Добірка наукової літератури з теми "Drawing tools"

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Статті в журналах з теми "Drawing tools":

1

Spinellis, Diomidis. "Drawing Tools." IEEE Software 26, no. 3 (May 2009): 12–13. http://dx.doi.org/10.1109/ms.2009.63.

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2

Sandberg, Kay A. "Chemical Drawing Tools." Journal of Chemical Education 83, no. 11 (November 2006): 1601. http://dx.doi.org/10.1021/ed083p1601.2.

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3

Niestorowicz, Ewa. "Reality in blind people’s drawings. Research procedures and tools." Special School LXXIX, no. 5 (December 30, 2018): 341–53. http://dx.doi.org/10.5604/01.3001.0012.8553.

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The study presented in this article looks at how the phenomena of reality are constructed in totally blind people’s drawings. Analysis focuses on drawing skills and their development seen based on drawings made by people who have been blind since birth. Raised-line drawings made on a special drawing film for blind people were analyzed. The analysis covered: 1. Blind people’s cognitive abilities – the way they see phenomena. 2. Abilities and ways of presenting phenomena in drawings. 3. Determining stages in the development of drawing skills in blind children as compared to the development of drawing skills in sighted children. The study was motivated by the desire to answer the following questions: What similarities and differences are there in the process of drawing by people with disabilities and in their drawings? What esthetic features (content, form, uniqueness of presentation, manner of displaying emotions) do blind children’s drawings have? How are the phenomena of reality depicted in blind people’s drawings? What difficulties do blind people encounter in making a drawing on a two-dimensional surface? Does blind children’s artistic development take place in a similar way as sighted children’s artistic development? Are blind children at a similar level of artistic development as their sighted peers? I proposed a model of artistic creation that takes into consideration the content and form of drawings and the artist’s creativity and emotionalism which was used as a tool in the analysis. All aspects of the analysis refer to the stages of drawing development in sighted children proposed by: Stefan Szuman, Viktor Lowenfeld, W. Lambert Brittain, and Georges-Henri Luquet.
4

Heo, Young Moo, Jong Deok Kim, and Yong Jun Jeon. "Study on Friction Characteristics According to Drawing Variables in Press Drawing Process." Advanced Materials Research 680 (April 2013): 440–45. http://dx.doi.org/10.4028/www.scientific.net/amr.680.440.

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Friction is generated between a press tool and a material during the inflow of material in an automotive press drawing process. Currently, there is deficienttechnical information on such tool-material friction properties. This study is accordingly aimed to understand friction characteristics by investigating them from drawing variables in the press deep-drawing process for steel plates of 590MPa grade and above that are recently being applied for the reduction of weight and improvement of safety of automobiles. The drawing variables in this study are blank holder holding pressure, drawing velocity, and tool surface treatment, which are tested and applied for stamping analysis. The results showed that for holding pressure and drawing velocity, friction coefficient decreases as holding pressure and drawing velocity increases. In case of friction properties according to tool surface treatment, friction coefficient is lower in surface-treated tools compared to non-surface-treated tools, which verifies the need for surface treatment when fabricating press tools. In addition, this study ascertained the need to have a stamping analysis that considered actual drawing variables when analyzingforming by verifying the results of drawing simulations after applying the experimented friction coefficient in the stamping analysis.
5

Christie, John, Mathew Reichertz, Bryan Maycock, and Raymond M. Klein. "To erase or not to erase, that is not the question: Drawing from observation in an analogue or digital environment." Art, Design & Communication in Higher Education 19, no. 2 (October 1, 2020): 203–20. http://dx.doi.org/10.1386/adch_00023_1.

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Erasing when drawing occurs for a variety of reasons. While the most obvious may be correction of mistakes, at other times erasers are used to create such things as highlights or marks that introduce particular aesthetic elements. When a drawing is made on paper, partial erasure ‘marks’ can provide a useful record of a drawing’s evolution. For the teacher, this historical record can be a catalyst for helpful commentary and criticism. While programmed to simulate an analogue eraser, in a digital environment the erase function can eradicate a drawing’s history with a single click. We studied analogue and digital tool use behaviours (including erasing) to compare the frequency of erasure and the effect of erasing on observational accuracy in adults between the age of 17 and 64 with various levels of drawing experience from less than two years to more than ten years. The study involved participants making one drawing on paper with traditional drawing tools and one drawing on a digital drawing tablet. We then had the drawings rated for accuracy. Among other interesting results, we found that erasing occurs with greater frequency when participants work in a digital environment than in an analogue one and that, while there were significant tool use differences between the environments, those differences did not result in differences in the accuracy of final drawings indicating the adaptability of our participants using different means to achieve the same effect.
6

