Relevant bibliographies by topics / Technical drawing

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Technical drawing'

Author: Grafiati
Published: 4 June 2021
Last updated: 2 March 2023

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Journal articles on the topic "Technical drawing"

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Rossi, Adriana. "From Drawing to Technical Drawing." Nexus Network Journal 14, no. 1 (January 13, 2012): 135–49. http://dx.doi.org/10.1007/s00004-011-0102-4.

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Roach, John A. G., and Nancy M. Roach. "Use of Computer-Aided Design in the Preparation of Technical Manuscripts." Journal of AOAC INTERNATIONAL 69, no. 5 (September 1, 1986): 746–48. http://dx.doi.org/10.1093/jaoac/69.5.746.

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Abstract Decreased computing costs and constantly improving capability are transforming microcomputers into general rather than specialized productivity tools. This has made it possible to increase personal productivity in ways that were not previously cost-effective. We are using computer-aided design (CAD) to prepare technical illustrations for chemical and geochemical manuscripts. CAD offers several advantages over hand-drawn illustrations. Chemical structures are stored in a library of shapes and may be combined or modified to form other structures in subsequent drawings. An original drawing only has to be drawn once with a computer. The drawing may then be scaled to any size and placed in a draft of a manuscript. Revisions require a fraction of the time needed to revise a drawing by hand. All or part of the drawing may be plotted to provide a sequence of drawings without changing the original drawing.
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Константинов, А., and A. Konstantinov. "Images Visibility In Technical Drawing." Geometry & Graphics 5, no. 3 (September 28, 2017): 67–77. http://dx.doi.org/10.12737/article_59bfa6aba19b77.86685460.

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This publication is devoted to the definition of one of the graphics forms – technical drawing, its conventions, clarity, possible lack of visibility, and means of addressing them. The concept of "technical drawing" is defined ambiguously by different authors in different textbooks. Very often it is implied that technical drawing is an image of technical parts, components, and similar products. Sometimes the word "technical" means "auxiliary", "helping" to express this or that design (architectural or constructive) idea. Tutorials for technical drawing (engineering graphics, engineering drawing) the technical drawing in most cases is considered as a drawing according to perspective rules– as a special kind of axonometric drawing. Because in the drawing courses are studied mainly the so-called standard axonometric projection, some authors believe that technical drawings shall be either isometric or dimetric (rectangular or oblique). Advanced technical drawings usually are not mentioned in textbooks on engineering graphics, and information about them is missing. There is no analysis of the characteristics that distinguish the "visual image" from the "not visual" one. Technical drawing is an object’s illustrative graphical representation made by hand or other means, in visual scale, correctly disclosing a technical idea, object design. "Visibility" of the image should be connected with the completeness of the information that this image gives to the viewer. A visual representation should approximately correspond to the visual image of the object when looking at it in space, in nature, to avoid excessive distortions of the surface and design. The perspective images transfuse an impression of objects’ outside appearance and create the effect of "viewer presence" close to the depicted object. But as construction of the perspective image is more labor intensive than of the axonometric one, and shape distortions in perspective are more significant, so visual images are often performed according to axonometric rules. Unacceptable distortions of objects visual image on the images in oblique projections limit the possibilities of their application.
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Mastipanova, A. V. "PECULIARITIES OF TECHNICAL DRAWING PERFORMANCE METHODS OF DRAWING." Educational Dimension 17 (December 27, 2007): 170–78. http://dx.doi.org/10.31812/educdim.6361.

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Similarity and difference o f artistic and technical designs and also some particularities of fulfilling technical design in the drawing studies for the purpose of improvement o f perception of technical design characteristic features by the students of artisticorientation were considered in the article.
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Holm, E. "Guide to biological drawing - Part 1: Line drawings." Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie 5, no. 3 (March 18, 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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COLLIN, SUZANNE, and DOMINIQUE COLNET. "SYNTACTIC ANALYSIS OF TECHNICAL DRAWING DIMENSIONS." International Journal of Pattern Recognition and Artificial Intelligence 08, no. 05 (October 1994): 1131–48. http://dx.doi.org/10.1142/s0218001494000565.

