Drawing Ability Research Articles

Microstructure and strength of cold-drawn large strain Fe35Ni35Cr20Mn10 high-entropy alloy

The Fe35Ni35Cr20Mn10 high-entropy alloy wires can achieve a large strain of 8.73 and a section reduction ratio of 99.98 %,and possess a high strength of 1868 MPa via traditional wire drawing. The microstructure evolution and mechanical properties of cold-drawn Fe35Ni35Cr20Mn10 high-entropy alloy are characterized by microstructure observation and tensile test. The results showed that The Fe35Ni35Cr20Mn10 HEA has excellent plastic forming capacity and excellent phase stability during plastic deformation. The Fe35Ni35Cr20Mn10 HEA has excellent continuous drawing ability, the main deformation mechanism is the plane slip and cross slip of the dislocation and the dynamic recovery of the sublamellar layer make the lamellar structure maintain a dynamic equilibrium state, and the lamellar thickness is basically unchanged to support the continuous plastic deformation under high strain conditions. The dynamic balance of coarsening and refining of lamellar structure in the process of plastic deformation is mainly due to the merging of HEA lamellar caused by the movement of trigeminal node induced by strain. Texture evolution showed that the <111> and <100> fiber textures were the stable texture component and the texture component content remained unchanged even under further increased strain. The Fe35Ni35Cr20Mn10 high-entropy alloy wire with high strain of 8.73 possesses excellent strength, and its tensile strength is 1868 MPa at room temperature, which has the largest strain. The dislocations proliferation, lamellar structure refinement and texture strengthening lead to high strength of the Fe35Ni35Cr20Mn10 high-entropy alloy wire.

The Draw-a-Person Test in Neuropsychological Assessment

The Draw-a-Person test (former Draw a Man test) comes from the intelligence diagnostics of children, but the procedure also gives a wealth of interesting results in patients with brain damage. Goal: The aim of the study was to investigate to what extent drawing ability is impaired in people with brain damage and how strong the connection is with other neuropsychological investigations. Methods: The result of the Draw-a-Person test (DAPT) was compared with the: Mini-Mental Status Examination, Verbal Learning and Memory Test, Number Connection Test, “Personalities” test from Kaufmann's Test battery, Hooper's Visual Organization Test and Mosaic test of the Hamburg Wechsler intelligence Scale. Participants: The data was collected as part of a field study in a clinic for Neurology and a neuropsychological practice, so there are often only preliminary diagnoses. Since this study is about the correlations of the tests only, differences in diagnosis are not considered as a bias. For the present study, the data from a total of 50 patients (mean age 70.2 ±13.0 years, 24 males, 26 females) were evaluated. The patients suffered from: stroke (n=19), dementia (n=10), traumatic brain injury (n=5), transient ischemic attack (n=4), heart attack (n=3), encephalitis (n=2), Parkinson's disease (n=2), cerebral hemorrhage (n=1), other diagnoses (n=4, e.g. vitamin-B12 deficiency, seizures, confusion). Results: The correlations to the DAP-Test were: Mini-Mental Status Examination Rho=0.66*; Verbal Learning and Memory Test 1st round: Rho=0.34*; 5th round: Rho=0.44*; 6th round: Rho=0.23 (n.s.); 7th round: Rho=0.30 (n.s.); Number Connection Test Rho= -0.29*; “Personalities” test Rho = 0.44*; Hooper’s Visual Organization Test Rho = 0.61*; Mosaic Test Rho = 0.57*. Conclusion: The DAP test is an easy-to-perform procedure that only takes a few minutes and is very economical. The test gives initial indications for many visual-constructive deficits as e.g. neglect, visual agnosia and correlates significantly with many other neuropsychological instruments.