Bergweiler, Georg, Falko Fiedler, Ahsan Shaukat, and Bernd Löffler. "Experimental Investigation of Dimensional Precision of Deep Drawn Cups Using Direct Polymer Additive Tooling." Journal of Manufacturing and Materials Processing 5, no. 1 (December 30, 2020): 3. http://dx.doi.org/10.3390/jmmp5010003.

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While deep drawing of sheet metals is economical at high volumes, it can be very costly for manufacturing prototypes, mainly due to high tooling costs. Additively manufactured polymer tools have the potential to be more cost-efficient for small series, but they are softer and thus less resilient than conventional steel tools. This work aimed to study the dimensional precision of such tools using a standard cup geometry. Tools were printed with FFF using two different materials, PLA and CF-PA. A test series of 20 parts was drawn from each tool. Afterwards, the dimensional precisions of the drawn parts were analyzed using an optical measuring system. The achieved dimensional accuracy of the first drawn cup using the PLA toolset was 1.98 mm, which was further improved to 1.04 mm by altering shrinkage and springback allowances. The repeatability of the deep drawing process for the CF-reinforced PA tool was 0.17 mm during 20 drawing operations and better than that of the PLA tool (1.17 mm). To conclude, deep drawing of standard cups is doable using direct polymer additive tooling with a dimensional accuracy of 1.04 mm, which can be further improved by refining allowances incorporated to the CAD model being printed.
7

Muller, Nathan J. "Advanced drawing tools aid network planning." International Journal of Network Management 7, no. 6 (November 1997): 324–33. http://dx.doi.org/10.1002/(sici)1099-1190(199711/12)7:6<324::aid-nem265>3.0.co;2-0.

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8

Peng, Chengzhi. "Survey of collaborative drawing support tools." Computer Supported Cooperative Work (CSCW) 1, no. 3 (September 1992): 197–228. http://dx.doi.org/10.1007/bf00752438.

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Karaulov, A. G., T. G. Gal'chenko, N. M. Chudnova, E. B. Loenko, É. L. Karyakina, and A. I. Lobanov. "Zirconia-base ceramics for drawing tools." Refractories 37, no. 5 (May 1996): 156–62. http://dx.doi.org/10.1007/bf02307360.

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10

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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Анотація:
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.

Дисертації з теми "Drawing tools":

1

Donarski, Vincent. "Drawing tools." College Park, Md. : University of Maryland, 2006. http://hdl.handle.net/1903/3615.

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Thesis (M.F.A.) -- University of Maryland, College Park, 2006.
Thesis research directed by: Dept. of Art. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
2

Aytes, Kregg John. "An empirical investigation of collaborative drawing tools." Diss., The University of Arizona, 1993. http://hdl.handle.net/10150/186306.

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Recently, researchers have developed computer-based collaborative drawing tools, which make it possible for multiple users to concurrently share an electronic drawing area. This research is concerned with how these tools impact group process and outcomes. Specifically, two laboratory experiments, which differed primarily in the type of task the group performed, were conducted in order to compare the interaction and performance of small (three-person) groups using either a whiteboard or one of two collaborative drawing tools (CDTs). The group process was studied in terms of how the members worked together: either by multiple participants drawing and speaking simultaneously (interactive mode), by only one person drawing at a time (scribe mode), or by all members drawing without verbally interacting (parallel mode). The equality of participation among group members was another component of the group process that was measured. Time and solution quality served as outcomes measures of group performance. Results from the two experiments showed that whiteboard groups worked in scribe mode a significantly greater proportion of the time than did CDT groups, while CDT groups tended to work more interactively or in parallel. There was also evidence that at least some types of CDTs result in more even drawing participation among group members. However, for these experimental tasks, completion times for CDT groups were significantly longer than for whiteboard groups. There are at least three possible reasons that CDT groups took more time to complete the tasks: (1) the mechanics of drawing take longer with a CDT, (2) communication is less effective, (3) CDT groups utilize the modes of work ineffectively. It also appears that CDTs not only enabled parallel work, but actually suggested it. CDT group members seemed to be drawn into working on their own, with much longer periods of silence than whiteboard groups experienced. CDTs may make it harder for group members to remain aware of what other group members' activities, as they become focused on their own display and do not perceive the drawing and other non-verbal communication of the other group members.
3

Ceylan, Aybike. "Structural tools in the making of cities form as a development control mechanism /." Ankara : METU, 2003. http://etd.lib.metu.edu.tr/upload/12604767/index.pdf.