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We present a syntactic approach to technical drawing dimensions analysis. A specific grammar is used to describe dimensions of drawings. This grammar can be graphically designed by combining different graphic primitives. The algorithm used for analysis can start at different points of the grammar. The analysis proceeds bottom-up and top-down according to previously obtained results.
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Kuna, Peter, Alena Hašková, Miloš Palaj, Miloslav Skačan, and Ján Záhorec. "How to Teach CAD/CAE Systems." International Journal of Engineering Pedagogy (iJEP) 8, no. 1 (February 28, 2018): 148. http://dx.doi.org/10.3991/ijep.v8i1.8185.

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In the traditional methodology of CAD system teaching, one starts with acquirement of technical drawing principles and design of technical schemes and drawings based on manual drawing. Only consequently students learn to draw the schemes and technical drawings in some of the CAD systems. An alternative possibility to teach CAD/CAE systems could be to start immediately with machine element draughts and modelling and to the technical drawing teaching to pay attention only marginally, in a reduced time allocation. A key question related to this, by the authors proposed way of teaching CAD/CAE systems, is whether the reduction of the technical drawing teaching will not have a negative impact on the students` achievements. The answer to this question should be found out from a pedagogical experiment which the authors are going to carry out and a methodology of which is presented in the paper.
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Abdulwahab, Sulaiman, and Akeem Usman. "Competencies Required by Technical Drawing Teachers in Technical Colleges." IOSR Journal of Research & Method in Education (IOSRJRME) 4, no. 2 (2014): 32–37. http://dx.doi.org/10.9790/7388-04223237.

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Константинов and A. Konstantinov. "Technical Drawing in Graphic Knowledge’s Bases Studying." Geometry & Graphics 5, no. 1 (April 17, 2017): 51–63. http://dx.doi.org/10.12737/25124.

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In this paper the interrelation of an axonometric and perspective drawing with a represented object’s real vision is considered. What are the most noticeable axonometric and perspective deformations, how is the axonometric and perspective image of a subject differs from its outlines, visible in real space, in nature? Why it is necessary to choose some types of axonometric projections and separate types of linear prospect with care? What mistakes in drawing of such elementary objects as geometrical bodies, household ware, details and models, arise from literal following to "conditional rules" of this or that commonly accepted projection? How to eliminate these characteristic errors and to bring an image closer to subject’s visual perception? Irrespective of specialization and preliminary training on the academic (art) drawing, students, as experience shows, approach the beginning of training in the technical drawing approximately with identical "baggage" of knowledge, skills, deep rooted mistakes and ideas on the drawing of elementary objects. How justify this? – By means of the fact that drawing teachers due to various reasons don't explain (or can't explain) practically, and don't correct the simplest constructions of elementary objects’ images. If when drawing "from nature" there is almost always "a copying method" with additional adjustment of result, then when analytical drawing (technical drawing’s primary subject) an image object before draftsman’s eyes is absent, and it is required not only to strain fantasy and imagination, but also to know what to do, possess certain techniques, and sequence of constructions. The technical drawing is not some special type of images which is constructed according to its own laws, but alleviated, simplified version of the art drawing. A main aim of the technical drawing is not creation an object’s artistic image, but a "technical aspect" – identification on the image of the object its construction, geometrical surfaces, components, functional principle. In the technical drawing the drawing itself has conditionality, i.e. the drawing is carried out not absolutely as the object is seen by a draftsman, but as it will look in one of axonometric (perspective) projections chosen by the draftsman. How to bring the drawing by "conditional rules" into coincidence with the object "vision"? First of all it’s necessary to exclude all possible and in advance "programmed" on "failures" projections and positions of imaging objects. To consider probability of images’ "visualization shortcomings" even in quite "acceptable" projections, and eliminate these shortcomings with appropriate methods. To correct unsuccessful images.
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SATO, Masaru. "Technical Trends in Tube Drawing Process." Journal of the Japan Society for Technology of Plasticity 52, no. 602 (2011): 321–25. http://dx.doi.org/10.9773/sosei.52.321.