Research on the strengthening mechanism of Nb–Ti microalloyed ultra low carbon IF steel

Interstitial free (IF) steels are characterized by their interstitial free ferritic matrix due to addition of micro-alloying elements that draw carbon and nitrogen out of matrix to form carbonitrides. The IF steels typically have excellent deep drawing ability, certain mechanical strength, and high plastic deformation performance. In this paper, the microstructure evolution and carbides precipitation behavior during the hot rolling, cold rolling and annealing processes have been studied using both experimental and thermodynamic and kinetic modeling approaches. The strengthening mechanism of Nb–Ti microalloyed IF steel has been investigated. The results of the thermodynamic simulation indicates that the addition of Nb into Ti bearing IF steel promotes recrystallization at 900 °C, leading to fine recrystallized grains. Due to the recrystallization of austenite during the final rolling process, Nb–Ti microalloyed hot rolled plates exhibit finer grain size, fewer substructures, and lower dislocation density compared to the hot rolled plates containing only Ti. Building upon the initial fine and uniform structure, Nb–Ti microalloyed steel maintains a refined structure after undergoing cold rolling and annealing. The study of the carbides precipitation behavior suggests that TiN precipitates at high temperature above 1100 °C, while a substantial amount of (Nb,Ti)C and TiC precipitate at about 900 °C in Nb–Ti and Ti bearing steels, respectively. There is no significantly difference between the amount of carbides in steels hot deformed at 900 °C and in the hot rolled plates, indicating that the carbides mainly precipitate during the hot rolling process. There are negligible carbides precipitated during the coiling process at 600 °C. In Nb–Ti containing steel, Nb and Ti in solid solution are significantly reduced due to the large amount precipitation of (Nb,Ti)C during the final rolling process. The reduction of solid solution Nb effectively promotes the recrystallization of austenite. Therefore, the grains of hot-rolled, cold-rolled, and annealed strips are refined. In addition, there are more small size carbides in Nb–Ti bearing steel than that in Ti bearing steel. Therefore, the higher strength of Nb–Ti steel is mainly from the strengthening effect of grain refinement and carbides precipitation.

Better than Goodenough? Evaluating new computational techniques for finding diagnostic structure in children's drawings.

In her 1926 book Measurement of Intelligence by Drawings, Florence Goodenough pioneered the quantitative analysis of children's human-figure drawings as a tool for evaluating their cognitive development. This influential work launched a broad enterprise in cognitive evaluation that continues to the present day, with most clinicians and researchers deploying variants of the checklist-based scoring methods that Goodenough invented. Yet recent work leveraging computational innovations in cognitive science suggests that human-figure drawings possess much richer structure than checklist-based approaches can capture. The current study uses these contemporary tools to characterize structure in the images from Goodenough's original work, then assesses whether this structure carries information about demographic and cognitive characteristics of the participants in that early study. The results show that contemporary methods can reliably extract information about participant age, gender, and mental faculties from images produced over 100 years ago, with no expert training and with minimal human effort. Moreover, the new analyses suggest a different relationship between drawing and mental ability than that captured by Goodenough's highly influential approach, with important implications for the use of drawings in cognitive evaluation in the present day.

Visual arts talent among adolescents with intellectual disability: The global domain approach

Talent in the population with intellectual disability (ID) has to date been investigated in the context of the phenomenon of the idiot savant (Miller, 2005). This pioneering study examined talent in a population with ID through the prism of giftedness and talent theories in the typical population. The goals were to examine: (a) whether the talent of adolescents with ID is expressed only in their drawing ability (specific domain) or whether they would demonstrate high cognitive abilities compared to adolescents with ID without this talent (global domain); (b) the contribution of the participants’ endogenous background characteristics (fluid intelligence, cognitive flexibility and creative thinking) as well as the contribution of an exogenous factor (participation in an art class) to their art measures. An intelligence and cognitive tests battery was administered among adolescents with ID with drawing talent (N = 29) and without such talent (N = 26). Morphological Structural Conceptual Analysis (Elkosho, 2007) was used to assess the drawing ability of students with/without drawing talent as well as their level of commitment to visual arts. The ANOVAs indicated that adolescents with ID with artistic talent exhibited relatively higher drawing skills as well as fluid intelligence, cognitive flexibility and creative thinking. Regression analyses indicated that participation in an art class contributed to the explained variance of the art measures. The findings support the global domain approach and the nurture thesis in visual arts (drawing) in the population with ID. Renzulli's (2020) three-ring model of giftedness might be applicable for the population with ID.

