The article analyses the redesign of the Museum of the University of Architecture and Urbanism Ion Mincu (UAUIM) in Bucharest. The second-hand life of the didactic objects of the Bucharest School of Architecture tells a nostalgic story of lost values, of bits and pieces saved from various historical assaults (demolitions, change of ownership, etc.). The organisation and the display of the collection entails a psychological, emotional and cognitive price payed by the curator in order to facillitate the visitor’s acces. Another price to be payed is the long term investment in the preservation of the objects and the interpretation and communication of the collections. The redesign of the UAUIM Museum can be seen as a form of „frame extension”. The old museum, molded by the historical circumstances of its birth, was extended, in order to attract a broader audience. Not through the introduction of “entertainment” but through a shift of interest: from architectural details (plaster molds, demolition fragments) to all the documents relevant to the history of architecture and the history of the Bucharest School of Architecture. Thus the relevance of the museum was encreased. Drawing on a personal experience of the framing of the exhibits and of visitor interaction, the article compares what the curators envisioned and what was experienced by the visitors. The comparation and analysis can be used to guide the interpretation of a collection which has grown meanwhile justifying its reframing as an Exhibition and Documentary Center. Some proposals are made for changing the collection presentation on its website and on its Facebook page.
{"title":"Framing and Interpretation of Architectural Education","authors":"C. Popescu, Bucharest Urbanism Ion Mincu","doi":"10.18662/LUMPROC.112","DOIUrl":"https://doi.org/10.18662/LUMPROC.112","url":null,"abstract":"The article analyses the redesign of the Museum of the University of Architecture and Urbanism Ion Mincu (UAUIM) in Bucharest. The second-hand life of the didactic objects of the Bucharest School of Architecture tells a nostalgic story of lost values, of bits and pieces saved from various historical assaults (demolitions, change of ownership, etc.). The organisation and the display of the collection entails a psychological, emotional and cognitive price payed by the curator in order to facillitate the visitor’s acces. Another price to be payed is the long term investment in the preservation of the objects and the interpretation and communication of the collections. \u0000The redesign of the UAUIM Museum can be seen as a form of „frame extension”. The old museum, molded by the historical circumstances of its birth, was extended, in order to attract a broader audience. Not through the introduction of “entertainment” but through a shift of interest: from architectural details (plaster molds, demolition fragments) to all the documents relevant to the history of architecture and the history of the Bucharest School of Architecture. Thus the relevance of the museum was encreased. \u0000Drawing on a personal experience of the framing of the exhibits and of visitor interaction, the article compares what the curators envisioned and what was experienced by the visitors. The comparation and analysis can be used to guide the interpretation of a collection which has grown meanwhile justifying its reframing as an Exhibition and Documentary Center. Some proposals are made for changing the collection presentation on its website and on its Facebook page.","PeriodicalId":52265,"journal":{"name":"Journal of Computational Technologies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75201805","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Physical education and sport have become a true social phenomenon in modern society, which essentially seeks to improve the physical development and drive of individuals in order to improve their lives. The use of football game in the physical education lesson offers particularly favorable conditions for the complex development of students' skills and motor skills. As a field of bodily activities, it embodies the driving forces behind the physical education process: walking, running, jumping, and sometimes throwing in a wide variety of complexities. Also, practicing the football game contributes to the formation and improvement of coordinated movements, to the formation of the ability to engage quickly in the pace and pace of social activities, through the accumulation of some influences and positive effects with a sanotrophic and educational character. Being practiced in all forms of education, football produces some educational instructive valences, with beneficial results in the psychic, somatic, functional way, etc. The development of the football game highlights a special motricity, necessary for the aciclic execution of different technical components and tactical actions plus tactical combinations in a complex, random and heuristic setting. The complexity and diversity of game systems require the use of strategies designed to develop the tactical thinking and creativity of players, as well as teachers and coaches. In conclusion, all these formative valences of football play recommend it as an effective means of school physical education, which is why it is present in compulsory physical education classes and compulsory sports classes I - XII. As part of the training process, physical education has to find all ways and means through which to act in the direction of strengthening and maintaining health, the formation of a broad bag of knowledge, skills, and skills, as well as moral and will-moral education. In the case of practicing girls, it is necessary to implement the idea that, without proper orientation, selection and training in our country, there can be no quality female football that will rise to the international competition level, and all this can has a start in female school football, within the physical education and sports lessons.
