107,563 research outputs found

    Assessing the Utility of Procedural Modeling for the Urban Planning Discipline: CityEngine and Missing Middle Housing

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    In recent years, procedural modeling techniques have been introduced to the urban planning discipline. By enabling the quick generation of design alternatives, these methods have the potential to expedite the public participation process. In this study, we explore ArcGIS CityEngine, an Esri procedural modeling software, and its application for depicting new missing middle housing developments in San Luis Obispo, California. Missing middle housing is an abstract planning concept and the public may benefit from 3D visualizations of the typology contextualized within their own neighborhood. To this end, we procedurally model two existing missing middle developments in San Luis Obispo and transfer them to three alternative contexts. Our team consists of two planning students with no programming background, granting us a relevant perspective on the experience for planning professionals. Through this exercise, we determined that procedural modeling can accelerate the design process when applied to a fitting scenario after the initial training period is complete

    RELATIONSHIP BETWEEN MATHEMATICAL LITERACY AND OPPORTUNITY TO LEARN WITH DIFFERENT TYPES OF MATHEMATICAL TASKS

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    We investigated how the opportunity to learn (OTL) with different types of mathematics tasks are related to mathematical literacy and the role of perceived control in the relationship between OTL and mathematical literacy. The structural equation modeling was applied to the data of 1,649 Korean students from the PISA 2012 database. OTL with the four different types of tasks – algebraic word problems, procedural tasks, pure mathematics reasoning, and applied mathematics reasoning – were measured via student survey on how often they have encountered each type of task in their mathematics lessons and tests. The results showed that OTL with the procedural tasks was likely to increase mathematical literacy directly and indirectly through internal perceived control. Engaging in the applied reasoning tasks is positively related to external perceived control, but negatively to mathematical literacy

    Virtual Campus for the University of Jaume I, CastellĂł, Spain: 3D Modelling of the Campus Buildings using CityEngine

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    Dissertation submitted in partial fulfillment of the requirements for the Degree of Master of Science in Geospatial Technologies.The Virtual Smart Campus for the University of Jaume I – Visca Uji – is a project that aims to transform the University of Jaume I (UJi) into a “Smart Campus”. Several applications are part of the Smart Campus such as Uji Place Finder, Energy Consumption, Routes, Resources Management, and Indoor Mapping. Part of this project is the creation of the 3D model of the university buildings using Esri software — City Engine. This study analysed two 3D modeling approaches: procedural modeling language (CGA Shape) and manual modeling. The first, Computer Generated Architecture (CGA) shape is an extension of set grammars that have been applied in CG successfully over the years. And the second, CityEngine offers a set of shape creation and editing tools that allows a more intuitive and pragmatic 3D modeling technique. Both approaches have advantages and disadvantages, overall creating a 3D model by using procedural modelling language showed to be the more efficient and pragmatic method

    Non-interactive modeling tools and support environment for procedural geometry generation

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    This research examines procedural modeling in the eld of computer graphics. Procedural modeling automates the generation of objects by representing models as procedures that provide a description of the process required to create the model. The problem we solve with this research is the creation of a procedural modeling environment that consists of a procedural modeling language and a set of non-interactive modeling tools. A goal of this research is to provide comparisons between 3D manual modeling and procedural modeling, which focus on the modeling strategies, tools and model representations used by each modeling paradigm. A procedural modeling language is presented that has the same facilities and features of existing procedural modeling languages. In addition, features such as caching and a pseudorandom number generator is included, demonstrating the advantages of a procedural modeling paradigm. The non-interactive tools created within the procedural modeling framework are selection, extrusion, subdivision, curve shaping and stitching. In order to demonstrate the usefulness of the procedural modeling framework, human and furniture models are created using this procedural modeling environment. Various techniques are presented to generate these objects, and may be used to create a variety of other models. A detailed discussion of each technique is provided. Six experiments are conducted to test the support of the procedural modeling benets provided by this non- interactive modeling environment. The experiments test, namely parameterisation, re-usability, base-shape independence, model complexity, the generation of reproducible random numbers and caching. We prove that a number of distinct models can be generated from a single procedure through the use parameterisation. Modeling procedures and sub-procedures are re-usable and can be applied to different models. Procedures can be base-shape independent. The level of complexity of a model can be increased by repeatedly applying geometry to the model. The pseudo-random number generator is capable of generating reproducible random numbers. The caching facility reduces the time required to generate a model that uses repetitive geometry

    The connection between prospective teachers’ procedural and conceptual knowledge with problem-posing skills of fractions

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    This study examined the connections between procedural and conceptual knowledge of addition and subtraction of fractions with the problem-posing skills of prospective primary teachers. The applied method was a correlational study with structural equation modeling-partial least square (SEM-PLS) analysis. The sample in this research was 101 third-year students from a primary teacher education study program of a public university in Riau, Indonesia. The results showed that prospective primary teachers have high procedural knowledge and problem-posing skills on addition and subtraction. However, they have poor performance on problems related to conceptual knowledge of addition and subtraction of fractions. Then, the results also revealed a significant connection between procedural and conceptual knowledge with problem-posing skills on addition and subtraction of fractions of prospective primary teachers. Improving prospective primary teachers’ procedural and conceptual knowledge could raise their problem-posing skills on adding and subtracting fractions
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