Developing drawing skill: Exploring the role of parental support and cultural learning

Learning to draw is an important developmental milestone that most children achieve during their preschool years. Primary caregivers play a significant role in supporting this process, which may affect the pace of acquisition and subsequent unfolding of drawing ability. In this study, we aimed to investigate parental support in the context of children's drawing activity, complemented by quantifying the effects of four individual factor constructs of parental support for drawing. Our sample comprised 68 parent-child dyads with children aged 3.0–6.9 years. Parents completed an online survey about actions related to promoting the drawing abilities of their child, while children's drawing skill was measured with the Beery-Buktenica Test of Visual-Motor Integration. Contrary to our initial prediction, we found that parental support as a construct had no significant effect on children’s drawing skill. However, the component Scaffolding was positively associated with enhanced drawing skill. These results have important theoretical implications for understanding skill development within a cultural learning framework, and open up practical applications for art education and developmental studies.

An Investigation of Drawing Skills' Role in Art And Design Teaching and Learning in Higher Education Academies

This study investigated the relationship between drawing and design skills in higher education academies specialising in art and design. Contradictory views -spread among the faculty members and transferred to the students- over the role of drawing skills in supporting designers' abilities and skills are presented and discussed. One viewpoint asserts that the ability to draw is equal to the ability to design. On the other hand, others believe that drawing does not equip design students with appropriate skills, especially in light of modern technology tools, including art and design computer software. This contradiction in ideas and visions between those in charge of the educational process directly impacts achieving design programs' learning outcomes. This research discussed this issue by examining the correlation between students' drawing and design abilities. Therefore, the marks achieved by female students in the Design Department, majoring in graphic design, at Al Zahra College for Women in the Sultanate of Oman were studied with a focus on graduation project grades and drawing courses. A statistical analysis of this relationship using a t-test found a strong positive correlation between graduation project grades and the average grades of three drawing courses (r=0.79, R2=0.62, p&gt;0.05). Moreover, the statistical data supports accepting the null hypothesis, meaning no difference exists between the data obtained for the representative drawing and design courses. Consequently, it is evident through this study that drawing courses positively and strongly support students' performance in the graduation project, representing the highest level of design abilities. The results of this study could be adopted by design programs to focus on freehand drawing skills and courses besides other skills, such as technological skills, including using drawing and design software programs.

Associations between screen viewing at 2 and 3.5 years and drawing ability at 3.5 years among children from the French nationwide Elfe birth cohort

The effect of screen viewing on children’s cognitive development has been of concern among parents and researchers. This study investigated the association between children screen time, as reported by parents, and drawing ability, and the confounding effects of socioeconomic characteristics (such as parental education, household income, migration status) and children’s competing activities (such as drawing practice, extracurricular activity, outdoor time, sleep time, time playing with parents). Participants included 7577 children aged 3.5 years (50% girls) who underwent the Draw-a-person test (McCarthy score [range = 0–12 points]) in the French nationwide Elfe birth cohort, initiated in 2011. Sex-stratified zero-inflated Poisson regression models were used. Increased screen time was associated with a higher likelihood to obtain a null score in boys (OR 1.15, 95% CI 1.07–1.23) and girls (1.13 [1.03–1.24]) and a lower score in girls only (β = − 0.02, 95% CI − 0.04; − 0.01). After adjusting for SES, associations were no longer observed, indicating that the association between screen time and drawing abilities was confounded by socioeconomic characteristics.

An Experiential Learning Approach for Enhancing Performance of First Year Engineering Students in Engineering Graphics Course

Abstract— Engineering Drawing is a crucial and mandatory course for first-year engineering students. This subject plays a vital role in enhancing students' ability to visualize, imagine, and effectively illustrate concepts. It aids them in expressing their ideas clearly and swiftly, comprehending drawings produced by others, and devising effective designs. The curriculum covers essential topics like projection, sectioning, and the development of solids such as prism, pyramid, cylinder, cone, cube, and tetrahedron. These topics help students develop the ability to conceptualize, visualize, and create drawings according to specific requirements. The achievement of learning outcomes related to these subjects is hindered by the challenges faced by first-year engineering students, including their lack of fundamental knowledge in technical drawing and limited abilities in imagination and visualization. As a result, their performance in these areas tends to be subpar. To address this issue, a practical "learning by doing" approach is introduced alongside traditional classroom instruction. This strategy aims to boost the visualization, imagination, and technical drawing proficiency of first-year engineering students. This article outlines the author's endeavors to enhance students' visualization, imagination, and drawing skills. The focus is on involving students actively in both classroom and extracurricular learning. By methodically incorporating a "learning by doing" approach, there has been a notable enhancement in student engagement, achievement of course objectives, and overall performance in the course assessments. The topic of development of solids was completely taught with this method. This activity resulted increase in the CO attainment, active participation and engagement of the students in the class room as well as outside of the classroom. Following the implementation of this activity, there was a substantial rise of 17.30% in the accomplishment of course outcome, coupled with a notable increase of 25.34% in the students' learning index. Keywords— Course Learning Outcome, Engineering Graphics, learning by doing

Characteristics of drawing deficits in people with aphasia: Differences between symbolic and realistic drawn objects.