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Dissertations / Theses on the topic "Technical drawing"

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Boroko, Ntike Jan. "Learners taking technical drawing does gender make a difference? /." Diss., Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-11122007-135440.

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Bolger, William Patrick. "The inter-relationship of procedural and conceptual knowledge in two- and three- dimensional spatial problem solving of technical drawing students." Thesis, n.p, 2001. http://dart.open.ac.uk/abstracts/page.php?thesisid=103.

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Schulz, Laurie E. "Entrance exam correlations indicating potential Northcentral Technical College Mechanical Design Technician program completers and non-completers." Online version, 2004. http://www.uwstout.edu/lib/thesis/2004/2004schulzl.pdf.

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Alves, José Manuel Barbosa. "Concepção de interfaces gráficos e comunicação de informação a máquinas de comando numérico computadorizado da indústria de mobiliário." Master's thesis, Instituições portuguesas -- UP-Universidade do Porto -- -Faculdade de Arquitectura, 1997. http://dited.bn.pt:80/30265.

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LaVigne, Bryan. "Evaluation of Northcentral Technical College's drafting and design curriculum." Menomonie, WI : University of Wisconsin--Stout, 2004. http://www.uwstout.edu/lib/thesis/2004/2004lavigneb.pdf.

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Connolly, Michael. "An assessment of employer requirements of competencies of mechanical design students at Wisconsin Indianhead Technical College." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003connollym.pdf.

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Jobst, Jason T. "Study to determine the feasibility of an articulation agreement between Horicon High School and Moraine Park Technical College." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002jobstj.pdf.

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Maiyaki, Joseph Y. (Joseph Yakubu). "A Comparison of Achievement in Technical Drawing of Students Enrolled in the Nigeria Certificate of Education (Technical) at the Kaduna Polytechnic, Kuduna, Nigeria." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc330686/.

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The purpose of this study was to compare the achievement mean test scores in Technical Drawing of students enrolled for the NCE (Technical) program at the College of Science and Technology, Kaduna polytechnic, Kaduna, Nigeria. Test score means were compared between direct and remedial (preparatory) entry students and secondly among type of high school attended. Data were collected directly from students' permanent records. Two major hypotheses with three sub-hypotheses for each were tested. The first major hypothesis compared direct and remedial entry students. The second major hypothesis compared among three types of high schools attended. The One Way Analysis of variance (ANOVA) was used to analyze the data. The Duncan Multiple Comparison Test was also applied on the second major hypothesis. Both hypotheses I and II were retained at the .05 level of significance. However, hypothesis I was rejected at the .01 level of significance because the remedial entry students were found to have higher mean test scores than the direct entry students. Findings for hypothesis II indicated no significant difference among type of high school attended. It was recommended that selection for admissions for both the remedial and direct enrollments should not be based only on type of high school attended or type of subjects taken; data collected for remediation should bear directly on individuals' academic problems; and aptitude tests should be conducted in addition to transcripts currently demanded.
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Yeung, Kai-hing Lionel. "The changing curriculum : from manual drafting to computer aided design (CAD) /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20057453.

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Tamashiro, Heverson Akira. "Desenho técnico arquitetônico: constatação do atual ensino nas escolas brasileiras de arquitetura e urbanismo." Universidade de São Paulo, 2003. http://www.teses.usp.br/teses/disponiveis/18/18131/tde-27012009-144722/.

