Drafting

This article revisits the arguments made by John Avery Jones in 1996 for "less detailed legislation interpreted in accordance with principles." His plea has been influential but perhaps not completely understood. Recent developments in the UK, particularly in the area of so-called "principles-based drafting" may not have assisted in promoting this cause. It is frequently argued that real improvements in tax law require a coherent underlying policy, not just drafting changes. Obviously, drafting techniques will not cure a poorly structured tax and so ideally the starting point would be improved policy. But we cannot afford to wait for a total policy overhaul. A different approach to the way we legislate could both improve the way we think about policy and result in better implementation, application and legitimacy in decision making. Principles-based drafting is not a solution to all ills. Nevertheless, it could offer one route, in appropriate cases, to improvement as well as, in other cases, highlighting the need for more fundamental reform. We should not give up this experiment simply because it has not yet delivered total success. No new drafting technique can deliver a perfect tax system, but it is worth persevering with principles-based legislation.

The design of efficient and reliable gearing mechanism is governed, among other factors, by its ability to withstand the frictional contact condition and high bending stresses experienced at the tooth root. One of the major impediments facing designers is the effective drafting of gears to required configuration. For involutes spur gears, the geometry is tedious and time-consuming; and the geometric complexity increases with helical, bevel and worm gears. This study presents a model developed by utilizing the integration of VBA technology built in AutoCAD for the drafting of spur gear to standard configuration. The design was based on full-depth involute gears of pressure angles 14°, 20°, and 25°; with module ranging between 0.3 and 25 mm, and number of teeth varying between 12 and 60. The algorithm employed the conventional manual drafting techniques by navigating the IDE of VBA with AutoCAD objects, properties, methods, events, and application of errors handling techniques that wi...

Information modeling is an effective technology for managing the life cycle of a
construction project. Creating a physical three-dimensional model is the initial stage
of information modeling, the value of the quality and reliability of the physical model
cannot be overestimated.
The article provides a rationale for the possibility of structural modeling in Tekla
Structures. The software allows you to solve the whole range of design tasks. For
reusable structures, custom components can be created, the degree of parameterization
of which depends only on the qualifications and desires of the designer and the
objectives of the project.
Tekla Structures system serves as an effective design tool: it is also able to give
students of building specialties a visual representation of the designs of various types.
The 3D model of the building structure is equivalent to the layout, it is quite obvious,
its complexity may vary depending on the stage of training (course) and the tasks solved
in the educational process.
The work on introducing BIM into the educational process has great potential and
is capable of raising the quality of education of students and their competitiveness in
the labor market to a level that meets modern requirements not only in the Republic of
Belarus, but also beyond its borders.

Usually, academic writing is evaluated through guided feedback accompanied by comments in the text. Students respond to feedback and correct the text in a passive and reactive way. The present study investigated the contribution of self-feedback to text improvement. Students were instructed to write three drafts of a text (the third was not mandatory) and improve each draft using self-feedback. Thus, they acted proactively in the revision process. Previous studies have shown the benefits of this approach, but focused on final grades. This study investigated the impact of self-assessment on improving aspects of writing (content, structure, and language) and how this process differs among writers of different skill levels. Thirty-eight students participated in the study as part of a college writing course. The findings showed significant improvement in the second and third drafts. However, improvement varied in accordance with the level of writing. The low-medium level group corrected content in the second and third drafts. In contrast, the high-level group corrected mainly grammar in the second draft. The conclusion was that low and medium level writers revise content in subsequent drafts, while high-level writers tend to complete content in the first draft and correct the language in revisions.