{"title":"Feminin Football in the Physical Education and Sport System","authors":"Gheorghe Gabriel Cucui","doi":"10.18662/LUMPROC.102","DOIUrl":"https://doi.org/10.18662/LUMPROC.102","url":null,"abstract":"Physical education and sport have become a true social phenomenon in modern society, which essentially seeks to improve the physical development and drive of individuals in order to improve their lives. \u0000The use of football game in the physical education lesson offers particularly favorable conditions for the complex development of students' skills and motor skills. As a field of bodily activities, it embodies the driving forces behind the physical education process: walking, running, jumping, and sometimes throwing in a wide variety of complexities. Also, practicing the football game contributes to the formation and improvement of coordinated movements, to the formation of the ability to engage quickly in the pace and pace of social activities, through the accumulation of some influences and positive effects with a sanotrophic and educational character. \u0000Being practiced in all forms of education, football produces some educational instructive valences, with beneficial results in the psychic, somatic, functional way, etc. \u0000The development of the football game highlights a special motricity, necessary for the aciclic execution of different technical components and tactical actions plus tactical combinations in a complex, random and heuristic setting. The complexity and diversity of game systems require the use of strategies designed to develop the tactical thinking and creativity of players, as well as teachers and coaches. \u0000In conclusion, all these formative valences of football play recommend it as an effective means of school physical education, which is why it is present in compulsory physical education classes and compulsory sports classes I - XII. \u0000As part of the training process, physical education has to find all ways and means through which to act in the direction of strengthening and maintaining health, the formation of a broad bag of knowledge, skills, and skills, as well as moral and will-moral education. \u0000In the case of practicing girls, it is necessary to implement the idea that, without proper orientation, selection and training in our country, there can be no quality female football that will rise to the international competition level, and all this can has a start in female school football, within the physical education and sports lessons.","PeriodicalId":52265,"journal":{"name":"Journal of Computational Technologies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78747379","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Science lessons are the perfect framework for optimal development and valorization of multiple intelligences. Howard Gardner’s theory has opened new horizons concerning the understanding of the human mind, individualizing of teaching and streamline of learning. The creation of various educational contexts that respond to each student’s cognitive profile represents a requirement of the current quality education and contributes to the conscious assumption and proactive involvement of students in the learning process, as well as the transformation of the teacher’s role, from the leader of the lesson to learning facilitator.The traditional approaches related to science lessons involve the exploitation of certain types of intelligence, while the teaching act based on the exploitation of multiple intelligences contributes to the valorization of various types of intelligence in creative ways, supporting student uniqueness and personalized learning.The educational implications and the applications of the multiple intelligence model in the context of science teaching and learning represent aspects which have to be known by the teachers, who are requested to transpose them into the didactic work. The purpose of this paper is to discover how students perceive the science lessons organized in non-formal contexts and to what extent those particular activities capitalize the cognitive profiles and various types of students’ intelligence. The students’ feedback was recorded during the non-formal activities organized in the frame of the Seventh Framework Programme Project “IRRESISTIBLE - Including Responsible Research and Innovation in Cutting Edge Science and Inquiry-based Science Education to Improve Teacher’s Ability of Bridging Learning Environments”, exploiting in this respect the opportunities created through the implementation of the national week dedicated to primary and secondary education: “School in Another Way: To Know More, To Be Better!”