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Trata-se da constatação de que o ensino de desenho arquitetônico, nas escolas brasileiras de arquitetura, apresenta um quadro pouco positivo, em que os alunos não utilizam adequadamente a representação gráfica do desenho técnico arquitetônico na criação e na produção do objeto de arquitetura. Fica evidente o pouco domínio dessa ferramenta básica, necessária ao exercício da profissão de arquiteto, o que compromete seu bom desempenho. O trabalho se dá a partir da fundamentação teórica sobre a matéria, seguindo-se com a elaboração e aplicação de um questionário a professores de desenho arquitetônico e de CAD, o levantamento e análise de manuais ainda em uso por professores e alunos e, por fim, entrevistas com arquitetos e/ou professores. Os resultados nos instigam à auto-reflexão e à revisão de algumas posturas, a fim de contribuir para a qualidade do ensino de arquitetura e urbanismo e, conseqüentemente, para uma melhor capacitação profissional do arquiteto.
This work analyses the teaching of architectural drawing at Brazilian schools of architecture, coming to a general picture which is not a good one, for the students do not use correctly the graphic representation of the architectural technical drawing, when creating or producing the object of architecture. Such lack of knowledge for using this basic tool, which is so necessary to the architects, endangers their professional performance. The works presents a theoretical foundation on architectural drawing; a questionary apllied to the teachers of architectural drawing and CAD; a list and analysis of manuals in use by teacher and stundents; and, eventually, interviews with architects and/or teachers. The results instigate us to reconsider our role and to review our positions, in order to contribute to the improvement of the quality of the architecture and urbanism teaching and, as a consequence, to a better professional performance of the architects.
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Books on the topic "Technical drawing"

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L, Goetsch David, and Goetsch David L, eds. Technical drawing. 5th ed. Clifton Park, NY: Thomson Delmar Learning, 2005.

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William, Chalk, and Nelson John A. 1935-, eds. Technical drawing. 4th ed. Albany, N.Y: Delmar Publishers, 2000.

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Goetsch, David L. Technical drawing. 3rd ed. Albany, N.Y: Delmar Publishers, 1994.

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1869-, Giesecke Frederick Ernest, ed. Technical drawing. 8th ed. New York: Macmillan, 1986.

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Maguire, D. E. Technical drawing. Lincolnwood, Ill., USA: NTC Pub. Group, 1992.

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Goetsch, David L. Technical drawing. Albany, N.Y: Delmar Publishing Co., 2000.

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E, Giesecke Frederick, ed. Technical drawing. Upper Saddle River, N.J: Prentice Hall, 1997.

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1869-, Giesecke Frederick Ernest, ed. Technical drawing. Upper Saddle River, N.J: Pearson/Prentice Hall, 2003.

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1869-1953, Giesecke Frederick E., ed. Technical drawing. Upper Saddle River, NJ: Prentice Hall/Pearson Education, 2003.

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S. C. O. A. Ezeji. Technical drawing. Harlow,Essex: Longman, 1992.

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Book chapters on the topic "Technical drawing"

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Jünger, Michael, and Petra Mutzel. "Technical Foundations." In Graph Drawing Software, 9–53. Berlin, Heidelberg: Springer Berlin Heidelberg, 2004. http://dx.doi.org/10.1007/978-3-642-18638-7_2.

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Rossi, Adriana. "From Drawing to Technical Drawing." In Architecture, Systems Research and Computational Sciences, 135–49. Basel: Springer Basel, 2012. http://dx.doi.org/10.1007/978-3-0348-0393-9_11.

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Duhovnik, Jože, Ivan Demšar, and Primož Drešar. "Technical Documentation (Drawing)." In Space Modeling with SolidWorks and NX, 413–53. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-03862-9_14.

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Bielefeld, Bert, and Isabella Skiba. "Projection Types." In Basics Technical Drawing, 8–13. Basel: Birkhäuser Basel, 2007. http://dx.doi.org/10.1007/978-3-7643-8175-2_1.