Raviv, H. (2019). From Reactive to Proactive Writing: Teaching Writing Through Sequential Drafts, and Its Differential Effect on College Students. Helkat Lashon, 52, 194-213. (In Hebrew)

הדרך המקובלת להערכת תוצרי כתיבה היא באמצעות משוב מפורש, המאופיין בהתייחסות של המעריך לחלקי הטקסט הדורשים תיקון ובהצבעה על מקומות אלו או סימונם. בדרך זו, כותב הטקסט פועל באופן ריאקטיבי ופסיבי, כלומר מגיב להערה ומתקן את הנדרש. במחקר הנוכחי נבחנה תרומתו של משוב עצמי לשיפור הטקסט. המשתתפים במחקר כתבו טקסט בשלוש טיוטות מלאות, ובמעבר מטיוטה לטיוטה הם שיפרו אותו. עליהם היה לפעול באופן פרואקטיבי, דהיינו להיות פעילים ושותפים לתהליך ההערכה, ולאתר בכוחות עצמם את הדרוש תיקון. מחקרים קודמים הראו כי הוראה באמצעות תהליכי טיוט המשלבים הכוונה עצמית הובילה לשיפור התוצר הטקסטואלי, אך הם התמקדו בהשוואת הציון הסופי בין קבוצות הלימוד השונות. במחקר הנוכחי המטרה הייתה לתעד את תהליך השיפור מטיוטה לטיוטה, על פי ממדי הטקסט השונים (תוכן, מבנה ולשון), לבחון כיצד הוא מתבצע, והאם הוא משתנה בהתאם לרמת הכותבים. במחקר הפעולה הנוכחי השתתפו 38 סטודנטים שלמדו קורס חובה אקדמי בלשון ובהבעה. הליך המחקר כלל שלב של הקניה ושלושה שלבי כתיבה (השלב השלישי היה רשות), באופן שבכל שלב של כתיבה נכתב הטקסט כולו מחדש. הממצאים הראו שהיה שיפור מובהק בציון במעבר מהטיוטה הראשונה לשנייה, ואף גם מהשנייה לשלישית. המעקב אחר שלבי השיפור הראה שיש הבדל בין בעלי הישגים גבוהים לשאר הקבוצה. בטיוטה השנייה, אצל בעלי ההישגים הגבוהים היה שיפור עצמי בעיקר בתיקונים נקודתיים-לשוניים, ולא בתוכן. לעומת זאת, בקבוצת ההישגים הבינוניים-נמוכים התיקונים היו נרחבים וכללו גם לשון וגם תוכן ומבנה. בטיוטה השלישית המשיכו להשתתף 15 מבעלי ההישגים הבינוניים-נמוכים, והם המשיכו לתקן בעיקר את מרכיבי התוכן. המסקנה הייתה שמרכיב התוכן היה הקשה ביותר לכותבים בעלי ההישגים שאינם גבוהים, והם נזקקו לשתיים עד שלוש טיוטות על מנת לגבש אותו. לעומת זאת, בעלי ההישגים הגבוהים גיבשו את התוכן כבר בטיוטה הראשונה, וניצלו את הטיוטה השנייה לתיקונים נקודתיים. לממצאים אלו יש השלכות על מבנה ההוראה בקורסי כתיבה.

רביב, ח' (2019). מריאקטיביות לפרואקטיביות בכתיבה: הוראת כתיבה באמצעות טיוטות מרובות
ותרומתה הדיפרנציאלית לשיפור טקסטים של סטודנטים. חלקת לשון, 52, 213-194