Pictures drawn by people with aphasia (PWA) are often more challenging to understand than those drawn by healthy people. There are two types of objects: those that tend to be drawn symbolically (symbolically drawn objects-SOs) and those that are likely to be drawn realistically (realistically drawn objects-ROs). To compare the identification rate and number of misunderstanding types between SOs and ROs drawn by PWA and healthy controls (HCs). To reveal trends in the misunderstandings of drawings by PWA, and to identify the language or cognitive abilities related to the identification rate of pictures drawn by PWA. We designed a drawing task involving SOs and ROs. A total of 18 PWA and 30 HCs completed the task, and respondents identified the drawings. The identification rate and number of misunderstandings were analysed with two-way analysis of variance (ANOVA) including group (PWA and HCs) and object type (SOs and ROs). The misunderstandings were divided into four categories varying in semantic and morphological similarity; these ratios were examined with a chi-square test. The relationships of language and cognitive abilities with the identification rate were investigated with multiple regression analyses. There was a significant effect of the interaction between group and object type on the identification rate (F(1.1387) = 3.90, Mean Squared Error (MSE) = 4139.67, p = 0.04): the identification rates for ROs were lower in the PWA than in the HCs. For the number of misunderstanding types, an interaction was observed between group and object type (F(1.56) = 8.26, MSE = 26.93, p < 0.01): the number of misunderstanding types for ROs in the PWA was greater than that in the HCs. The misunderstanding patterns differed between ROs and SOs (χ2(3) = 694.30, p < 0.001, V = 0.37). ROs were semantically related, whereas SOs were morphologically related. The identification rates of ROs and SOs were correlated only with Kanji writing scores (ROs: β = 3.66, p = 0.01; SOs: β = 6.57, p < 0.01). In drawings by the PWA, SOs had a higher identification rate, while ROs had a lower identification rate and a greater variety of misunderstandings. SOs may increase drawing motivation. Interventions to improve the identifiability of SOs and ROs should reflect each character. Identification rates were correlated only with Kanji writing scores. The PWA, whose native language was Japanese and had preserved Kanji writing abilities, and their communication abilities may be increased through drawing. What is already known on the subject PWA often have impaired drawing abilities and draw pictures that third parties misinterpret. Some objects tend to be drawn symbolically, and some are drawn realistically. However, it is not clear whether there is a difference between these types of drawings depicted by PWA in identifiability and the tendency to be misunderstood by ordinary people. In addition, the relationships between language or cognitive abilities and the identification rate of drawn pictures are not clear. What this paper adds to the existing knowledge The identification rate differed between SOs and ROs. In drawings by PWA, SOs had a higher identification rate, while ROs had a lower identification rate and the greatest variety of misunderstandings. Approximately half of the misunderstandings were related to the target object. SOs tended to be confused with morphologically related objects, while ROs tended to be confused with semantically related objects. Identification rates were correlated only with Kanji writing scores. What are the potential or actual clinical implications of this work? To motivate PWA's drawing, it is suitable to begin with SOs. Examining drawing ability from the perspective of SOs and ROs increases the chance of identifying drawing ability. PWA whose native language is Japanese and have preserved Kanji writing abilities may be able to increase their communication abilities through drawing.

Aesthetic surprises and considerations when researching marine science education with art