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4

Do, Ellen Yi-Luen. "The right tool at the right time : investigation of freehand drawing as an interface to knowledge based design tools." Diss., Georgia Institute of Technology, 1998. http://hdl.handle.net/1853/23934.

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5

Sulaiman, S. "User haptic experience : transferring real world tactile sensation of drawing tools into haptic interfaces." Thesis, University College London (University of London), 2006. http://discovery.ucl.ac.uk/1446177/.

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Haptic perception is context dependent, suggesting that haptic cues in one particular domain of applications may not be suitable for another. Literature suggests that options should be given to users to allow customisation of feedback received to fit their needs. How these options should be presented has not been investigated. Also, little has been reported with respect to haptic cues in drawing, a fundamental domain in art. This research explores haptic sensations that artists recognise in a drawing environment and investigates design representations to support those sensations. It addresses these inter related questions: (1) What are the haptic features involved in drawing (2) What haptic cues are suitable for a drawing application and how to integrate them (3) In such an application, do users prefer to interact with an interface design that has a "fixed haptic" sensation or its "variable haptic" counterpart (4) If a variable haptic design is preferred, do users prefer to interact with haptic information represented in the system using an interface metaphor that involves a real world object-based representation whose underlying haptic sensation feels similar to its real world counterpart, or a textual description of the underlying feature that corresponds to an intuitive haptic sensation These questions were addressed in three practical aspects of research work: a study to capture the design requirements, implementation of the haptic interfaces, and a main evaluation study. The first study resulted in a taxonomy of haptic cues for drawing. The haptic cues for a drawing application were integrated into two different types of interface. The integration was motivated by the role and reification of metaphor to make haptic information concrete. An evaluation study tested users' preferences on these design representations suggesting a preference for a variation of force feedback. The findings suggest that both designs have potential to be accepted by users.
6

Ceylan, Aybike. "Structural Tools In The Making Of Cities:form As A Development Control Mechanism." Master's thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/3/12604767/index.pdf.

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Анотація:
Macro-scale planning and design as a product of modernism have been abandoned to a high degree, as a result of the reactionary post-modern approaches since the 1960&
#65533
s. Intensifying with the rise of neo-liberal approaches in the 1970&
#65533
s, these reactions advocated merely incremental decision-making and design in the making of cities. These developments lived in the western countries showed their reflections in Turkey with the 1980&
#65533
s, resulting in fragmented planning practices. However it is the hypothesis of the study that macro-scale urban design: thus designing the form and the structural elements of the city is the statement of the development policy of the city. Thus structural elements that make up a certain city form is a major area of concern for urban design. Within this frame firstly the debate between the modern and post-modern approaches about the scope of intervening in the development of the city will be evaluated. Then the Turkish planning approach will be analyzed with regard to its success in development control. Basic city forms and their growth characteristics will be examined in the next part. Finally the planning practices of Ankara and the form and the structural elements proposed will be evaluated accordingly.
7

Mousavi, Ali [Verfasser], Alexander [Gutachter] Brosius, and Marion [Gutachter] Merklein. "A novel approach towards a lubricant-free deep drawing process via macro-structured tools / Ali Mousavi ; Gutachter: Alexander Brosius, Marion Merklein." Dresden : Technische Universität Dresden, 2020. http://d-nb.info/1227833806/34.

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Turhan, Mehmet. "An Approach To Achieve Design Recommendations For Interior Elements Of Urban Railway Transport With Regard To User Perception Of Semantic Dimensions." Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12609978/index.pdf.

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Although, the literature reveals that coach interior designs have been emphasized as an important factor determining their competitiveness in the market and the quality of an interior design can be effectively improved by using information about passenger expectations, few practical studies exist to assess the urban railway transport interiors from the passengers&rsquo
perspective. Consequently, designers lack reliable criteria to guide their decisions which would satisfy users. In this study, it is intended to develop a procedure to create interior design alternatives of urban railway transportation vehicles with regard to subjective needs and preferences of users. In order to acquire design criteria and recommendations for such interiors, the design alternatives are then evaluated quantitatively through the medium of semantic assessment tools. The thesis is supported with the arguments collected from literature and with the data from three empirical studies.
9

Lutz, Eva. "The FlashdrawA Participatory Methodology for the Design of Icons and Pictograms." University of Cincinnati / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1428652620.