Over the last few years, literature has vehemently advocated the negative effects of the use of CAD in architectural practice
and education. It was discussed to have a retrogressive effect on the mental efficacy of contemporary students in institutions and largely, architects in practice. Meanwhile, the older methodology of drafting was position in a better light, against the status quo of the use of Computer - Aided Design (CAD) in design process. Therefore, this research is a moralist polemics voice against such blanket assertions. It purports to examine the validity of the objectives of existing literature before positing a curative remedial. In that vein, the aim of this study is objectively on binary stances; primarily, to quantitatively compare and contrast the benefits and limitations of the use of Computer - Aided Design (CAD) and traditional methods in architectural practice and education. Secondarily, it aims to vehemently aggrandize, if the use of Computer - Aided Design (CAD) should be encouraged in continuity or should be ended on the accounts of the synopsis of identified CAD users. Hence, to attain the full phenomena of this vast aim, an array of interdependent schemata was developed to organise the boundaries of the scope. The typology of methodology peddled is the quantitative stereotype. Secondary data for theoretical framework was collected from the professionals’ perspective - via journals, books and data bases. The scope of this study looks into the perspectives of twenty students and lecturers within the Department of Architecture - Cyprus International University that use Computer - Aided Design (CAD) for their day to day architectural drafting and presentations. The accounts of the interview of twenty (20) Computer-Aided Design (CAD) users in the Department are being used as the yardstick for the progressive summation. This was achieved by evaluation of respondents’ CAD works as well as intensive interviews with individuals in context. This study posits that the successful analysis of this vast purpose will fill the void which exists in the contemporary literature.
Furthermore, it postulates that more innovations should be encouraged to produce more enhanced architectural designs. The identified benefits and limitations of Computer-Aided Design (CAD) on users will be a kernel for the furtherance of similar academic research in the future.

Problem Statement: Drafting course is essential for students in the design disciplines for becoming more organized and for complying with standards in the educational system. Drafting knowledge is crucial, both for comprehension of the issues and for the implementation phase. In any design project, drafting performance and success are as important as the design process, especially in the educational environments aimed at professional life. However, there have been relatively any studies undertaken in the area of the success and time saving of the conventional drafting and computer-aided drafting (CAD) techniques, besides the design process, especially for furniture and interior design educations. In this direction, some questions emerge in the study. Is there really a difference on quality, success and drafting time between conventional drafting and CAD techniques in interior drafting field? If there is a difference, at which time or process does the drafting technique gain speed? Purpose of study: The purpose of this study was to determine the effects of conventional and computer-aided drafting (CAD) techniques on drafting performances of design students. Furthermore, it was explored which technique was more time, speed and quality-efficient. Methods: To verify this study, students were asked to draw a sample of a two-dimensional technical drawing with an interior plan by using the conventional and CAD techniques at different times within a 60-minute

Introduction to SolidWorks, second edition is an update of the first edition using the latest version of SolidWorks solid modeling software. In this book students design a skateboard while learning  proper drafting and design engineering practices.

The latest version and aditional information available at www.cadeducators.com.

Problem Statement: Drafting course is essential for students in the design disciplines for becoming more organized and for complying with standards in the educational system. Drafting knowledge is crucial, both for comprehension of the issues and for the implementation phase. In any design project, drafting performance and success are as important as the design process, especially in the educational environments aimed at professional life. However, there have been relatively any studies undertaken in the area of the success and time saving of the conventional drafting and computer-aided drafting (CAD) techniques, besides the design process, especially for furniture and interior design educations. In this direction, some questions emerge in the study. Is there really a difference on quality, success and drafting time between conventional drafting and CAD techniques in interior drafting field? If there is a difference, at which time or process does the drafting technique gain speed? Purpose of study: The purpose of this study was to determine the effects of conventional and computer-aided drafting (CAD) techniques on drafting performances of design students. Furthermore, it was explored which technique was more time, speed and quality-efficient.

Being concerned with the growth and sustainability of the jute industry of Bangladesh, the machinery modifications deserves higher priority. In this work, it is desired to perform a modification of the apron draft spinning frame to improve the jute yarn quality. However, the existing drawing pressing roller (Diameter=70 mm & Durometer hardness = 96 in Shore A Scale) of the drafting zone of the apron draft jute spinning frame has been replaced by a comparatively softer rubber coated top roller (diameter= 40 mm & Durometer hardness = 85 in Shore A Scale). Besides, an extra slotted roller (Diamter= 26 mm & Durometer hardness = 74 in Shore A Scale) has also been nipped with bottom drawing roller and positioned parallel to the modified top roller. Three types of modifications have been designed by varying slot angles (i.e., 45°, 60°, and 75°) of slotted roller attached with the modified top roller. Finally, jute yarn counts of 6.5, 8, and 10 lbs/spyndle have been produced for both existing and modified frames. Results reveal that the modified spinning frame with all three types of slotted roller produced better results regarding the yarn hairiness compared to the existing frame irrespective of yarn fineness. Yarn hairiness values in modified frame with 60° slotted roller have been decreased maximum by 28.1%, 35.85%, and 32.92% compared to that of the existing system for 6.5, 8, and 10 lbs/spyndle respectively. Yarn strength results have been improved with the modified system as well. Lastly, it is seen that ends down rate in modified spinning frames have been reduced noticeably irrespective of yarn fineness.

