2 resultados para hand drawing

em DigitalCommons@University of Nebraska - Lincoln


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Factor analysis was used to develop a more detailed description of the human hand to be used in the creation of glove sizes; currently gloves sizes are small, medium, and large. The created glove sizes provide glove designers with the ability to create a glove design that can provide fit to the majority of hand variations in both the male and female populations. The research used the American National Survey (ANSUR) data that was collected in 1988. This data contains eighty-six length, width, height, and circumference measurements of the human hand for one thousand male subjects and thirteen hundred female subjects. Eliminating redundant measurements reduced the data to forty-six essential measurements. Factor analysis grouped the variables to form three factors. The factors were used to generate hand sizes by using percentiles along each factor axis. Two different sizing systems were created. The first system contains 125 sizes for male and female. The second system contains 7 sizes for males and 14 sizes for females. The sizing systems were compared to another hand sizing system that was created using the ANSUR database indicating that the systems created using factor analysis provide better fit.

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Young children have the strong desire to use all of the communicative tools their cultures and families offer them. They want to be able to do all of the things that the powerful people they admire can do, including talking, writing, drawing, using the computer, and otherwise creating and sharing ideas, memories, solutions, even jokes and feelings. Today, we live in a time when the communicative tools are changing rapidly, practically exploding before our eyes in terms of the formats and media available to us in complex combinations not seen before. What do these technological changes mean for how we can support children's development toward literacy? An integrated arts curriculum has long been favored by many educators, but today there are more reasons than ever to implement such a philosophy. From communications theory comes a new understanding of how modern technologies demand that children learn to "read" and "write" messages involving complex combinations and integrations of visual and verbal formats. From psychology come insights about intelligence being multiple not unitary, as well as ecological perception theory offering a well-accepted framework for analyzing the affordances and expressive possibilities of different media. From education come fresh approaches to integrated curriculum, including a philosophy and pedagogy from Reggio Emilia, Italy, that combines well with current thinking by North Americans. Altogether, we have many rationales and exciting strategies at hand for launching young children toward an integrated visual and verbal literacy that involves substance, challenge, and discipline, as well as innovation, creativity, and freedom.