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Alshepani, Saleh Mohamed. "UML drawing tool." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0015/MQ54520.pdf.

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Книги з теми "Drawing tools":

1

Goldstein, Nathan. A drawing handbook: Themes, tools, and techniques. Englewood Cliffs, N.J: Prentice-Hall, 1986.

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2

Goldstein, Nathan. A drawing handbook : themes, tools, and techniques. Englewood Cliffs: Prentice-Hall, 1986.

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3

Leung, John W. Drawing tools for 3D modelling using Smalltalk-80. Manchester: University of Manchester, Department of Computer Science, 1995.

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4

Cathy, Johnson. The Sierra Club guide to sketching in nature. San Francisco: Sierra Club Books, 1990.

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5

Cathy, Johnson. The Sierra Club guide to sketching in nature. San Francisco: Sierra Club Books, 1997.

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6

Jakiela, Mark John. Back to the drawing board?: Computer-mediated communication tools for engineers. Cambridge, Mass: Alfred P. Sloan School of Management, Massachusetts Institute of Technology, 1990.

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7

Parramón, José María. How to draw: The historical background, materials and tools, techniques and procedure, theory and practice of the art of drawing. New York: Watson-Guptill Publications, 1991.

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8

Parramón, J. M. How to draw: The historical background, materials and tools, techniques and procedure, theory and practice of the art of drawing. New York: Watson-Guptill Publications, 1991.

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9

Hanks, Kurt. The rapid vis toolkit: An intriguing collection of powerful drawing tools for the rapid visualization of ideas. Menlo Park, Calif: Crisp Publications, 2003.

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10

Martingell, Hazel E. The illustration of lithic artefacts: A guide to drawing stone tools for specialist reports. [s.l.]: Lithic Studies Society, 1988.

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Частини книг з теми "Drawing tools":

1

Ellson, John, Emden Gansner, Lefteris Koutsofios, Stephen C. North, and Gordon Woodhull. "Graphviz— Open Source Graph Drawing Tools." In Graph Drawing, 483–84. Berlin, Heidelberg: Springer Berlin Heidelberg, 2002. http://dx.doi.org/10.1007/3-540-45848-4_57.

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2

Huddleston, Rob. "Using XD’s Drawing Tools." In Beginning Adobe Experience Design, 23–49. Berkeley, CA: Apress, 2017. http://dx.doi.org/10.1007/978-1-4842-2964-4_3.

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Sansome, D. H. "The Drawing of Metals." In Design of Tools for Deformation Processes, 73–111. Dordrecht: Springer Netherlands, 1986. http://dx.doi.org/10.1007/978-94-009-4177-9_3.

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4

Gutwenger, Carsten, Joachim Kupke, Karsten Klein, and Sebastian Leipert. "GoVisual for CASE Tools Borland Together ControlCenter and Gentleware Poseidon – System Demonstration." In Graph Drawing, 123–28. Berlin, Heidelberg: Springer Berlin Heidelberg, 2004. http://dx.doi.org/10.1007/978-3-540-24595-7_11.

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Dai, Dunsi. "Materials and Tools." In Progressive Perspective Drawing for Theatrical Scene Design, 3–6. New York : Routledge, 2021: Routledge, 2021. http://dx.doi.org/10.4324/9781003016779-2.

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Ellson, John, Emden R. Gansner, Eleftherios Koutsofios, Stephen C. North, and Gordon Woodhull. "Graphviz and Dynagraph — Static and Dynamic Graph Drawing Tools." In Graph Drawing Software, 127–48. Berlin, Heidelberg: Springer Berlin Heidelberg, 2004. http://dx.doi.org/10.1007/978-3-642-18638-7_6.

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Venkataraman, K. "Bending, Drawing and Forming Dies." In Design of Jigs, Fixtures and Press Tools, 5.1–5.23. Chichester, UK: John Wiley & Sons, Ltd, 2015. http://dx.doi.org/10.1002/9781119191414.ch11.

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Venkataraman, K. "Bending, Drawing and Forming Dies." In Design of Jigs, Fixtures and Press Tools, 149–72. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-76533-0_11.