This article takes a look at the some of the common boilerplate clauses and their use in commercial agreements. The article has by no means exhausted the issue but also goes further to appreciate the seemingly “harmless” use of boilerplate clauses, while suggesting ways to optimize their legal benefits when incorporating boilerplate clauses into commercial agreements.

Information modeling is an effective technology for managing the life cycle of a construction project. Creating a physical three-dimensional model is the initial stage of information modeling, the value of the quality and reliability of the physical model cannot be overestimated. The article provides a rationale for the possibility of structural modeling in Tekla Structures. The software allows you to solve the whole range of design tasks. For reusable structures, custom components can be created, the degree of parameterization of which depends only on the qualifications and desires of the designer and the objectives of the project. Tekla Structures system serves as an effective design tool: it is also able to give students of building specialties a visual representation of the designs of various types. The 3D model of the building structure is equivalent to the layout, it is quite obvious, its complexity may vary depending on the stage of training (course) and the tasks solved in the educational process. The work on introducing BIM into the educational process has great potential and is capable of raising the quality of education of students and their competitiveness in the labor market to a level that meets modern requirements not only in the Republic of Belarus, but also beyond its borders.

Students have unique ways of learning, which may greatly affect the learning process and its outcome. In the process of education, instead of classifying students according to their insufficiency, teachers should try to get to know them and determine their cognitive, sensorial and kinetic characteristics. This study on improving learning style inventory, aims to help technical industrial teachers determine students ’ attributes in individualized educational activities in technical drawing course at technical/industrial colleges. The study involved four stages: determining the questions for the learning style inventory, preparing the trial inventory, applying the inventory, and determining validity and reliability. Nine experts validated the instruments: four lecturers from the University of Nigeria; Nsukka, Nigeria, and

Sekretariat: Gedung ORMAWA -HIMAGEO-FKIP Jln. Siliwangi No. 24 Kotak Pos 164 Tasikmalaya 46115 KEMENTERIAN RISET, TEKNOLOGI DAN PENDIDIKAN TINGGI UNIVERSITAS SILIWANGI FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN HIMPUNAN MAHASISWA GEOGRAFI Sekretariat: Gedung Ormawa HIMAGEO-FKIP Jln. Siliwangi No. 24 Kotak Pos 164 Tasikmalaya 46115 ii MUKADIMAH Sesungguhnya pembangunan bangsa merupakan perwujudan rasa syukur atas kemerdekaan sebagai rahmat Allah Yang Maha Kuasa, sehingga bangsa Indonesia tumbuh dan berkembang menuju cita-cita yang diinginkan. Mahasiswa sebagai bagian dari bangsa Indonesia turut berkewajiban mengisi kemerdekaan tersebut dalam wadah negara kesatuan Republik Indonesia. Mahasiswa geografi sadar akan hak dan kewajibannya, bertekad memberikan dharma baktinya untuk mewujudkan nilai-nilai kebenaran hakiki yang diyakini oleh bangsa Indonesia dalam rangka mengabdi kepada Allah Yang Maha Kuasa.

