Apple Press, 1994.
Find full textBook chapters on the topic "Drawing exercises"
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Davies, B. L., A. J. Robotham, and A. Yarwood. "Exercises." In Computer-aided Drawing and Design. Springer Netherlands, 1991. http://dx.doi.org/10.1007/978-94-011-3074-5_12.
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Amasawa, Eri, Heng Yi Teah, Joanne Yu Ting Khew, Izumi Ikeda, and Motoharu Onuki. "Drawing Lessons from the Minamata Incident for the General Public: Exercise on Resilience, Minamata Unit AY2014." In Sustainability Science: Field Methods and Exercises. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-32930-7_5.
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Goitia Cruz, Aitor. "Singular Drawings: A Motivating Exercise." In Architectural Draughtsmanship. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-58856-8_32.
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Newton, Joshua D., Fiona J. Newton, Michael T. Ewing, et al. "Understanding the Decision-Making Processes Associated with Exercise." In Looking Forward, Looking Back: Drawing on the Past to Shape the Future of Marketing. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-24184-5_12.
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Huber, Michael. "Lessons Drawn from Burden Sharing Exercises. EC Acidification and Climate Change Policies." In How Institutions Change. VS Verlag für Sozialwissenschaften, 2003. http://dx.doi.org/10.1007/978-3-322-80936-0_16.
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"Drawing Exercises." In Drawing and Rendering for Theatre. Routledge, 2012. http://dx.doi.org/10.4324/9780080522999-11.
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"Drawing layouts." In Autodesk Inventor Exercises. Routledge, 2017. http://dx.doi.org/10.4324/9781315725802-9.
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"Postlude: Drawing plans and sections." In Exercises in Architecture. Routledge, 2013. http://dx.doi.org/10.4324/9780203136249-26.
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Maguire, Dennis. "Three-dimensional projection exercises." In Engineering Drawing from First Principles. Elsevier, 1998. http://dx.doi.org/10.1016/b978-0-08-092878-4.50010-7.
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Councilor, K. C., and Jenell Johnson. "Talking, Thinking, Drawing: Classroom Exercises." In Graphic Reproduction. Penn State University Press, 2018. http://dx.doi.org/10.1515/9780271081458-015.
Full textConference papers on the topic "Drawing exercises"
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Heizlerné Bakonyi, Viktória, and László Zsakó. "Strategy of guessing exercises – Variations of drawing trees." In The 9th International Conference on Applied Informatics. Eszterházy Károly College, 2015. http://dx.doi.org/10.14794/icai.9.2014.1.285.
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Mitusova, E. D., and T. G. Klimanova. "PRACTICAL IMPLEMENTATION OF A COMPLEX OF EXERCISES FOR THE DEVELOPMENT OF SPECIAL ENDURANCE IN RACING SKIERS." In Х Всероссийская научно-практическая конференция. Nizhnevartovsk State University, 2021. http://dx.doi.org/10.36906/fks-2020/34.
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The article describes and tested complexes of special-preparatory exercises, revealed the effectiveness of the used special-preparatory exercises for the development of special endurance. The effectiveness of the used special-preparatory exercises for the development of special endurance was revealed, the use of these complexes in the experimental group gives 38.12 to the effectiveness in control training, which is 26.03 higher than the indicators of the control group, which was engaged in the generally accepted program. The results of the study can serve as the main basis for the preparation of educational and methodological materials, can be used when drawing up educational and training plans directly, designed for a macrocycle of both one year and four years. The materials obtained allow us to see the statistics of growth in our study and at a certain stage of preparation to give preference to the method that was tested.
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Flores Miranda, Margarita Beatriz. "Proposal for a systemic process: Managing the creative abilities of students pursuing the architectural studio at mexican universities." In Systems & Design: Beyond Processes and Thinking. Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/ifdp.2016.3644.