{"title":"Considerations on Developing of Multiple Intelligences in the Context of Science Activities","authors":"E. Santi, G. Gorghiu","doi":"10.18662/LUMPROC.113","DOIUrl":"https://doi.org/10.18662/LUMPROC.113","url":null,"abstract":"Science lessons are the perfect framework for optimal development and valorization of multiple intelligences. Howard Gardner’s theory has opened new horizons concerning the understanding of the human mind, individualizing of teaching and streamline of learning. The creation of various educational contexts that respond to each student’s cognitive profile represents a requirement of the current quality education and contributes to the conscious assumption and proactive involvement of students in the learning process, as well as the transformation of the teacher’s role, from the leader of the lesson to learning facilitator.The traditional approaches related to science lessons involve the exploitation of certain types of intelligence, while the teaching act based on the exploitation of multiple intelligences contributes to the valorization of various types of intelligence in creative ways, supporting student uniqueness and personalized learning.The educational implications and the applications of the multiple intelligence model in the context of science teaching and learning represent aspects which have to be known by the teachers, who are requested to transpose them into the didactic work. \u0000The purpose of this paper is to discover how students perceive the science lessons organized in non-formal contexts and to what extent those particular activities capitalize the cognitive profiles and various types of students’ intelligence. The students’ feedback was recorded during the non-formal activities organized in the frame of the Seventh Framework Programme Project “IRRESISTIBLE - Including Responsible Research and Innovation in Cutting Edge Science and Inquiry-based Science Education to Improve Teacher’s Ability of Bridging Learning Environments”, exploiting in this respect the opportunities created through the implementation of the national week dedicated to primary and secondary education: “School in Another Way: To Know More, To Be Better!”","PeriodicalId":52265,"journal":{"name":"Journal of Computational Technologies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78766970","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The rate of use of social media platforms such as Facebook, Twitter, and LinkedIn has increased drastically over the last decade. Twitter is the eighth most popular website in the world, with an average of nearly eleven million hits a day. Twitter may be used for synchronous and asynchronous online conversations, asking and answering questions, and sharing opinions, ideas, and resources. Twitter also offers a platform for quick communication that could play a role as a catalyst for the learning process. This paper presents an investigation into the use of the Twitter social media platform by selected top universities in UK. Twitter data from that account in the 1-year period was captured. First was coded, the total number of tweets, like ranking, usable (non-spam) tweets, the number of retweeted, hashtags and tweets on the official Twitter accounts of selected universities. In this study, NodeXL program was visualized and analyzed by drawing the data from Twitter. As such data sets of no more than 2,500 tweets were gathered for each search topic. After 60 years of experience with computer-based text analysis approaches can be used to define rule-based classification, theme extraction, ontology/taxonomy modeling, topic categorization and document summarization. Statistics (degree and weighted degree, centrality statistics, network diameter, graph density, average path length) were then calculated for each node and for the network using the statistical module of NodeXL. The data were visualized using Fruchterman-Reingold and Harel-Koren Fast Multiscale algorithms as shown in the figures below. The implications of this finding are discussed.
{"title":"Understanding the Usage Characteristics of Twitter in the UK Universities: A Social Network Analysis (SNA) Approach","authors":"Ufuk Bakan, Uğur Bakan, Turgay Han","doi":"10.18662/LUMPROC.98","DOIUrl":"https://doi.org/10.18662/LUMPROC.98","url":null,"abstract":"The rate of use of social media platforms such as Facebook, Twitter, and LinkedIn has increased drastically over the last decade. Twitter is the eighth most popular website in the world, with an average of nearly eleven million hits a day. Twitter may be used for synchronous and asynchronous online conversations, asking and answering questions, and sharing opinions, ideas, and resources. Twitter also offers a platform for quick communication that could play a role as a catalyst for the learning process. This paper presents an investigation into the use of the Twitter social media platform by selected top universities in UK. Twitter data from that account in the 1-year period was captured. First was coded, the total number of tweets, like ranking, usable (non-spam) tweets, the number of retweeted, hashtags and tweets on the official Twitter accounts of selected universities. In this study, NodeXL program was visualized and analyzed by drawing the data from Twitter. As such data sets of no more than 2,500 tweets were gathered for each search topic. After 60 years of experience with computer-based text analysis approaches can be used to define rule-based classification, theme extraction, ontology/taxonomy modeling, topic categorization and document summarization. Statistics (degree and weighted degree, centrality statistics, network diameter, graph density, average path length) were then calculated for each node and for the network using the statistical module of NodeXL. The data were visualized using Fruchterman-Reingold and Harel-Koren Fast Multiscale algorithms as shown in the figures below. The implications of this finding are discussed.","PeriodicalId":52265,"journal":{"name":"Journal of Computational Technologies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78787079","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Our study starts from the premise that knowing particular characteristic of each student is a better way to develop own his personality. But, using the modern learning strategies that are centered on the student is not enough for it. On the other hand, using them is very possible to neglect the registration of the real progress of student learning. In this respect, we propose some education modalities which are able to develop learning individualized and to monitor the progress of student learning in the higher education. These methodological aspects are presented from a permanent education perspective. Additionally, for a learning performance enhancement. we propose a few efficiency monitoring tools of students learning . We will focus on the importance cultivating the student’s responsibility in own professional training, also in own learning progress. For this reason, we consider that for individualizing and monitoring of learning process it is better to use some reflection and evaluation tools in the learning activities.