3: representaciones alternativas de la realidad topográfica. bio-políticas del espacio 236 237 deambulación y neocartografías : antonio ruíz montesinos 3: representaciones alternativas de la realidad topográfica. bio-políticas del espacio 238 239 deambulación y neocartografías : antonio ruíz montesinos

Why is there strategy, not just brute force, in cycling competitions? What are the recurring strategic interactions amongst riders? And what can economists learn from riders’ behaviors? Cycling may be one of the most strategically interesting sports, hence its nickname “chess on wheels.” Professional riders’ performances crucially depend on their interactions with other riders, which may not be the case in most sports in athletics, swimming, or skiing. Most interactions between riders are not pure confrontation, zero-sum games, as is the case in boxing, fencing, martial arts, or tennis. In cycling, two rival riders may lawfully ally against some third rider, while such three-player interactions do not exist in football, basketball, or soccer. And cycling being an individual sport run amongst teams, it opens up opportunities of strategic behavior both within and between teams. This chapter provides an overview on (1) the main reasons why bicycle races are strategic, and it then presents several game theory analyses of strategic interactions between riders: (2) attack timing strategy, (3) cooperation and noncooperation in breakaways and in the peloton, (4) sprint strategy and (5) three-player interactions. It is founded on examples of strategic interactions between riders that occurred in the Tour de France, the Giro d’Italia, the Vuelta a España, and other races.

This workshop explores the contribution of intuition and our personal "gut feeling" to academic creativity and innovation. It introduces the participants to writing techniques and exercises that help them reflect on parts of the scholarly writing process which are rarely explicitly discussed in academic discourse.

Dieser Workshop befasst sich mit dem Beitrag von Intuition und "Bauchgefühl" zu wissenschaftlicher Kreativität und Innovation. Anhand verschiedener (stark improvisatorischer) Schreibtechniken, Übungen und Arbeitsstrategien werden wir uns mit jenen im akademischen Diskurs kaum thematisierten Anteilen des wissenschaftlichen Arbeitsprozesses beschäftigen, die der durchgängig rational disziplinierten Endfassung eines Textes vorausgehen.

Anmeldung nötig - Hinweise dazu auf der Website des Studienbüros/Schreibzentrum.

This paper investigates the interactions between design students' cognitive styles, as measured by Riding's Cognitive Styles Analysis, and performance in 2D drafting and design tasks in digital media. An empirical research revealed that Imager students outperformed Verbalisers in both drafting and creativity scores. Wholist-Analytic cognitive style dimension was found to be independent from drafting and design performance. The study suggests that examining the cognitive styles of students in Computer Aided Design (CAD) education deserves further attention and may facilitate for improvements in learning processes.

ABSTRACT Engineering design is known as an answer to an ill-defined problem. As any answer to an ill-defined problem, it can never be completely right or absolutely wrong. The methods that universities use to teach engineering design, as a consequence of this, suffer from the same fate. However, the accumulated experience with the ‘chalk and talk’ teaching tradition has led to a reality in which the employers of fresh graduates are not happy with the engineers they are getting. Part of their complaints are related with the inability of recently graduate engineers to work in problems where the boundaries are not well defined, are interdisciplinary, require the use of effective communication and integrate non-technical issues. These skills are mostly absent from traditional engineering curricula. This paper demonstrates the implementation of engineering design perspectives enhancing some of the aforementioned skills in a traditional mechanical engineering curriculum. It emphasises in particular a design project that is tackled in a sequence of conventional courses with a focus that depends on the course objectives and disciplinary domain. This transdisciplinary design project conveys the idea (and effectively implements it concurrently) that design is multidisciplinary.

Information modeling is an effective technology for managing the life cycle of a construction project. Creating a physical three-dimensional model is the initial stage of information modeling, the value of the quality and reliability of the physical model cannot be overestimated. The article provides a rationale for the possibility of structural modeling in Tekla Structures. The software allows you to solve the whole range of design tasks. For reusable structures, custom components can be created, the degree of parameterization of which depends only on the qualifications and desires of the designer and the objectives of the project. Tekla Structures system serves as an effective design tool: it is also able to give students of building specialties a visual representation of the designs of various types. The 3D model of the building structure is equivalent to the layout, it is quite obvious, its complexity may vary depending on the stage of training (course) and the tasks solved in the educational process. The work on introducing BIM into the educational process has great potential and is capable of raising the quality of education of students and their competitiveness in the labor market to a level that meets modern requirements not only in the Republic of Belarus, but also beyond its borders.