IntroductionWhy was the study undertaken? What was the research question, the tested hypothesis or the purpose of the research? The research question is: What are the implications of disciplinary aesthetics when marine science meets art in educational research? Children in schools from Victoria, Australia were engaged in a series of marine science fieldtrips, workshops and lessons based on the Great Southern Reef, a temperate marine environment of Australia. They created drawings based on provocations, to depict their knowledge of marine species, before and after these education experiences.MethodsWhen, where, and how was the study done? What materials were used or who was included in the study groups (patients, etc.)? This paper shares the mixed methodology used by focusing on the qualitative methods used, that arose out of a need to understand the role of aesthetics in this research project. This paper documents the analysis of data that included children’s drawings and dialogue between researchers and children from interviews. We discuss insights into the role of aesthetics that were revealed in the visual and narrative data from perspectives of children’s learning and how the researchers were able to understand this. These findings are discussed considering the teaching intentions and procedures used, the importance of this multimodal approach to research that revealed aesthetics of science, visual art and language in education.ResultsWhat answer was found to the research question; what did the study find? Was the tested hypothesis true? The research reveals the important role drawing has when trying to understand the students’ varying degrees of understanding marine science education. Variables include: their prior experience with marine environments, students’ drawing abilities, stylistic elements (that can render an image ‘confident’ or ‘sketchy’), compositional devices and use of perspective that their drawings depict (looking at a pier from underwater or through snorkel goggles). It also includes interpretations and explanations of their drawings and other uses of language such as the use of written labels to reinforce or clarify parts of their drawings.DiscussionWhat might the answer imply and why does it matter? How does it fit in with what other researchers have found? What are the perspectives for future research? This research reveals the important role of multi-modal approaches in science learning and the significant and dependent role of visual art and words, for students to communicate their learnt content knowledge. It highlights the aesthetic experiences that must be taken into consideration when teaching, learning and when understanding what has been learnt.

Analytical Strategy as Critical and Brainstorming Thinking for Fostering Students' Drawing Ability in Sciences

The best learning outcomes for pupils in the classroom are determined by the teacher's pedagogical and content competence. In order to improve students' drawing abilities in the sciences, this study explores the effectiveness of analytical tactics such as critical and brainstorming thinking. In their intact groups, 87 senior secondary 2 science students took part in the study. The study used a semi-experimental approach. Science Drawing Kills Achievement Test (SDKAT), a practical essay test that measured drawing abilities, was used to gather data. It was verified using construct and face validity methods. The instrument's strong points were demonstrated by the split-half dependability of 0.86. Research questions are answered by the mean (X) and standard deviation (SD); analysis of covariance (ANOVA) was used to assess the hypotheses. The findings demonstrated that the analytic approach promoted students' drawing abilities; there was no discernible difference in drawing abilities between male and female students, and gender had no bearing on how the analytic method promoted students' drawing abilities. However, teachers are urged to guide and direct students in the use of the analytical method so that it is implemented successfully, and students are encouraged to respond by expressing their own perspectives and ideas in order to jointly identify and solve problems.

Optical, magneto-optical properties and fiber-drawing ability of tellurite glasses in the TeO2–ZnO–BaO ternary system

The presented work is focused on the optical and magneto-optical characterization of TeO2-ZnO-BaO (TZB) tellurite glasses. We investigated the refractive index and extinction coefficient dispersion by spectroscopic ellipsometry from ultraviolet, λ ≈ 0.193 μm, up to mid-infrared, λ ≈ 25 μm spectral region. Studied glasses exhibited large values of linear (n632 ≈ 1.91–2.09) and non-linear refractive index (n2 ≈ 1.20–2.67×10−11 esu), Verdet constant (V632 ≈ 22–33 radT−1m−1) and optical band gap energy (Eg ≈ 3.7–4.1 eV). The materials characterization revealed that BaO substitution by ZnO leads (at constant content of TeO2) to an increase in linear and nonlinear refractive index as well as Verdet constant while the optical band gap energy decreases. Fiber drawing ability of TeO2–ZnO–BaO glassy system has been demonstrated on 60TeO2–20ZnO–20BaO glass with presented mid-infrared attenuation coefficient. Specific parameters such as dispersion and single oscillator energy, Abbe number, and first-/third-order optical susceptibility are enclosed together with the values of magneto-optic anomaly derived from the calculation of measured dispersion of the refractive index.

Language and drawing development after a combined intervention: A single‐subject case study

AbstractLanguage and drawing each have their own sets of symbols that they use to convey messages. It is still unclear whether the development of these two expression mechanisms is similar or distinct. There are various approaches to supporting language and communication skills, including structured and naturalistic methods. The goal of this in‐depth case study is to find out how a combined intervention affects the language and drawing abilities of a three‐year‐old girl with developmental delay. Structured implementations and milieu teaching strategies were used in the same session, but not simultaneously. The participant's language and communication skills improved at the end of the programme. Interestingly, even though there was no drawing‐related goal, her drawings evolved too. Even though this is a single‐subject case study, it suggests that if a child's cognitive and language skills develop, his/her drawing skills do as well.