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Nomoto, Shingo, Kensuke Fukuda, Minoru Uehara, and Hideki Mori. "Graphic Drawing Tools for Network Traffic Simulation." In Network-Based Information Systems, 293–302. Berlin, Heidelberg: Springer Berlin Heidelberg, 2008. http://dx.doi.org/10.1007/978-3-540-85693-1_31.

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Sroka-Bizoń, Monika, Piotr Dudzik, Tatjana Sankauskienė, Ewa Terczyńska, Jolanta Tofil, Krzysztof Tytkowski, and Antanas Vansevicius. "Between Geometry and Technical Drawing - Didactic Interactive and Animated Drawing Teaching Tools of the DIAD-TOOLS Project." In Advances in Intelligent Systems and Computing, 736–44. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-63403-2_66.

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Тези доповідей конференцій з теми "Drawing tools":

1

Martin, Munier. "Low Cost Drawing Tools." In International Body Engineering Conference & Exhibition and Automotive & Transportation Technology Congress. 400 Commonwealth Drive, Warrendale, PA, United States: SAE International, 2002. http://dx.doi.org/10.4271/2002-01-2064.

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2

Gold, Chris, and Maciej Dakowicz. "Kinetic Voronoi/Delaunay Drawing Tools." In 2006 3rd International Symposium on Voronoi Diagrams in Science and Engineering. IEEE, 2006. http://dx.doi.org/10.1109/isvd.2006.24.

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Wolf, Catherine G., and James R. Rhyne. "Gesturing with shared drawing tools." In INTERACT '93 and CHI '93 conference companion. New York, New York, USA: ACM Press, 1993. http://dx.doi.org/10.1145/259964.260150.

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4

Bornschein, Jens, and Gerhard Weber. "Digital Drawing Tools for Blind Users." In PETRA '17: 10th International Conference on PErvasive Technologies Related to Assistive Environments. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3056540.3056542.

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Wang, Patrick S. P. "Recognizing 3D articulated-line-drawing objects." In Optical Tools for Manufacturing and Advanced Automation, edited by David P. Casasent. SPIE, 1993. http://dx.doi.org/10.1117/12.150191.

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Neugebauer, R., P. Mainda, W. G. Drossel, M. Kerschner, and K. Wolf. "Integrated piezoelectric actuators in deep drawing tools." In SPIE Smart Structures and Materials + Nondestructive Evaluation and Health Monitoring, edited by Kevin M. Farinholt and Steve F. Griffin. SPIE, 2011. http://dx.doi.org/10.1117/12.879888.

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Fleury, Alexandre. "Drawing and acting as user experience research tools." In the 10th asia pacific conference. New York, New York, USA: ACM Press, 2012. http://dx.doi.org/10.1145/2350046.2350101.

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Wiese, K. C., and C. Eicher. "Graph Drawing Tools for Bioinformatics Research: An Overview." In Proceedings. 19th IEEE International Symposium on Computer-Based Medical Systems. IEEE, 2006. http://dx.doi.org/10.1109/cbms.2006.92.

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Tzafestas, Elpida S. "Integrating drawing tools with behavioral modeling in digital painting." In the 2000 ACM workshops. New York, New York, USA: ACM Press, 2000. http://dx.doi.org/10.1145/357744.357756.

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Jähnig, Theresa, Seyed Ali Mousavi, Alexander Brosius, and Andrés Fabián Lasagni. "Structuring of forming tools for lubricant-free deep drawing." In Laser-based Micro- and Nanoprocessing XIV, edited by Udo Klotzbach, Rainer Kling, and Akira Watanabe. SPIE, 2020. http://dx.doi.org/10.1117/12.2544731.

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Звіти організацій з теми "Drawing tools":

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Chattaraman, Veena, Lindsay Tan, and Paula Peek. Incorporation of Pen-Based Digital Drawing Tools in Apparel and Interior Design Instruction for Effective Design Communication. Ames: Iowa State University, Digital Repository, 2013. http://dx.doi.org/10.31274/itaa_proceedings-180814-752.

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Máñez Costa, Maria, Amy M. P. Oen, Tina-Simone Schmid Neset, Loius Celliers, Mirko Suhari, Jo-Ting Huang-Lachmann, Rafael Pimentel, et al. Co-production of Climate Services : A diversity of approaches and good practice from the ERA4CS projects (2017–2021). Linköping Univeristy Electronic Press, February 2022. http://dx.doi.org/10.3384/9789179291990.