Direct numerical simulations of bubbly flows are reviewed and recent progress is discussed. Simulations of homogeneous bubble distribution in fully periodic domains at relatively low Reynolds numbers have already yielded 9 considerable insight into the dynamics of such flows. Many aspects of the evolution converge rapidly with the size of the systems and results for the rise velocity, the velocity fluctuations, as well as the average relative orientation 11 have been obtained. The challenge now is to examine bubbles at higher Reynolds numbers, bubbles in channels and confined geometry, and bubble interactions with turbulent flows. We briefly review numerical simulations used 13 for direct numerical methods of multiphase flows, with a particular emphasis on methods that use the so-called "one-field" formulation of the governing equations, and then discuss studies of bubble in periodic domains, along 15 with recent work on wobbly bubbles, bubbles in laminar and turbulent channel flows, and bubble formation in boiling.

The major question at the heart of the controversy is architecture an art[I]  ?  And, if so, why?  And the resolution stasis answer is because it is the making of metaphors. This implies that both art and architecture have a commonality in that they both make metaphors.  The problem can be stated in the wider context of all man-created services and products, and includes the aesthetic, social, cultural and psychological relations we have with our man-made environment.
This is complex argument, where a major question which begets, has (issues) many minor questions. As I’ve said these issues are questions inherent in a controversy and vital to the success of the resolution.
These issues are also implicit in the resolution and were located in different ways:
• Located by examining the text of the resolution(“architecture is the making of metaphors”)
• Located by examining the underlying context (“art” [I])
• Derived from a pattern of claims and responses (“architecture is an art because of its value, technique, icons, identity, and authenticity”.
The resolution could have been either a stasis in conjecture is whether the act occurred or a stasis in quality concerned with whether the act concerns conjecture and definition. However architecture as the making of metaphor is stasis in definition concerned what the act should be called and implicitly concedes conjecture and is supported by the claims resulting from each of the issues.
This conjecture is each and inference from the issue to the claim. This is why the argument is complex and must be taken as whole as reasoned below. Since the resolution/Stasis: Architecture is art because it too makes metaphors states the answer to why is architecture an art [I]?
Without the reasoned issues/claims becoming the definition of why architecture is an art educators, practitioners, clients, and users cannot with a high degree of certainty equate, judge, and negotiate works of architecture. They are concerned about the fiduciary role between owners and contactors, educators, practitioners, clients, and users who could dilute the certainty and value of the architect’s contract documents with the ambiguity and uncertainty of art.  Indeed, this current line of reasoning is inductive and has a degree of uncertainty as opposed to the deductive and presumably certain, much of law, statutes, licensing, specifications, and contract documents presume certainty. Actually in the administration, arbitration and trial of the construction contract they too have their share of uncertainty.  This reasoning should solve the problem and on balance improve the standards of the field as promulgated by arts and architectural societies, licensing board and regulating authorities. As metaphors, topoi and conventions can affect practice at the very least by sharpening already existing practice of making metaphors where contemporary metaphors are things of value, technical, iconic, identifiable and antithetic.
Manufacturers of such basics as steel, bricks and windows as well as master builders are less concerned with generic labels for themselves and their work, class or academic identifications. It is the referees of culture that face the commonalities and differences of our society to reckon our social mores and folklores. This reckoning is what produces the curriculums for schools, colleges, and universities as well as research, development and government licensing and regulating agencies.
As architects are schooled, apprenticed, tested and licensed the field is faced each year with continuing education, new technologies and contemporary social ideals. The best of our culture produces authentic and original prototypes, leaving cloning and emulation to others.  It is why art [I]  is a significant contributor to society. Because art and architecture is such a huge subject encompassing many different facets of our culture, science and technologies it is worthwhile to have an objective resolution and supporting issues to value works. Richard Meier says that architecture is the greatest of all the arts. A wider definition often includes the design of the total built environment, from the macro level of how a building integrates with its surrounding context like town planning, urban design, and landscape architecture to the micro level of architectural or construction details and, sometimes, furniture and hardware. Wider still, architecture is the activity of designing any kind of system. Even though our culture considers architecture to be a visual experience, the other senses play a role in how we experience both natural and built environments. Attitudes towards the senses depend on culture. The design process and the sensory experience of a space are distinctly separate views, each with its own language and assumptions.