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Bielefeld, Bert, and Isabella Skiba. "Principles of Representation." In Basics Technical Drawing, 14–28. Basel: Birkhäuser Basel, 2007. http://dx.doi.org/10.1007/978-3-7643-8175-2_2.

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Bielefeld, Bert, and Isabella Skiba. "Planning Stages." In Basics Technical Drawing, 29–65. Basel: Birkhäuser Basel, 2007. http://dx.doi.org/10.1007/978-3-7643-8175-2_3.

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Bielefeld, Bert, and Isabella Skiba. "Plan Presentation." In Basics Technical Drawing, 66–70. Basel: Birkhäuser Basel, 2007. http://dx.doi.org/10.1007/978-3-7643-8175-2_4.

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Loar, Josh. "Basic Technical Drawing Standards." In The Sound System Design Primer, 491–99. New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781315196817-52.

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Bekos, Michael A., and Antonios Symvonis. "BLer: A Boundary Labeller for Technical Drawings." In Graph Drawing, 503–4. Berlin, Heidelberg: Springer Berlin Heidelberg, 2006. http://dx.doi.org/10.1007/11618058_45.

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Pasternak, Boris, Gabriel Gabrielides, and Rainer Sprengel. "Knowledge-based Drawing Interpretation." In Integrated Management of Technical Documentation, 206–22. Berlin, Heidelberg: Springer Berlin Heidelberg, 1992. http://dx.doi.org/10.1007/978-3-642-84840-7_15.

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Conference papers on the topic "Technical drawing"

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Brunvand, Erik, Jennifer (Ginger) Reynolds Alford, and Paul Stout. "Drawing machines." In Proceeding of the 44th ACM technical symposium. New York, New York, USA: ACM Press, 2013. http://dx.doi.org/10.1145/2445196.2445530.

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Hall, Pelle, Andrew Hirakawa, Jennelle Nystrom, and Samuel A. Rebelsky. "From drawing to programming." In the 43rd ACM technical symposium. New York, New York, USA: ACM Press, 2012. http://dx.doi.org/10.1145/2157136.2157401.

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Sampaio, Alcinia Zita. "Historical Evolution of Technical Drawing in Engineering." In 2018 3rd International Conference of the Portuguese Society for Engineering Education (CISPEE). IEEE, 2018. http://dx.doi.org/10.1109/cispee.2018.8593496.

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Osz, Rita, and Kovats Robert. "The use of animations in teaching technical drawing." In 2012 7th IEEE International Symposium on Applied Computational Intelligence and Informatics (SACI). IEEE, 2012. http://dx.doi.org/10.1109/saci.2012.6250021.

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Allert, Heidrun, and Christoph Richter. "Drawing on practices for modeling socio-technical systems." In the 8th iternational conference. Morristown, NJ, USA: Association for Computational Linguistics, 2007. http://dx.doi.org/10.3115/1599600.1599609.

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Pu, Jiantao, and Karthik Ramani. "An Approach to Drawing-Like View Generation From 3D Models." In ASME 2005 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2005. http://dx.doi.org/10.1115/detc2005-85314.

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In this paper we propose a method to generate 2D drawing-like views from 3D models automatically. The view generation process is conducted in object space and supported by two algorithms: (1) pose determination for 3D models: unifying the space between 2D drawings and 3D models; and (2) 2D drawing-like view generation from 3D models: building the correspondence between 2D drawings and 3D models. The pose determination method for 3D objects is proposed on the basis of a concept called Virtual Contact Area. Meanwhile an efficient occlusion algorithm based regular grid is described to generate orthogonal drawing-like views from 3D models along the pose orientations. To evaluate the validity of the proposed methods, respective experiments are presented.
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Pazos, Iraitz, Xabier Garikano, Jose Antonio Oriozabala, Iñaki Martin, Mikel Iturrate, Eneko Solaberrieta, and Xabier Amezua. "TECHNICAL DRAWING AUGMENTED REALITY INTEGRATION IN ACTIVE LEARNING ENVIRONMENT." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.0905.