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This guide presents a joint effort of projects funded under the European Research Area for Climate Services (ERA4CS) (http://www.jpi-climate.eu/ERA4CS), a co- funded action initiated by JPI Climate with co-funding by the European Union (Grant 690462), 15 national public Research Funding Organisations (RFOs), and 30 Research Performing Organisations (RPOs) from 18 European countries. This guide sets out to increase the understanding of different pathways, methods, and approaches to improve knowledge co-production of climate services with users as a value-added activity of the ERA4CS Programme. Reflecting on the experiences of 16 of the 26 projects funded under ERA4CS, this guide aims to define and recommend good practices for transdisciplinary knowledge co-production of climate services to researchers, users, funding agencies, and private sector service providers. Drawing on responses from ERA4CS project teams to a questionnaire and interviews, this guide maps the diversity of methods for stakeholder identification, involvement, and engagement. It also conducts an analysis of methods, tools, and mechanisms for engagement as well as evaluation of co-production processes. This guide presents and discusses good practice examples based on the review of the ERA4CS projects, identifying enablers and barriers for key elements in climate service co-production processes. These were: namely (i) Forms of Engagement; (ii) Entry Points for Engagement; and, (iii) Intensity of Involvement. It further outlines key ingredients to enhance the quality of co-producing climate services with users and stakeholders. Based on the analysis of the lessons learned from ERA4CS projects, as well as a review of key concepts in the recent literature on climate service co-production, we provide a set of recommendations for researchers, users, funders and private sector providers of climate services.
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Hilbrecht, Margo, Sally M. Gainsbury, Nassim Tabri, Michael J. A. Wohl, Silas Xuereb, Jeffrey L. Derevensky, Simone N. Rodda, McKnight Sheila, Voll Jess, and Gottvald Brittany. Prevention and education evidence review: Gambling-related harm. Edited by Margo Hilbrecht. Greo, September 2021. http://dx.doi.org/10.33684/2021.006.

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This report supports an evidence-based approach to the prevention and education objective of the National Strategy to Reduce Harm from Gambling. Applying a public health policy lens, it considers three levels of measures: universal (for the benefit of the whole population), selective (for the benefit of at-risk groups), and indicated (for the benefit of at-risk individuals). Six measures are reviewed by drawing upon a range of evidence in the academic and grey literature. The universal level measures are “Regulatory restriction on how gambling is provided” and “Population-based safer gambling/responsible gambling efforts.” Selective measures focus on age cohorts in a chapter entitled, “Targeted safer gambling campaigns for children, youth, and older adults.” The indicated measures are “Brief internet delivered interventions for gambling,” “Systems and tools that produced actual (‘hard’) barriers and limit access to funds,” and “Self-exclusion.” Since the quantity and quality of the evidence base varied by measure, appropriate review methods were selected to assess publications using a systematic, scoping, or narrative approach. Some measures offered consistent findings regarding the effectiveness of interventions and initiatives, while others were less clear. Unintended consequences were noted since it is important to be aware of unanticipated, negative consequences resulting from prevention and education activities. After reviewing the evidence, authors identified knowledge gaps that require further research, and provided guidance for how the findings could be used to enhance the prevention and education objective. The research evidence is supplemented by consultations with third sector charity representatives who design and implement gambling harm prevention and education programmes. Their insights and experiences enhance, support, or challenge the academic evidence base, and are shared in a separate chapter. Overall, research evidence is limited for many of the measures. Quality assessments suggest that improvements are needed to support policy decisions more fully. Still, opportunities exist to advance evidence-based policy for an effective gambling harm prevention and education plan.
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Hotsur, Oksana. SOCIAL NETWORKS AND BLOGS AS TOOLS PR-CAMPAIGN IMPLEMENTATIONS. Ivan Franko National University of Lviv, March 2021. http://dx.doi.org/10.30970/vjo.2021.50.11110.