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“Education´s goal is the ability to master life with self-creative forces, in order to achieve something good and beautiful.” Götze, C. (1898). Das kind als Künstler Projects at Mexican schools of architecture often focus on conventional issues of dimension and function; in a country with the largest number of students in the architectural discipline there is an existing disinterest in the appropriation of knowledge, exploration of complexity, and expression of ideas. Such a disinterest calls for the evolution of architectural education. This research proposes it is possible to manage the creative forces of individuals. A working model composed of distinct components will be generated to stimulate areas related to artistic development. In preparation, essential components of the model have been extracted by analysis from the Bauhaus Preliminary Course developed by Johannes Itten, considering its influence on sequential tutors as well as its moment of historic implementation (1918-1923). The objective is to transform Itten´s pedagogy by means of a systemic design process focusing on the development of creative skills. The first methodological approach has been extracted from three of Itten’s thematic fields, each structured by a set of common elements: principle, objective, common material, exercises, and phases (Fig. 1). The sets are related according to their role in the development of talent as a means to discern and reveal artistic character: - BEING UNDER CONSTRUCTION: A physical-soul-spiritual unity that incorporates artistic education through exercises for awakening the body and intellectual harmonization (Fig. 1a). - BALANCED COMPOSITION: Refinement of the senses through intuitive analysis of artistic structures and a critical drawing of reality (Fig. 1b). - CONTRAST: The art of objectivity through the study of opposites: feeling-thinking, intuition-intellect, expression-construction (Fig. 1c). A responsible party, acting as structural element, directs the capacities stimulated within the group and materialized by cohesive exercises, guiding students to define an authentic trajectory: - FAMILIARIZATION: Understanding the bases. - EXPERIMENTATION: Articulation of new configurations. - APPROPRIATION: Creation from the unknown. - OPERATION: Execution in real-time. - REDIRECTION: Return to the origin to adjust and resume. By asserting the student is the center of his or her unique working model the implementation of this method in architectural studios allows for the assignment of any creative exercise and is suitable for all levels of investigation.DOI: http://dx.doi.org/10.4995/IFDP.2016.3644
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Alegre-Martínez, Antoni, María Isabel Martínez-Martínez, José Luis Alfonso Sánchez, María M. Morales Suárez-Varela, and Agustín Llopis González. "Results of the implementation of a virtual microscope in a course of histology." In HEAd'16 - International Conference on Higher Education Advances. Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2626.
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The course of Anatomy and Histology is studied in the first year of Dentistry at the University Cardenal Herrera CEU (Alfara del Patriarca, Spain). Its practices consist on choose freely six samples and draw their most representative features. These practices were made by optical microscopy until 2014, and in 2015 was introduced the virtual microscope exclusively. The aim of the study is to test whether this new teaching method has improved the quality of exercise and the understanding shown by students. First, the best exercises of both years were chosen, and from them some drawings from the same tissue were compared. Some tissues which samples for optical microscope were hard to obtain, were drawn for the very first time thanks to the virtual microscope. Also, with the virtual microscopy the drawings contained more details and definition. The understanding of the structures improved, shown by a more functional, detailed and defined vision of the tissues. The labels of the virtual microscope helped to the self-study and avoided the loss of unnoticed structures. In conclusion, replacement of optical microscope by the virtual microscope is a teaching improvement and facilitates student learning.
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Magnin, Morgan, Guillaume Moreau, Nelle Varoquaux, et al. "MarkUs: An Open-Source Web Application to Annotate Student Papers On-Line." In ASME 2012 11th Biennial Conference on Engineering Systems Design and Analysis. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/esda2012-82141.
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A critical component of the learning process lies in the feedback that students receive on their work that validates their progress, identifies flaws in their thinking, and identifies skills that still need to be learned. Many higher-education institutions have developed an active pedagogy that gives students opportunities for different forms of assessment and feedback. This means that students have numerous lab exercises, assignments, and projects. Both instructors and students thus require effective tools to efficiently manage the submission, assessment, and individualized feedback of students’ work. The open-source web application MarkUs aims at meeting these needs: it facilitates the submission and assessment of students’ work. Students directly submit their work using MarkUs, rather than printing it, or sending it by email. The instructors or teaching assistants use MarkUs’s interface to view the students’ work, annotate it, and fill in a marking rubric. Students use the same interface to read the annotations and learn from the assessment. Managing the students’ submissions and the instructors assessments within a single online system, has led to several positive pedagogical outcomes: the number of late submissions has decreased, the assessment time has been drastically reduced, students can access their results and read the instructor’s feedback immediately after the grading process is completed. Using MarkUs has also significantly reduced the time that instructors spend collecting assignments, creating the marking schemes, passing them on to graders, handling special cases, and returning work to the students. In this paper, we introduce MarkUs’ features, and illustrate their benefits for higher education through our own teaching experiences and that of our colleagues. We also describe an important benefit of the fact that the tool itself is open-source. MarkUs has been developed entirely by students giving them a valuable learning opportunity as they work on a large software system that real users depend on. Virtuous circles indeed arise, with former users of MarkUs becoming developers and then supervisors of further development. We will conclude by drawing perspectives about forthcoming features and use, both technically and pedagogically.