{"title":"Progressing, Individualizing and Monitoring of the Students’ Learning. Tools and Methodological Benchmarks","authors":"Carmen Alexandrache","doi":"10.18662/LUMPROC.96","DOIUrl":"https://doi.org/10.18662/LUMPROC.96","url":null,"abstract":"Our study starts from the premise that knowing particular characteristic of each student is a better way to develop own his personality. But, using the modern learning strategies that are centered on the student is not enough for it. On the other hand, using them is very possible to neglect the registration of the real progress of student learning. In this respect, we propose some education modalities which are able to develop learning individualized and to monitor the progress of student learning in the higher education. These methodological aspects are presented from a permanent education perspective. Additionally, for a learning performance enhancement. we propose a few efficiency monitoring tools of students learning . We will focus on the importance cultivating the student’s responsibility in own professional training, also in own learning progress. For this reason, we consider that for individualizing and monitoring of learning process it is better to use some reflection and evaluation tools in the learning activities.","PeriodicalId":52265,"journal":{"name":"Journal of Computational Technologies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84978287","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The quality of the educational system, in general, and of the educational process, in particular, is reflected in the graduates’ competences - cognitive and metacognitive, emotional, intercultural, civic competences - that enable them to successfully face with all the professional and social demands. In order to achieve such a goal, there is a need of teachers who are devoted to school, well-trained, enhanced with creativity, and always concerned of their own educational practices. The reflection on the didactic activity becomes a necessity, an intrinsic component, in order to promote a quality education. The teacher’s reflective practice represents a conscious, assumed, responsible analysis of the didactic demarche, during and at its end, completed by informed decisions in terms of control and regulation, towards the achievement of the proposed educational objectives. At the level of the educational process, the benefits of the teacher’s reflective practice are multiple: optimization of didactic design, didactic strategy and evaluation methodology, a better acquaintance of students, improvement of the pedagogical relationship with the class, identification of appropriate ways to develop students’ competences, differentiation and individualization of training, facilitating a better understanding of the content transferred to students etc. This work aims to analyze the teachers’ opinions on the reflective practice in strong relation to their didactic activities. The method used in the investigative approach was a questionnaire-based survey - its items were focused mainly on the necessity and benefits of the reflective practice, on the frequency recorded by the teachers engaged in the reflective practice, on the supported tools, but also on the relevant stages of the reflective practice.
{"title":"The Reflective Practice -an Intrinsic Dimension of the Educational Demarche","authors":"L. Drăghicescu, I. Stăncescu, A. Petrescu","doi":"10.18662/LUMPROC.104","DOIUrl":"https://doi.org/10.18662/LUMPROC.104","url":null,"abstract":"The quality of the educational system, in general, and of the educational process, in particular, is reflected in the graduates’ competences - cognitive and metacognitive, emotional, intercultural, civic competences - that enable them to successfully face with all the professional and social demands. In order to achieve such a goal, there is a need of teachers who are devoted to school, well-trained, enhanced with creativity, and always concerned of their own educational practices. The reflection on the didactic activity becomes a necessity, an intrinsic component, in order to promote a quality education. The teacher’s reflective practice represents a conscious, assumed, responsible analysis of the didactic demarche, during and at its end, completed by informed decisions in terms of control and regulation, towards the achievement of the proposed educational objectives. At the level of the educational process, the benefits of the teacher’s reflective practice are multiple: optimization of didactic design, didactic strategy and evaluation methodology, a better acquaintance of students, improvement of the pedagogical relationship with the class, identification of appropriate ways to develop students’ competences, differentiation and individualization of training, facilitating a better understanding of the content transferred to students etc. This work aims to analyze the teachers’ opinions on the reflective practice in strong relation to their didactic activities. The method used in the investigative approach was a questionnaire-based survey - its items were focused mainly on the necessity and benefits of the reflective practice, on the frequency recorded by the teachers engaged in the reflective practice, on the supported tools, but also on the relevant stages of the reflective practice.","PeriodicalId":52265,"journal":{"name":"Journal of Computational Technologies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82878134","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
G. Cristea, Departamentul pentru Formarea Cadrelor Didactice Bucuresti Roman Universitatea Spiru Haret, I. Manole, Moldova Universitatea Pedagogica de Stat Ion Creanga Chisinau
Our study analyzes an epistemological and practically interdisciplinary issue at the intersection line between curriculum theory and Computer Science. We will consider an ideal model of curricular design that can be computer-aided at system level and educational process. The general aim is to value the educational backgrounds of the curriculum, identified and developed at the level of education's endowments, by means of appropriate informational means: a) macrostructural, valid at the scale of the entire education system; b) microstructural, valid for the entire educational process. The specific objectives aim at the pedagogical and informatic analysis of the correlation between: a) the macrostructural finality of education and the curriculum project of the reform of education; b) microstructural finalities of instruction and curriculum projects promoted at all disciplines and levels of education. The fulfillment of these two specific objectives implies the capitalization of adequate informational means fixed normative and methodological at the level of fundamental concepts: data, information, database, algorithm, networks, external and internal feedback. At the level of the curriculum, the training must ensure: a) the deduction of the concrete objectives from the learning objectives of the unit, the chapter, etc. - validated by computer, by fixing the database; b) logical ordering of contents - computer-validated by the positive formative generated effects; c) permanent pedagogical correlation between objectives - basic contents - methods - evaluation, validated by using efficient algorithms under existing network conditions or created especially by the teacher; d) continuous evaluation of the results achieved with the activity-regulating-self-regulation function - informatic validated in terms of external and internal feedback.
