The results indicate that a jump-rope training program is a good conditioning method for overhead athletes because of its potential benefits to shoulder strength.
The purpose of this report was to determine a detailed description of a rehabilitation programme of a volleyball player who had a decompression surgery for suprascapular nerve entrapment and to expose the long-term functional outcomes which lead to successful results.
PurposeThe paper aims to examine the concept of architectural design communication (ADC) for updating design studio dynamics in architectural education during the Covid-19 pandemic. Within this perspective, the changing and transforming contents of architectural education, the thinking, representation and production mediums are examined through the determined components of ADC. There are five components in the study, which are (1) Effective Language Use, (2) Effective use of Handcrafts, (3) Effective Technical Drawing Knowledge, (4) Effective Architectural Software Knowledge and (5) Outputs.Design/methodology/approachThe research method is based on qualitative and quantitative methods; a survey study is applied and the comparative results are evaluated with the path analysis method. The students in the Department of Architecture of two universities have been selected as the target audience. Case study 1 survey is applied to Altinbas University (AU) and Case study 2 survey is applied to Universitat Politecnica de Valencia (UPV) students during the COVID-19 pandemic; ‘19-‘20 spring term, online education.FindingsAs a result, two-path analysis diagrams are produced for two universities, and a comparative analysis is presented to reveal the relationships of the selected ADC components.Originality/valueThis paper fulfills an identified need to study how ADC can be developed in online education platforms.
In this study, dynamic behaviour of a beam system of an overhead crane is investigated. A MATLAB code is developed for numerical analyses. The moving mass on the beam is modelled as a moving finite element to include inertial effects of mass. Dynamic response of the beam is obtained depending on the mass ratio between load and beam mass. Besides, a variety of mass velocities are considered. Analysis are carried out considering mass ratio (mass of the load/mass of the beam m/M) as 0.1, 0.2, 0.4, 0.6, 0.8 and 1 and mass velocities as 1, 2, 4, 8, and 12.5 m/s. Dynamic response of the beam depends on velocity and mass of moving load. As the position of the moving mass in the span changes, it alters the natural frequency of the beam system. Generally, if the mass velocity increases, maximum beam deflection occurs far from the beam midpoint. For some values of the velocity, the maximum response may occur before the beam midpoint. At very high speeds, the maximum beam deflection occurs near the beam endpoint. At very slow speeds, the maximum beam deflection occurs near the midpoint because the system reduces to a quasi-static solution. At the same mass ratio, load velocity increases, with the increment of the beam deflection. Both mass velocity and mass ratio affects the dynamic response of the beam but the effect of velocity is greater than the mass ratio.
In the relationship of design and nature, movement is one of the major concepts that can be considered in every design scale. Therefore, this study tries to reveal the various integration of movement notion/ concept into design problems in architectural design education, aiming to use movement data as a design parameter. Space, time and movement are a very complex triple to articulate in a design problem but at the same time, the analysis of movement notion and search for its impacts in design, stretch the students' way of design thinking. Regarding the above statement, three courses are conducted as a series of design studios, within Istanbul Kemerburgaz University (IKBU) Department of Architecture. The case studies focused in this paper based on design projects take place during ARCH 101-Basic Design, ARCH 284-Introduction to Digital Design and ARCH 301-Architectural Design courses between 2014 and 2016. These courses aim to develop a common ground for a computational way of thinking in the curricula. Regarding this aim; all three courses are designed within a similar methodology that targets the integration of (1) capturing/recording (2) analyzing, and (3) embodying/materializing/articulation of movement into design process. Finally, this paper is an experimental study on using movement data in design process of architectural design education. The results of the studios are compared within their processes, and it has been observed that when design experience increases, students tend to spend more time in materializing the design rather than capturing and analyzing the movements.
This paper presents two case studies conducted in Architectural Design education in order to meet understanding and ability criteria in MIAK (Turkish Architectural Accrediting Board) and NAAB (National Architectural Accrediting Board) for 'sustainability'. The main purpose of this clause is to reinforce students' ability to design projects that optimize, conserve or reuse natural and built resources; their ability to provide healthy environments for occupants/users, and reduce the environmental impacts of building construction and operations on future generations through such means as carbon-neutral design, bioclimatic design, and energy efficiency. First-year undergraduate architecture students provided the setting for Case Study 1. A comparative study was implemented in a basic design studio between two distinct groups (a test group and a control group) mandated specifically with awareness raising. At semester's end, both groups' projects were reviewed and evaluated via questionnaire. Third-year undergraduate architecture students provided the setting for Case Study 2. An experimental study was carried out within the context of green design education, with the purpose of reinforcing understanding and ability of sustainability issues. The overall aim was to integrate building energy performance assessment into the design studio as a design decision support tool. As in Case Study 1, there were two groups. Students in the control group followed the conventional design process, while those in the test group tested the environmental performance of their proposals with computational models and energy simulations carried out with Ecotect v5.20. The conclusion reached was that a conventional design process is inadequate for a multidisciplinary knowledge-based studio aiming to integrate the theoretical basis of the energy-ecology field with architectural studio practice. MAKALE / ARTICLE ABSTRACT ÖZETIntroduction In order to develop the concept of "sustainable architecture," which is increasingly prominent with environmental concerns, it is crucial to incorporate notions of energy and ecological consciousness into design education. Today's architecture students are the next generation of architects. In architectural design education, decisions that are taken during the early phases of the design process play a very important role in ensuring the performance of the final product. The main problem of knowledge-based design processes is the incapability of interpreting or evaluating the outcome of intuition-based decisions, so as to provide reliable environmental sustainability criteria.
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