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Dornchai, Grailard, Panithan Jaisil, and Theeraphong Panyasaeng. "The Construct and Investigate Efficiency of Augmented Reality Media for Applying in Engineering Drawing Learning : Orthographic Drawing Reading." In The 14th National Conference on Technical Educationดand The 9th International Conference on Technical Education. KMUTNB, Bangkok, Thailand, 2022. http://dx.doi.org/10.14416/c.fte.2022.06.008.

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Fiorentino, Michele, Antonio E. Uva, and Giuseppe Monno. "Product Manufacturing Information Management in Interactive Augmented Technical Drawings." In ASME 2011 World Conference on Innovative Virtual Reality. ASMEDC, 2011. http://dx.doi.org/10.1115/winvr2011-5516.

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This work presents a novel Augmented Realty (AR) application to superimpose interactive Product Manufacturing Information (PMI) onto paper technical drawings. We augment drawings with contextual data and use a novel tangible interface to access the data in a natural way. We present an optimized PMI data visualization algorithm for CAD models in order to avoid model and annotation cluttering.. Our algorithm ranks the model faces with technical annotations according to angle, distance, occlusion and area. The number of annotations visualized on 3D model is chosen following the cognitive perception theory to avoid information overload. We also extended the navigation metaphor adding the concept of tangible model navigation and flipping using the duplex drawing. As case studies we used annotated models from ASME standards. By using PC hardware and common paper drawings, this approach can be integrated at low-cost in existing industrial processes.
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Huerta, Omar, Ertu Unver, Ridvan Aslan, Abdil Kus, and Dimo Chotrov. "Application of VR and AR Tools for Technical Drawing Education." In CAD'19. CAD Solutions LLC, 2019. http://dx.doi.org/10.14733/cadconfp.2019.363-366.

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Reports on the topic "Technical drawing"

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Kanivets, Oleksandr V., Irina М. Kanivets, Natalia V. Kononets, Tetyana М. Gorda, and Ekaterina O. Shmeltser. Development of mobile applications of augmented reality for projects with projection drawings. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3745.

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We conducted an analysis of the learning aids used in the study of general technical disciplines. This allowed us to draw an analogy between physical and virtual models and justify the development of a mobile application to perform tasks on a projection drawing. They showed a technique for creating mobile applications for augmented reality. The main stages of the development of an augmented reality application are shown: the development of virtual models, the establishment of the Unity3D game engine, the development of a mobile application, testing and demonstration of work. Particular attention is paid to the use of scripts to rotate and move virtual models. The in-house development of the augmented reality mobile application for accomplishing tasks on a projection drawing is presented. The created mobile application reads, recognizes marker drawings and displays the virtual model of the product on the screen of the mobile device. It has been established that the augmented reality program developed by the team of authors as a mobile pedagogical software can be used to perform tasks both with independent work of students and with the organization of classroom activities in higher education institutions.
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Lammers, Gary, and Mel Lammers. Technical Engineering Drawing Transfer Using: Lockheed Missile and Space Company's Data Supporting: The Joint Advance Rocket System, Contract Number N00019-9-2-C-185. MIL-D-28000A (IGES). Quick Short Test Report. Fort Belvoir, VA: Defense Technical Information Center, September 1993. http://dx.doi.org/10.21236/ada312889.

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Field, Adrian. Menzies School Leadership Incubator: Insights. Australian Council for Educational Research, July 2021. http://dx.doi.org/10.37517/978-1-74286-637-6.