{"title":"The Structure of Functioning of the Curricular Design Activity from the Perspective of Computer Science","authors":"G. Cristea, Departamentul pentru Formarea Cadrelor Didactice Bucuresti Roman Universitatea Spiru Haret, I. Manole, Moldova Universitatea Pedagogica de Stat Ion Creanga Chisinau","doi":"10.18662/LUMPROC.100","DOIUrl":"https://doi.org/10.18662/LUMPROC.100","url":null,"abstract":"Our study analyzes an epistemological and practically interdisciplinary issue at the intersection line between curriculum theory and Computer Science. We will consider an ideal model of curricular design that can be computer-aided at system level and educational process. \u0000The general aim is to value the educational backgrounds of the curriculum, identified and developed at the level of education's endowments, by means of appropriate informational means: a) macrostructural, valid at the scale of the entire education system; b) microstructural, valid for the entire educational process. \u0000The specific objectives aim at the pedagogical and informatic analysis of the correlation between: a) the macrostructural finality of education and the curriculum project of the reform of education; b) microstructural finalities of instruction and curriculum projects promoted at all disciplines and levels of education. \u0000The fulfillment of these two specific objectives implies the capitalization of adequate informational means fixed normative and methodological at the level of fundamental concepts: data, information, database, algorithm, networks, external and internal feedback. \u0000At the level of the curriculum, the training must ensure: a) the deduction of the concrete objectives from the learning objectives of the unit, the chapter, etc. - validated by computer, by fixing the database; b) logical ordering of contents - computer-validated by the positive formative generated effects; c) permanent pedagogical correlation between objectives - basic contents - methods - evaluation, validated by using efficient algorithms under existing network conditions or created especially by the teacher; d) continuous evaluation of the results achieved with the activity-regulating-self-regulation function - informatic validated in terms of external and internal feedback.","PeriodicalId":52265,"journal":{"name":"Journal of Computational Technologies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77598662","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Design education can benefit from using a more integrated approach between digital techniques and traditional model-making. This approach expands perception and can add layers of imaginative thinking, advancing the design process. Model making is an important tool in design as a way of developing and transmitting ideas in a three-dimensional manner. Also photography has been used in the past to understand and perceive design models. However, in recent years, due to both photography and digital post-processing of images being made accessible on a larger scale, it is becoming used as a fast rendering technique by some professionals and students. But it isn’t yet being used in design education. The process has three stages, without being linear: model-making, photography on the model and post-processing. They often influence each other, as new information and creative input in one stage can determine changes in another. So the model will affect the photograph and the post-processed image and also the post-processed image can induce changes in the model and, therefore, in the form of the object. This paper is based on theoretical research, observations of current practice and three workshops done at the Architecture School in Bucharest in February-March 2018. It expands the ways in which we can use accessible technology in design and design education.