Architectural works are often perceived as cultural and political symbols and, sometimes, as Work of art. Historical civilizations are often known primarily through their architectural achievements. There is no lack of questions, investigations and reasoning about architecture likening it to building supervision to the master minding of the great pyramids and contemporary iconic supersaturates.
Likening architecture to one of the other sciences, arts, philosophies, etc is trying to see it through one or the other prisms, perspectives to reconcile it into our cultural vocabulary.
Depending on the architecture being viewed architecture many sometimes seem very scientific as science fiction, or artistic when viewing the architecture of Rome or the renaissance. The proposition that architecture is the making of metaphors is quest for a generic one size-fits-all theorem to stasis the question with the topoi of architecture for all times, building types and systems. It should even work when the term is not applied to making buildings or landscape but also computers, programs, communications systems and military strategy. 
The Answer:
Architecture is an art [I], because like art [I], it too, makes metaphors which are a stasis because “architecture as the making of metaphors” enables the center of the dispute to be argued with common purpose. So this is a stasis in definition which concedes conjecture. While there may be other concepts justifying the relationship between art and architecture the metaphor is the stasis, common ground and apparent commonality. It not only is apparent but with wide and broad applications to a variety of arts and architectural definitions, practices and contexts. There may have been a time when the architect was the “master builder” and the lead craftsman but for most that is only true by his skill in drawing, design and specifying and not his skill as a master carpenter.
The metaphor stasis is metaphor’s two technical and conceptual dimensions.  Both are valid separately and even more acceptable in combination.  But how do they two operate and how does knowing this benefit design, use and evaluation of built works? The technical is that all art, including architecture, expresses one thing in terms of another by its inherent and distinct craft.  On the one hand there is the architect who acts as the master builder (head carpenter); and on the other the fountain of conceptual metaphors which expresses ideas as built conceptual metaphors other wise known as works of architecture. Techne is actually a system of practical knowledge as a craft or art informed by knowledge of forms.  For  example,  the craft of managing a firm of architects where even virtue is a kind of technê of management and design practice, one that is based on an understanding of the profession, business and market. In this case the technai are such activities as drafting, specifying, managing, negotiating, programming, planning, supervising, and inspection.  By association with these technai, we can include house-building, mathematics, plumbing, making money, writing, and painting.  So much so that the study and practice of design is devoid from the humanities and downplays theories of architecture;  developing rather the crafts, skill and understandings needed to engineer, plan, sketch, draw, delineate, specify, write, and design. Contemporary architecture is replete with axioms, principles and theorems guiding the geometry, applications of science, use of engineering, and formal logic to produce technical metaphors and justly excluding a whole conversation about the conceptual part of the built metaphor.
Therefore out of both the resolution and the controversy consider the below issues: We derive issues for the controversy between art and architecture and the resolution that they both make metaphors which is both their commonality, stasis, topoi and resolution to all claims. Depending on the medium, application and utility art manifests itself through the metaphor in varying degrees and levels.  The referents, commonality not connectivity may not always be apparent as in so-called “abstract art” and ‘brutalism architecture”.  These issues are the questions inherent in the controversy and vital to the resolution that architecture is the making of metaphors.
Inherent because the declarative nether defines how art makes neither metaphors nor the apparently unrelated manifestations of architecture. On face value art and its casual referents do not compare to architecture and architecture does not always link to art. So the declaration is inherently controversial thus yielding the overflow of its internal commonalities and differences. These issues are vital to the inductive reasoning of the resolution. Most of these issues are parallel but there are some that are convergent. The issues are coupled with their corresponding parallel claim supporting the resolution, parallel because they are neither a series nor convergent claims as they are each independent and not progressive nor interrelated to each other. Presumably, most of these issues grew out of controversy but not all issues were contested, therefore some are uncontested leaving a few controversial issues, they will be apparent in the below process.

