This document provides instructions for Project 2 of the Introduction to Drawing course. Students are asked to choose a daily object no larger than A5 size and take measurements to generate orthographic drawings, including a top view, three elevations, one section, and two detail drawings. Students must also include a perspective view as the cover of their accordion-style submission booklet. The project aims to demonstrate understanding of drawing conventions and the ability to translate 3D objects into 2D drawings clearly and creatively. Submissions will be assessed based on demonstrated drawing conventions skills, clarity and quality of drawings, and creativity in technique and presentation.
This is a proposal I helped create for our client Destani Lewis for a Grants and Proposal class I took.Ms. Lewis was looking for insight on opening a daycare center around the Fort Worth/Dallas region. I was in charge with research and fact checking, creating the budget, and editing.
This is a proposal I helped create for our client Destani Lewis for a Grants and Proposal class I took.Ms. Lewis was looking for insight on opening a daycare center around the Fort Worth/Dallas region. I was in charge with research and fact checking, creating the budget, and editing.
ENERGÍA Y POTENCIAL
ENERGÍA PARA MOVER UNA CARGA PUNTUAL EN UN CAMPO ELÉCTRICO
DIFERENCIA DE POTENCIAL Y POTENCIAL
CAMPO DE POTENCIAL DE UNA CARGA PUNTUAL
EL CAMPO DE POTENCIAL DE UN SISTEMA DE CARGAS : PROPIEDAD CONSERVATIVA
GRADIENTE DE POTENCIAL
EL DIPOLO
DENSIDAD DE ENERGÍA EN UN CAMPO ELECTROSTÁTICO
DIELÉCTRICOS Y CAPACITANCIA
NATURALEZA DE LOS MATERIALES DIELÉCTRICOS
CONDICIONES DE FRONTERA MATERIALES DIELÉCTRICOS PERFECTOS
CAPACITANCIA
EJEMPLOS DE CAPACITANCIA
CAPACITANCIA DE UNA LÍNEA DE DOS HILOS
ENERGÍA Y POTENCIAL
ENERGÍA PARA MOVER UNA CARGA PUNTUAL EN UN CAMPO ELÉCTRICO
DIFERENCIA DE POTENCIAL Y POTENCIAL
CAMPO DE POTENCIAL DE UNA CARGA PUNTUAL
EL CAMPO DE POTENCIAL DE UN SISTEMA DE CARGAS : PROPIEDAD CONSERVATIVA
GRADIENTE DE POTENCIAL
EL DIPOLO
DENSIDAD DE ENERGÍA EN UN CAMPO ELECTROSTÁTICO
DIELÉCTRICOS Y CAPACITANCIA
NATURALEZA DE LOS MATERIALES DIELÉCTRICOS
CONDICIONES DE FRONTERA MATERIALES DIELÉCTRICOS PERFECTOS
CAPACITANCIA
EJEMPLOS DE CAPACITANCIA
CAPACITANCIA DE UNA LÍNEA DE DOS HILOS
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...
ITD project 2
1. SCHOOL OF ARCHITECTURE, BUILDING & DESIGN
Research Unit for Modern Architecture Studies in Southeast Asia (MASSA)
Foundation of Natural and Built Environments (FNBE)
Introduction to Drawing (ARC 30103)
Prerequisite: None
Lecturers: Ida Mazlan, Sufina Abu Bakar, Noorul Iffa Mohd Nayan
_____________________________________________________________
Project 2: Basic Orthographic Drawings using Daily Objects
30 % Individual
Submission Date: 21st April 2015 (Week 10)
Introduction
“It taught me that there are three versions of things: the one I see in my mind, and the one that
carries onto the paper, and then what it ultimately becomes.”
Lauren DeStefano, Sever
Objectives of Project
• Identify the fundamental principles, elements and techniques in sketching, drawing, design process and
presentation skills.
• Demonstrate observation skills and be able to record, organize, interpret and describe a variety of
issues via visual communications effectively.
Learning Outcomes
• Identify the type of drawing representation.
Tasks
1. Individually, student is required to choose an object within A5 size-base. (It should not be too small/nothing
bigger than A5 and must have certain level of complexity)
2. You are then required to sketch and conduct measurement of chosen objects. This is to be done as part of
the class exercise. In this process, you should take as much measurements and any related information on
the selected object. The information will be useful to generate the orthographic drawings.
3.Then by using book references/ classroom tutorial, independently you are to explore the applications of
Drawing Conventions and generate orthographic drawings that clearly express the 3 dimensional objects.
4. Once all drawings are completed you are to compose it in a booklet (accordion style) and all writings will be
manually done using Architectural Writing.
2. Submission Requirement
Using the measurements and information gathered on the selected object, you are to generate orthographic
drawings that clearly express the 3 dimensional objects. You need to apply what you have learned on Drawing
Conventions and this should be reflected in the final drawings.
List of drawings that you should produce for the final submission would include the following:
1- ONE Top view
2- THREE Elevations (Front/Back/Sides)-discuss with your tutor for suitability of the elevations
3- ONE Section
4- TWO Detail drawings
5- ONE Perspective view with your own rendering technique-this will be the cover of your submission
You will need to produce ALL drawings listed above; missing any one of the drawings will be considered as
incomplete submission.
All drawings will be composed and submitted in a booklet (accordion-style).The booklet will be in A5
portrait/landscape depending on how you orientate the drawings. The perspective view will be the cover of the
booklet. You will also need to include your progress sketch in the booklet.
Please print the assessment label(provided below) and paste it on the last page of the booklet
Submission will be on the 21st April 2015 (Week 10). You will need to submit your final booklet by 3.30 pm in
LT6. There will be no class on the day of submission to give way for marking.
Assessment criteria
The assessment for this assignment will be based on:
• Demonstrated understanding in drawing conventions (line weights / dimensions/ architectural writing)
• Clarity and workmanship of drawings-ability to translate information to 2D drawings
• Creativity in technique and presentation
Marking criteria
Marks shall be distributed as follows:
Work will be assessed based on the following assessment criteria:
TGC
Acquired
Assessment Criteria Marks %
Group Component
Demonstrated understanding in drawing conventions (line weights /
dimensions/annotations/ architectural writing)
15%
Clarity and quality of drawings-ability to translate information to 2D drawings 10%
3. Creativity in technique and presentation
5%
TOTAL 30%
Suggested References
It is recommended for everyone to bring to the class at least one reference book of basic architectural drafting
and drawing from any of the author listed here: D.K. Ching, Rendow Yee, Thomas C. Wang, Tom Porter etc
during tutorials to further enhance your learning outcome for project 2. (Drawing conventions references)
Assessment label (PLEASE PRINT and paste on the last page of your booklet)
INTRODUCTION TO DRAWING | PROJECT 2: Basic Orthographic Drawings using Daily Objects TUTOR : SF/ID/IF
Marking Criteria Marks Fantastic Good Av Poor Fail
1 Demonstrated understanding in drawing conventions (line
weights / dimensions/annotations/ architectural writing)
15
2 Clarity and quality of drawings-ability to translate
information to 2D drawings
10
3 Creativity in technique and presentation 20
Total 30
Grade