{"title":"Digital Post-processing on Scale Models - A Tool in Design Education","authors":"M. Mandea","doi":"10.18662/LUMPROC.110","DOIUrl":"https://doi.org/10.18662/LUMPROC.110","url":null,"abstract":"Design education can benefit from using a more integrated approach between digital techniques and traditional model-making. This approach expands perception and can add layers of imaginative thinking, advancing the design process. \u0000Model making is an important tool in design as a way of developing and transmitting ideas in a three-dimensional manner. Also photography has been used in the past to understand and perceive design models. However, in recent years, due to both photography and digital post-processing of images being made accessible on a larger scale, it is becoming used as a fast rendering technique by some professionals and students. But it isn’t yet being used in design education. The process has three stages, without being linear: model-making, photography on the model and post-processing. They often influence each other, as new information and creative input in one stage can determine changes in another. So the model will affect the photograph and the post-processed image and also the post-processed image can induce changes in the model and, therefore, in the form of the object. This paper is based on theoretical research, observations of current practice and three workshops done at the Architecture School in Bucharest in February-March 2018. It expands the ways in which we can use accessible technology in design and design education.","PeriodicalId":52265,"journal":{"name":"Journal of Computational Technologies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79220082","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The study aims to apply the foundations of governance in reducing the problems of the general budget in government units from a study sample in the city of Nasiriyah. The opportunity of application was assessed by using a questionnaire distributed to a sample of government units for 2018. To achieve the research objectives, the research was divided into three sections - the first section includes the framework of the research methodology, the second section covers the theoretical background on the general budget and governance and the third section includes the practical aspect of the research and analysis of the sample responses to the questionnaire.
{"title":"Preparing the General Budget based on the Principles of Governance (Applied Study on a Sample of Government Units)","authors":"L. Alhusseinawi, Thiqar Iraq Economics","doi":"10.18662/LUMPROC.97","DOIUrl":"https://doi.org/10.18662/LUMPROC.97","url":null,"abstract":"The study aims to apply the foundations of governance in reducing the problems of the general budget in government units from a study sample in the city of Nasiriyah. The opportunity of application was assessed by using a questionnaire distributed to a sample of government units for 2018. To achieve the research objectives, the research was divided into three sections - the first section includes the framework of the research methodology, the second section covers the theoretical background on the general budget and governance and the third section includes the practical aspect of the research and analysis of the sample responses to the questionnaire.","PeriodicalId":52265,"journal":{"name":"Journal of Computational Technologies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86482215","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In the context of the contemporary society, animated by material values, the concept of marketing - in its practical sense: the art of selling and/or the art to persuade customers to buy - becomes more important, crossing its traditional areas defined by economy or industry, and penetrating in various fields, like administration, culture and social life. As such, the concept of educational marketing started to be promoted, justified by the idea that education - together with culture and administration - has to become a profitable field at the societal level. The educational marketing involves: investigating the educational market, the consumption of education, the adaptation of the educational marketing policies to the requirements of the social and economic environment, the sizing of the educational services provided by the educational institutions according to the needs, preferences, expectations and exigencies of the consumers, as well as the goals of educational policies at national and international level, promotion of an efficient management of human resources, which together with the material and informational resources stimulate the synergic effects of the educational values and services, and ensure the achievement of the predetermined objectives. In the paper, using the results of a questionnaire survey, there are identified the opinions of a sample of secondary school teachers - who participated in the European FP7 project IRRESISTIBLE -, concerning a series of theoretical and practical aspects connoted by the implementation of the educational marketing principles, at the level of the educational institutions.
{"title":"The Educational Marketing between Theory and Practice in the Context of Secondary Education Institutions","authors":"G. Gorghiu, A. Petrescu, R. Enache","doi":"10.18662/LUMPROC.107","DOIUrl":"https://doi.org/10.18662/LUMPROC.107","url":null,"abstract":"In the context of the contemporary society, animated by material values, the concept of marketing - in its practical sense: the art of selling and/or the art to persuade customers to buy - becomes more important, crossing its traditional areas defined by economy or industry, and penetrating in various fields, like administration, culture and social life. As such, the concept of educational marketing started to be promoted, justified by the idea that education - together with culture and administration - has to become a profitable field at the societal level. \u0000The educational marketing involves: investigating the educational market, the consumption of education, the adaptation of the educational marketing policies to the requirements of the social and economic environment, the sizing of the educational services provided by the educational institutions according to the needs, preferences, expectations and exigencies of the consumers, as well as the goals of educational policies at national and international level, promotion of an efficient management of human resources, which together with the material and informational resources stimulate the synergic effects of the educational values and services, and ensure the achievement of the predetermined objectives. \u0000In the paper, using the results of a questionnaire survey, there are identified the opinions of a sample of secondary school teachers - who participated in the European FP7 project IRRESISTIBLE -, concerning a series of theoretical and practical aspects connoted by the implementation of the educational marketing principles, at the level of the educational institutions.","PeriodicalId":52265,"journal":{"name":"Journal of Computational Technologies","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78369406","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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