This document provides standards of practice for both the architect/engi-neer (A/E) and reinforcing steel detailer in showing reinforcing steel details. It is divided into three parts: one addressed to the A/E, one for the detailer, and a third providing a reference table and figures. It defines the responsibilities of both the A/E and detailer. It then establishes certain standards of practice for both the structural and placing drawings.

Computer aided design (CAD) and computer aided engineering (CAE) technologies are extensively utilized nowadays to assist engineers and mold designers in the engineering world. These technologies and applications serves as vital tools to ...

explained spatial intelligence as one of the basic human intelligences, "the ability to perceive the visual-spatial world accurately and to perform transformations on those perceptions" (as cited in Lieu & Sorby, 2009, p. 3-2). More specifically, spatial visualization is the ability "to imagine the rotation of a depicted object, the folding and unfolding of flat patterns, and the relative changes of positions of objects in space" (Miller & Bertoline, 1991, p. 9). According to Thurstone (1938), this spatial ability is a critical component of intellectual ability. Furthermore, Thurstone (1950) identified seven factors related to human intelligence with three specifically referring to visual orientation in space: • S 1 : "The ability to recognize the identity of an object when it is seen from different angles" (p. 518). • S 2 : "The ability to imagine the movement or internal displacement among the parts of a configuration" (p. 518). • S 3 : "The ability to think about those spatial relations in which the body orientation of the observer is an essential part of the problem" (p. 519). Spatial vision (or developed spatial reasoning) is known "as the most [fundamental and] rewarding part of engineering graphics instruction" (Contero, Naya, Company, & Saorín, 2006, p. 472). Improving students' spatial skills is considered to be an important component in technical education, which is typically found in the first-year Technology Education and Industrial Technology curriculum. It is critical that students develop spatial skills early in engineering curriculum in order to ensure success throughout their program and, thus, promote retention (Sorby, 2009). For this study, the following was the primary research question: Is there a difference in spatial visualization ability, as measured through technical drawings, among the impacts of model types (2D drawing, 3D computer generated drawing, and 3D printed object)?

Information modeling is an effective technology for managing the life cycle of a construction project. Creating a physical three-dimensional model is the initial stage of information modeling, the value of the quality and reliability of the physical model cannot be overestimated. The article provides a rationale for the possibility of structural modeling in Tekla Structures. The software allows you to solve the whole range of design tasks. For reusable structures, custom components can be created, the degree of parameterization of which depends only on the qualifications and desires of the designer and the objectives of the project. Tekla Structures system serves as an effective design tool: it is also able to give students of building specialties a visual representation of the designs of various types. The 3D model of the building structure is equivalent to the layout, it is quite obvious, its complexity may vary depending on the stage of training (course) and the tasks solved in the educational process. The work on introducing BIM into the educational process has great potential and is capable of raising the quality of education of students and their competitiveness in the labor market to a level that meets modern requirements not only in the Republic of Belarus, but also beyond its borders.

Esta comunicación pretende analizar la manera en la que el acto de
caminar, como acción mínima, puede llegar a suponer una poderosa herramienta de apropiación sobre el territorio. También veremos como su registro y la posterior representación de los espacios experimentados
puede constituir un efectivo ejercicio de empoderamiento, por medio de
la cartografía y del relato.
La comunicación se centrará en las actuales prácticas de cartografía digital y «narración espacial» para pensar la manera de construir narrativas ligadas al territorio y a conceptos como lo local, lo «infraordinario» o la «micro-historia».
Se terminará exponiendo algunas propuestas personales que he venido
realizando desde el 2005.