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The article deals with the ways in which social networks and the blogosphere influence the formation and implementation of a PR campaign. Examples from the political sphere (election campaigns, initiatives), business (TV brands, traditional and online media) have revealed the opportunities that Facebook, Telegram, Twitter, YouTube and blogs promote in promoting advertising, ideas, campaigns, thoughts, or products. Author blogs created on special websites or online media may not be as much of a tool in PR as an additional tool on social media. It is noted that choosing a blog as the main tool of PR campaign has both positive and negative points. Social networks intervene in the sphere of human life, become a means of communication, promotion, branding. The effectiveness of social networks has been evidenced by such historically significant events as Brexit, the Arab Spring, and the Revolution of Dignity. Special attention was paid to the 2019 presidential election. Based on the analysis of individual PR campaigns, the reasons for successful and unsuccessful campaigns from the point of view of network communication, which provide unlimited multimedia and interactive tools for PR, are highlighted. In fact, these concepts significantly affect the effectiveness of the implementation of PR-campaign, its final effectiveness, which is determined by the achievement of goals. Attention is drawn to the culture of communication during the PR campaign, as well as the concepts of “trolls”, “trolling”, “bots”, “botoin industry”. The social communication component of these concepts is unconditional. Choosing a blog as the main tool of a marketing campaign has both positive and negative aspects. Only a person with great creative potential can run and create a blog. In addition, it takes a long time. In fact, these two points are losing compared to other internet marketing tools. Further research is interesting in two respects. First, a comparison of the dynamics of the effectiveness of PR-campaign tools in Ukraine in 2020 and in the past, in particular, at the dawn of state independence. Secondly, to investigate how/or the concept of PR-campaigns in social networks and blogs is constantly changing.
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Ertanowska, Delfina. MEMES AS A MEANS OF COMMUNICATION AND MANIPULATION. Ivan Franko National University of Lviv, February 2021. http://dx.doi.org/10.30970/vjo.2021.49.11073.

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The article considers memes as a short form of internet statement. Memes was discussed as a successor to the primary interpersonal communication in the form of rock drawings, pictures, pictograms, and hieroglyphs. In addition, the issue of memes as a tool of media and political manipulation has been described. Areas of discussion also include paid trolling and specialized media services to build a modern political campaign through memes. The use of memes as a political marketing tool was discussed.
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Sanz, E., P. Alonso, B. Haidar, H. Ghaemi, and L. García. Key performance indicators (KPIs). Scipedia, 2021. http://dx.doi.org/10.23967/prodphd.2021.9.002.

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The project “Social network tools and procedures for developing entrepreneurial skills in PhD programmes” (prodPhD) aims to implement innovative social network-based methodologies for teaching and learning entrepreneurship in PhD programmes. The multidisciplinary teaching and learning methodologies to be developed will enable entrepreneurship education to be introduced into any PhD programme, providing students with the knowledge, skills, and motivation to engage in entrepreneurial activities. However, the use of the output of the project will depend on the nature and profile of the research or scientific field. In this context, key performance indicators (KPIs) form the base on which the quality and scope of the methodologies developed in the project will be quantified and benchmarked. The project’s final product will be an online tool that higher education students can use to learn entrepreneurship from a social network perspective. Performance measurement is one of the first steps of any project and involves the choice and use of indicators to measure the effectiveness and success of the project’s methods and results. All the KPIs have been selected according to criteria of relevance, measurability, reliability, and adequacy, and they cover the process, dissemination methods, and overall quality of the project. In this document, each KPI is defined together with the units and instruments for measuring it. In the case of qualitative KPIs, five-level Likert scales are defined to improve indicator measurability and reliability. The KPIs for prodPhD are divided into three main dimensions, depending on the stage of the project they evaluate. The three main dimensions are performance and development (which are highly related to the project’s process), dissemination and impact (which are more closely correlated with the project’s output), and overall project quality. Different sources (i.e., European projects and papers) have been drawn upon to define a set of 51 KPIs classified into six categories, according to the project phase they aim to evaluate. An Excel tool has been developed that collects all the KPIs analysed in the production of this document. This tool is shared in the Scipedia repository.
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Korobeinikova, Tetiana I., Nataliia P. Volkova, Svitlana P. Kozhushko, Daryna O. Holub, Nataliia V. Zinukova, Tetyana L. Kozhushkina, and Sergei B. Vakarchuk. Google cloud services as a way to enhance learning and teaching at university. [б. в.], July 2020. http://dx.doi.org/10.31812/123456789/3854.