Sketching assessment in engineering education: A systematic literature review

AbstractBackgroundSketching exists in many disciplines and varies in how it is assessed, making it challenging to define fundamental sketching skills and the characteristics of a high‐quality sketch. For instructors to apply effective strategies for teaching and assessing engineering sketching, a clear summary of the constructs, metrics, and objectives for sketching assessment across engineering education and related disciplines is needed.PurposeThis systematic literature review explores sketching assessment definitions and approaches across engineering education research.Methodology/ApproachWe collected 671 papers from five major engineering and education databases at all skill levels for reported sketching constructs and metrics, cognition, and learning contexts. Based on the selection criteria, we eliminated all but 41 papers, on which we performed content analysis.Findings/ConclusionsEngineering, design, and art emerged as three major disciplines in the papers reviewed. We found that sketching assessment most often employs metrics on accuracy, perspective, line quality, annotations, and aesthetics. Most collected studies examined beginners in undergraduate engineering design sketching or drawing ability tests. Cognitive skills included perceiving the sketch subject, creatively sketching ideas, using metacognition to monitor the sketching process, and using sketching for communication.ImplicationsSketching assessment varies by engineering discipline and relies on many types of feedback and scoring metrics. Cognitive theory can inform instructional activities as a foundation for sketching skills. There is a need for robust evidence of high‐quality assessment practices in sketching instruction. Assessment experts can apply their knowledge toward improving sketching assessment development, implementation, and validation.

Assessment of Conical Die Deep Drawing Ability of DP800 and MART1400 Ad-vanced High Strength Steels

Deep drawing is one of the most important and vastly conducted sheet metal forming method. Thus, even small improvements achieved on the deep drawability of sheet metals significantly increases the ability of sheet metal to be formed into more complex products. Advanced high strength steels (AHSSs) are one of the most popular steels in the automotive industry due to their high strengths. However, their low ductility causes considerable splitting problems on the shop floors. In this study, deep drawing experiments have been conducted in conical dies with four different angles (0⁰, 7.5⁰, 12.5⁰, and 20⁰) for DP800 and MART1400 steels to observe whether a higher deep drawing ratio (DDR) can be achieved by deep drawing in conical dies for AHSSs. In addition, finite element analysis (FEA) has been utilized to estimate the DDR for each types of steels in different conical die setups. It has been observed that the deep drawing ability of MART1400 steel has not improved in any of the conical die setups. However, DDR of DP800 has slightly increased by 2.46% by deep drawing with 20⁰ die angle. A good agreement with the numerical and experimental results has been achieved.

Meningkatkan Keterampilan Menggambar, Menulis, dan Membaca Anak dengan Penggunaan Sandpaper Letters [Increasing Children's Drawing, Writing, and Reading Abilities with the Usage of Sandpaper Letters

&lt;div&gt;&lt;p class="1eAbstract-text"&gt;Early drawing, writing, and reading are some good aspects that can be developed to nurture children’s language acquisition from early childhood. Environment stimulation is also one of important aspects, of which includes learning resources and teacher’s awareness of the importance of personal approach toward students. The problem that is encountered by Kindergarten 2 teachers is some students have difficulties in their early drawing, writing, and reading. This issue had brought the researcher’s attention to analyze the problem and tried to find solution, which one of them is the use of Sandpaper Letters with Montessori approach to develop early drawing, writing, and reading abilities. This research is a weak experimental research to 10 Kindergarten 2 students recommended by the homeroom teachers. The treatment used sandpaper letters with the Montessori approach for six weeks with one on one session. The result from pretest and posttest of drawing skill was N-gain 0,64 (medium), the writing skills N-gain 0,7 (high), and reading skills N-gain 0,7 (high). Based on the result, it is showed that Sandpaper letters with Montessori approach could affect the improvement of difference pace learner in early drawing, writing, and reading skills at kindergarten.&lt;/p&gt;&lt;/div&gt;