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Ûsterud, B., J. B. Hansen, J. O. Olsen, and L. Wilsgård. "THE EFFECT OF PHYSICAL EXERCISE ON MONOCYTE FUNCTION, COAGULATION FACTORS, FIBRINOLYSIS AND PLATELETS." In XIth International Congress on Thrombosis and Haemostasis. Schattauer GmbH, 1987. http://dx.doi.org/10.1055/s-0038-1643171.
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Over a 2 years period, the Norwegian national team of cross country skiers, have been tested after strenous championships as well as before and after regular training.Finishing a 50 km race generated a rise of white cells from 5.4 ± 1.0 to 19.3 ± 3.7 × 109 /I (n=14). The mobilization of new and more sensitive white cells may explain the resultant rise in monocyte response to stimuli in vitro after the race. Thus, monocytes from blood incubated with 2 ng/ml blood, drawn from the athletes just after finishing the 50 km race, possessed 6-7 fold higher specific activity of thromboplastin than monocytes from blood drawn and stimulated in a rest-period. There was a positive correlation between the inverse level of F. VII in plasma of the skiers after the race and the monocyte response to stimuli in vitro as expressed by the level of thromboplastin. Activated monocytes with exposed thromboplastin are probably pulling out F. VII from the circulation just as seen in patients with gram negative septicaemia.A group of long distance runners were also tested after strenous jogging. High monocyte response to stimuli in vitro was associated with extremely active platelets that aggregated spontaneously after drawing the blood into heparin and tested it in a whole blood aggregometer. Those individuals with very active monocytes and platelets had also an extremely activation of their fibrinolytic system as judged by whole blood clot lysis. In contrast, everyone with low cell activation had hardly any change in their fibrinolytic activity after strenous running.The clear trend in this study was that almost everyone of our top athletes had a very depressed blood-cell activation system as compared to non athletes. Low blood cell activation in vivo was also associated with a low induction of the fibrinolytic system.
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Marrucci, Luca, and Erika Piazzoli. "Evaluating Learner Engagement in Arts Education: Perspectives from Music and Drama in Education." In Third International Conference on Higher Education Advances. Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5516.
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In this paper we aim to investigate learner engagement and how it can be evaluated, in the context of higher education research. Specifically we consider learner engagement evaluation in Arts Education, where the educational focus is on the process, rather than the product – drawing on music and drama in education research and practice. First, we position the notion of evaluation as opposed to assessment, with attention to its etymological roots. Second, we discuss the multifaceted notion of engagement as process, exploring the nature of learner engagement and a number of possible engagement indicators. We then synthesize these categories into descriptors which, we argue, can be useful to evaluate learners’ engagement in arts education practices. Third, we ground theory into practice by offering two examples drawn from the authors’ PhD case study research, respectively in music education and drama in education. We conclude that engagement is a multifaceted construct, which we frame as a mutual exercise of agency – whereby the teacher and the students act in a partnership as co-artists.
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Saseta Naranjo, Albertina. "Dibujando la Casa Peyrissac." In LC2015 - Le Corbusier, 50 years later. Universitat Politècnica València, 2015. http://dx.doi.org/10.4995/lc2015.2015.680.