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The article is devoted to the issue of a cloud-based learning system implementation as a powerful strategy for future specialists’ training at higher educational establishments. Using cloud computing in self-work management of the university courses is essential to equip students with a workload of appropriate educational materials and variable activities for professional training. Theoretical and empirical research methods were applied to select the appropriate services and tools for organizing students’ self-work at university. Critical analysis of scientific literature, synthesis of the data, didactic observation of the educational process, designing of the skeleton for university courses, questionnaires enabled to facilitate the study of the issue. G Suite has been chosen to enhance the quality of training of prospective specialists at a higher educational establishment. This paper introduces the outcomes of the project on applying Google Classroom in the management of students’ self-work while studying university courses. The focus of the first stage of the project was on testing pilot versions of the courses with the aim to work out the requirements and recommendations for incorporation general blended learning model of university courses. Particular attention is drawn to the designed model of the university course based on the curriculum with the necessary components of blended learning in the G Suite virtual environment. Cloud-based higher education is considered as a prospective tool for design of university courses with the need for further research and implementation.
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Bonthron, Leslie, Corey Beck, Alana Lund, Farida Mahmud, Xin Zhang, Rebeca Orellana Montano, Shirley J. Dyke, Julio Ramirez, Yenan Cao, and George Mavroeidis. Empowering the Indiana Bridge Inventory Database Toward Rapid Seismic Vulnerability Assessment. Purdue University, 2021. http://dx.doi.org/10.5703/1288284317282.

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With the recent identification of the Wabash Valley Seismic Zone in addition to the New Madrid Seismic Zone, Indiana’s Department of Transportation (INDOT) has become concerned with ensuring the adequate seismic performance of their bridge network. While INDOT made an effort to reduce the seismic vulnerability of newly-constructed bridges, many less recent bridges still have the potential for vulnerability. Analyzing these bridges’ seismic vulnerability is a vital task. However, developing a detailed dynamic model for every bridge in the state using information from structural drawings is rather tedious and time-consuming. In this study, we develop a simplified dynamic assessment procedure using readily-available information from INDOT’s Bridge Asset Management Program (BIAS), to rapidly identify vulnerable bridges throughout the state. Eight additional data items are recommended to be added into BIAS to support the procedure. The procedure is applied in the Excel file to create a tool, which is able to automatically implement the simplified bridge seismic analysis procedure. The simplified dynamic assessment procedure and the Excel tool enable INDOT to perform seismic vulnerability assessment and identify bridges more frequently. INDOT can prioritize these bridges for seismic retrofits and efficiently ensure the adequate seismic performance of their assets.
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Millican, Juliet. Education and Stability Learning Journey: Lessons Learned and Emerging Issues. Institute of Development Studies (IDS), March 2021. http://dx.doi.org/10.19088/k4d.2022.013.

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This document brings together key findings from a Foreign, Commonwealth and Development Office (FCDO) Learning Journey designed to explore the relationship between education, conflict, and stability. Prepared by the Knowledge, Evidence and Learning for Development Programme (K4D), it responds to questions from FCDO on how education interventions can build peace and stability, drawing together research and lessons from FCDO posts, and input from leading academics. The Key messages are: 1) Education matters for peace. 2) At the same time, education can exacerbate conflict. 3) All education interventions need to be grounded in robust political economy and conflict analyses. 4) To avoid instrumentalising education simply as a tool for security. 5) Taking a pragmatic inter-sectoral approach to maximise opportunities. 6) Recogniseing the links between education and inclusive economic development 7) Acknowledging unavoidable trade-offs in meeting the needs of different groups. 8) Aiming for nationally owned systemic change rather than piecemeal interventions 9) To consider the importance of different educational sectors, 10) Recognising that the recommendations set out by the global education agenda are difficult to achieve in situations of extreme instability.
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Pokryshen, Dmytro A., Evgeniy H. Prokofiev, and Albert A. Azaryan. Blogger and YouTube services at a distant course “Database management system Microsoft Access”. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3272.

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The article is devoted to the coverage of the course “Database management system Microsoft Access”, an educational blog review “The development of a creative child. ІCТ”, which is used as an auxiliary tool for promoting a course and teacher in the Internet, structural analysis of this blog is made. The channel location is set on YouTube video hosting and how it is used in the course on databases. Attention is drawn to the fact that theoretical and practical material is considered on real, implemented informational and analytical systems. To prepare students for the Olympiads and provide methodological help teachers of computer science are looking at tasks from databases that were offered at the All-Ukrainian Olympiads on Information Technologies, especially II, III and IV stages (offline and online Olympiads), which are located in open access to the blog and YouTube channel. The main focus of the article is devoted to the practical side of teaching teachers of computer science, experience in using the above technologies.

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