Study on the Style Design and Anchoring Mechanism of Enlarged Head Anchors

To resolve insufficient traditional bolt supports due to the complexity of geological conditions, the optimal design of an expanded head bolt was investigated by using theoretical calculations and experiments. The results show that the drawing capacity of an expanded head bolt is affected by the bearing capacity of front and rear ends, side bearing capacity, and side friction resistance. For a circular anchor bolt, stepped anchor bolt, and semi-ellipsoidal anchor bolt, with an increase in the front section’s radius, the lateral friction resistance of the inner anchor section is gradually shared by the bearing force of the front end of the inner anchor section; the bearing effect of the front end of the inner anchor section is enhanced; and the pulling performance of the anchor bolt is enhanced. Therefore, the pulling force of the circular anchor bolt is at the maximum, followed by the stepped anchor bolt, and the semi-ellipsoidal bolt is at the minimum. The increase in the rear section can provide greater lateral friction resistance and end-bearing force. Compared with cylindrical enlarged head anchors, the circular, stepped, and semi-elliptic enlarged head anchors have a smaller front section but a larger rear section, and the reduction in the front section’s bearing capacity is less than the increase in the side bearing capacity and rear-end bearing capacity; thus, the cylindrical bolt has the lowest pulling force. Compared with the front radius, the back radius has more influence on the drawing ability of the enlarged head anchor. The longer the inner anchorage section, the larger the distribution range in the compression zone that is formed in the soil body and the smaller the range in the tension zone that is formed in the rear. The increase in the length of the inner anchorage section is conducive to improving the reinforcement effect of the soil in front of the anchorage section in the bolt. Therefore, this parameter plays an important role in the redistribution of the soil in front of the force. The ultimate pull-out force of a circular table-shaped tensile bolt is the highest, followed by the stepped bolt, and the semi-elliptic bolt comes in third, with the cylindrical bolt exhibiting the lowest pull-out force; the circular table-shaped enlarged head anchor constitutes the best style design.

그림일기를 통한 언어활동이 유아의 그리기표상능력, 언어능력, 자아존중감에 미치는 영향

본 연구의 목적은 그림일기를 통한 언어활동이 유아의 언어능력, 자아존중감, 그리기표상능력에 미치는 영향을 분석하는데 있다. 본 연구대상은 G도에 위치한 유치원에 재원 중인 만 5세 유아 총 32명이었다. 실험집단과 비교집단을 무선으로 선정한 후, 실험집단에는 그림일기를 통한 언어활동을 비교집단에는 재미있었던 일 그림 그리기 활동을 5주간 처치하였다. ‘그리기표상능력검사’, ‘REVT’, ‘유아 자아존중감 검사’를 사용해 자료를 수집하였다. 수집된 자료는 t-검증을 통해 효과를 분석하였다. 연구결과, 그림일기를 통한 언어활동이 재미있었던 일 그림 그리기 활동보다 유아의 전체 그리기표상능력, 언어능력, 자아존중감을 증진시키는데 더욱 효과적인 것으로 나타났다. 이러한 본 연구 결과는 그림일기를 매개로 한 언어활동이 언어에 대한 유아의 관심을 촉진하고 유아가 주도적으로 다양한 언어적 경험을 하도록 기회를 제공할 수 있음을 시사한다.

Drawing skills at the beginning of higher education: Teachers’ perspectives, expectations, and realities

For more than two decades, educational policies in Portugal have primarily focused on improving student outcomes, reducing school absenteeism, and preventing school abandonment. Another factor has been the overemphasis on literacy and numeracy, which has resulted in an unbalanced weighting of these school subjects on instructional time. As a result, instruction time for non-essential classes, such as music and visual arts, was reduced. What effect do these policies have on the drawing abilities and visual literacy of those who pursue visual arts studies in higher education? To date, there has been a plethora of studies on drawing in its didactic, neurological, and physiological components, with findings that strengthen and support the idea that drawing plays a central role in the development of conceptual thinking and abductive reasoning. These findings are significant when advocating for drawing as a learning tool in S.T.E.M., but also, for drawing to play a different role in education overall. To determine whether these policies impact the competencies, skills, and visual literacy of those who pursue visual arts studies, we surveyed higher education teachers regarding their perceptions of student drawing skills as they begin college degrees ranging from fine arts to design. Some survey findings point to weak areas, particularly in perspective drawing and preparatory drawings and sketches. The teachers suggested that the causes were mostly political. These findings should be investigated further, specifically through follow-up interviews and a survey of first-and second-year students enrolled in the courses taught at the educational institutions under analysis.