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Resumen: Se trata de imaginamos en la piel de un empleado de Le Corbusier al que se le encomienda la misión de pasar a limpio unos croquis relativos al proyecto de una casa. Los croquis mencionados son realizados por Le Corbusier en 1942, durante su estancia en Argel, y hacen referencia a una casa diseñada para una propiedad agrícola cerca de la Montaña Chenoua perteneciente a la familia Peyrissac. Disponemos de dichos croquis gracias a la Fundación Le Corbusier y también contamos con la información ofrecida por La Œuvre Complète, aunque en su mayoría consiste en una selección de los mismos dibujos acompañados de algunas notas aclaratorias. Por razones de operatividad se ha optado por recurrir a la tecnología actual, de esta manera todos los dibujos han sido realizados por ordenador. Básicamente nos hemos centrado en una serie de dibujos, que consideramos son los últimos cronológicamente hablando y que representan la planta baja, primera y de cubiertas, una sección transversal de la casa, y sendas axonometrías. También hemos prestado atención al resto de la documentación existente, especialmente a los dibujos que hacen referencia a la implantación de la casa en su entorno, a la organización global y al programa de necesidades, así como cualquier información concreta sobre dimensiones. Hemos insertado la casa en la parcela original, previa búsqueda de la misma, hemos dibujado la planta baja, la planta primera, y una sección transversal, todo ello atendiendo a la información prestada por los dibujos originales del maestro. Como ejercicio hemos dibujado una hipótesis de detalle constructivo de cubiertas. Abstract: It is imagined to be a Le Corbusier employee who is commissioned to draft a house based on some original drawings. These drawings are made by Le Corbusier in 1942, during his stay in Algeria, and refer to a house designed for an agricultural property near the Mountain Chenoua which belongs to Peyrissac family. The original drawings have been provided by Le Corbusier Foundation. Also, The Œuvre Complète provides information for this project, although mostly consists of a selection of the same drawings accompanied by some explanatory notes. For operational reasons it is decided to use current technology, so all drawings have been made by computer. Basically it has been focused on a series of drawings, which it is believed are the last ones and represent the ground, first floor plan and the roof, also a cross-section of the house, and two axonometrics. It has been paid attention to other existing documentation, especially drawings that refer to the implementation of the house in its surrounding, the organization and the program requirements, as well as any specific information about dimensions. The house has been inserted in the original plot and the ground floor, first floor, and a cross section have been drawn, based on the information provided by the original drawings of the Master. As an exercise, a hypothetical construction detail of the roof has been drawn. Palabras Clave: Le Corbusier; Peyrissac; Chenoua; Argel; Croquis; Casa. Keywords: Le Corbusier; Peyrissac; Chenoua; Argel; Sketch; House. DOI: http://dx.doi.org/10.4995/LC2015.2015.680
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Hilton, Ethan, Wayne Li, Sunni H. Newton, Meltem Alemdar, Raghuram Pucha, and Julie Linsey. "The Development and Effects of Teaching Perspective Free-Hand Sketching in Engineering Design." In ASME 2016 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/detc2016-60250.
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As Computer-Aided Design software has become more advanced, the use of hand-drawn engineering drawings has greatly diminished. This reduction has led to free-hand sketching becoming less emphasized in engineering education. While many engineering curriculums formerly included courses dedicated entirely to sketching and hand drafting, these topics are no longer addressed by most current curriculums. However, it has been observed that sketching has many benefits including improved communication in the design process, idea generation exercises, and visualizing design ideas in three-dimensional space. While isometric sketching has long been the preferred method in engineering curriculums, there are benefits of teaching perspective sketching including the creation of more realistic sketches for communication and idea generation. This paper presents the development of a perspective-based sketching curriculum and the study of how this method compares to more traditional methods of teaching sketching to students in a freshman level engineering graphics course. The results show that the perspective-based sketching method leads to equivalent gains in spatial visualization skills and final design self-efficacy as the traditional method of teaching hand sketching. While maintaining these skills, the new method also taught students additional skills. Through surveys and interviews, the students expressed that these skills would be useful to them in their future coursework and careers.
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Chen, Tian, Paul Egan, Fritz Stöckli, and Kristina Shea. "Studying the Impact of Incorporating an Additive Manufacturing Based Design Exercise in a Large, First Year Technical Drawing and CAD Course." In ASME 2015 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/detc2015-47312.
Full textAbstract:
Additive Manufacturing (AM) is a revolutionary technology in the manufacturing sector, although it has yet to become a cornerstone of formal engineering education. This paper discusses the procedure, result, and impact of incorporating physical prototyping, design iteration, and Design for Additive Manufacturing (DfAM) in a first-year, first-semester technical drawing and CAD course. In the course, students design balloon powered model car assemblies and are expected to learn core concepts of engineering design, such as modeling, assemblies, and tolerancing. The course consists of 473 students that each design up to two unique model cars. These model cars are fabricated using AM from these CAD designs and returned to students for assembly. Surveys are given to students to empirically validate the usefulness of incorporating AM in the course, with regards to motivating students and improving their ability to accurately translate imagined designs from CAD to physical products. The results show improvement in student intrinsic motivation concerning CAD processes. Student design abilities are also assessed: when student designs do not function as intended, it corresponds with a greater mismatch in how they imagine their CAD design in comparison to its final physical assembly. The mismatch on average decreases for students who design a second model car, which suggests an improvement in design skills. As a whole, our findings demonstrate the feasibility and benefits of including AM in a first-year course, particularly with respect to improving student motivation and their development of key CAD-related skills. Such motivation and skill development is particularly important early in an engineer’s career as it can impact their potential to learn and design over the course of their budding career.