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The Menzies School Leadership Incubator (the Incubator) is a national trans-disciplinary initiative to design, test and learn about transformative innovations that will support lasting systems change in Australian schools’ leadership. This review explores the successes, challenges and learning from work in the Incubator to date, from the perspective of a collaborative seeking longstanding systems change. The design of the review is informed by thinking in the innovation literature, principally communities of practice and socio-technical systems theory. This review was undertaken as a rapid exploration of experiences and learning, drawing on interviews with eight individuals from within the Incubator (six interviews) and collaborating partners (two interviews).
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Lammers, Gary, and Mel Lammers. Technical Raster Transfer Installation Drawing: Waveguide LPCR-130-2 Radar. Submitted By: Lockheed Aeronautical Systems. Supporting: WR-ALC/TILCA's EDCARS Program Contract Number F33657-90-C-0071-P000l3BL2. MIL-STD-1840A, MIL-R-28002A (Raster). Quick Short Test Report. Fort Belvoir, VA: Defense Technical Information Center, August 1994. http://dx.doi.org/10.21236/ada312997.

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DeJaeghere, Joan, Vu Dao, Bich-Hang Duong, and Phuong Luong. Inequalities in Learning in Vietnam: Teachers’ Beliefs About and Classroom Practices for Ethnic Minorities. Research on Improving Systems of Education (RISE), February 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/061.

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Global and national education agendas are concerned with improving quality and equality of learning outcomes. This paper provides an analysis of the case of Vietnam, which is regarded as having high learning outcomes and less inequality in learning. But national data and international test outcomes may mask the hidden inequalities that exist between minoritized groups and majority (Kinh) students. Drawing on data from qualitative videos and interviews of secondary teachers across 10 provinces, we examine the role of teachers’ beliefs, curricular design and actions in the classroom (Gale et al., 2017). We show that teachers hold different beliefs and engage in curricular design – or the use of hegemonic curriculum and instructional practices that produce different learning outcomes for minoritized students compared to Kinh students. It suggests that policies need to focus on the social-cultural aspects of teaching in addition to the material and technical aspects.
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Sabates-Wheeler, Rachel, and Carolina Szyp. Key Considerations for Targeting Social Assistance in Situations of Protracted Crises. Institute of Development Studies (IDS), March 2022. http://dx.doi.org/10.19088/basic.2022.012.

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Targeting social assistance in situations of protracted conflict, protracted displacement, or recurrent climate shock, so that it reaches those most in need rapidly, effectively and without doing further harm, has historically been one of the most complex technical and political challenges for development and humanitarian programmes. Trade-offs involving costs beyond the economic – such as risks of exclusion and concerns over protection – raise questions about who to target, how to target and whether to target at all (i.e. through universal coverage or lotteries) would lead to better impacts in contexts where systems of state provision are often damaged or non-existent. The multiplicity of actors involved in delivering social assistance in crisis situations, with their own targeting cultures and mandates, can result in uncoordinated patchy and limited assistance, often overlooking equity concerns. Drawing on a range of literature, in this paper we examine the key considerations and dilemmas for targeting social assistance in protracted crises, including shock contexts, targeting methods, exclusion and protection risks, national and international actors’ politics, and technologies. Our purpose is to draw out lessons to better inform targeting of future social assistance programming across the humanitarian-development nexus.
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MARTIN MARIETTA SPACE SYSTEMS INC DENVER CO. Insertion Demonstrations of Digital Gallium Arsenide. OBP-80 Final Technical Report. Volume 2/4. Source Control Drawings. Fort Belvoir, VA: Defense Technical Information Center, March 1991. http://dx.doi.org/10.21236/ada250334.

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Gerritsen, Erik, Lisa Korteweg, Foivos Petsinaris, Rachel Lamothe, Jeroen van der Laan, Daniela Chiriac, Costanza Strinati, Sean Stout, and Bella Tonkonogy. Options for Considering Nature-positive Finance Tracking and Taxonomy. Inter-American Development Bank, November 2022. http://dx.doi.org/10.18235/0004572.

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Healthy and resilient ecosystems underpin our societies and economies. Collapse of just a few ecosystem services such pollination, timber from forests and food from marine fisheries, could result in a global GDP decline of USD 2.7 trillion annually by 2030. We are not investing sufficiently in nature, resulting in an estimated nature funding gap as high as US$800 billion per year. Redirecting financial flows towards nature-positive investments and activities is critical. Multilateral Development Banks (MDBs) play an instrumental role to support a nature-positive future, aligned with the forthcoming post-2020 Global Biodiversity Framework, the G7 Climate, Energy and Environment Ministers Communiqué of May 27th, 2022, and with the Joint Statement on Nature, People, and Planet endorsed by the 10 MDBs at COP27. This Statement included an intention to work towards a joint understanding of the term 'nature positive' in the context of operations and investments and a goal to develop tools and methodologies for tracking 'nature positive' investments across MDB portfolios. This technical note is a first step towards meeting this commitment. This work presents options for defining nature-positive finance, based on definitions and principles identified in a bibliographical review drawing on global expertise and developing frameworks and taxonomies. Acknowledging the variety of institutional and ecological contexts in which MDBs operate, the report offers a menu of options to screen nature-positive activities as well as a variety of approaches to determine the nature-positive contribution to investments. Finally, the report proposes principles for tracking and reporting on these investments.
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Hwa, Yue-Yi, Sharon Kanthy Lumbanraja, Usha Adelina Riyanto, and Dewi Susanti. The Role of Coherence in Strengthening CommunityAccountability for Remote Schools in Indonesia. Research on Improving Systems of Education (RISE), February 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/090.

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Incoherence in accountability relationships can hamper the quality of education. Such incoherence can be a particular challenge in resource-constrained, remote villages where teachers tend to have higher educational capital and social status than the parents and communities that they serve. We analyze quantitative and qualitative data from a randomized controlled trial of a social accountability mechanism (SAM) for schools in remote Indonesian villages. The intervention had three treatment arms, all of which included the SAM, which engaged village-level stakeholders in a consensus-building process that led to joint service agreements for supporting the learning process. Prior analyses have found that all three treatment arms significantly improved student learning, but the treatment arm combining the SAM with performance pay based on camera-monitored teacher attendance led to much larger gains than the SAM-only treatment or the treatment arm combining the SAM with teacher performance pay based on a community-evaluated scorecard. Drawing on a range of quantitative data sources across all treatment schools (process monitoring, survey, and service agreement indicators) and qualitative data from nine case study schools (interviews and focus group discussions), we show firstly that the student learning gains across all three treatment arms were accompanied by increases in the coherence of the accountability relationships between village-level stakeholders, and in the degree to which these relationships were oriented toward the purpose of cultivating learning. We further show that the treatment combining SAM with camera-monitored teacher performance pay led to greater improvements in the coherence of accountability relationships than the other treatment arms, because the cameras improved both the technical capacity and the social legitimacy of community members to hold teachers accountable. This coherence-focused, relational explanation for the relative effectiveness of the treatment arms has more explanatory power than alternative explanations that focus narrowly on information quality or incentive structure. Our analysis reinforces arguments for ensuring that accountability structures are coherent with the local context, including local social structures and power dynamics.
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Johnson, Mark, and John Wachen. Examining Equity in Remote Learning Plans: A Content Analysis of State Responses to COVID-19. The Learning Partnership, November 2020. http://dx.doi.org/10.51420/report.2020.2.

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In this technical report, the authors present a content analysis of state guidance on remote learning from the 2019-20 school year. As schools across the country closed in response to COVID-19, state education agencies (SEAs) developed guidance for use by districts on how to ensure the continuation of education during the pandemic. The described analysis applied an equity framework that was developed based on concepts drawn from a literature review to examine the extent to which SEAs addressed issues of equity in their remote learning recommendations. The analysis revealed variation in the extent to which states explicitly focused on equity in their guidance. The analysis also identified exemplar states that encouraged local educators to keep equity at the forefront of their planning.
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