2,401 research outputs found
Pattern Research Project: An Investigation of The Pattern And Printing Process - Herringbone
2017 Pattern Research Project
Seylar Pring - Herringbone
The Pattern Research Project involves research and analysis of contemporary patterns found in the textiles and wallcoverings of the built interior environment. Patterns use motif, repetition, color, geometry, craft, technology, and space to communicate place, time, and concept. Through this research and analysis, built environments - their designers, occupants, construction, and context - can be better understood.
Seylar Pring, VCU Interior Design BFA 2020, selected the Herringbone pattern for the 2017 Pattern Research Project. The text below is excerpted from the student’s work:
“The herringbone pattern dates back to Roman times, where this pattern was found to be used in roadways and laid down in such a pattern called “opus spicatum,” which is referred to as the herringbone design found in modern textiles, sidewalks, and other interiors. Laying down the brick, tile, and cut stone in this pattern allowed for shock absorption where people would walk along the ground.”https://scholarscompass.vcu.edu/prp/1005/thumbnail.jp
Recommended from our members
Developing communication skills in deaf primary school pupils: Introducing and evaluating the smiLE approach
Many profoundly deaf signers have difficulty communicating with hearing people. This article describes a therapy called ‘Strategies and Measurable Interaction in Live English’ (smiLE; Schamroth and Threadgill, 2007a), an approach used to teach deaf children skills to become successful communicators in real-life situations. This study evaluates the effectiveness of smiLE in helping deaf pupils develop their ability to make successful requests in a specific communication situation and whether this generalized to another communication situation. Sixteen severely and profoundly deaf primary school pupils (7.2—11.0 years old) received an 11-week programme of therapy. Their performances in a trained and an untrained communication situation were compared pre- and post-therapy. In the trained task, the pupils’ interactions improved significantly. No differences were found in the untrained task, suggesting that the learnt skills did not generalize. Anecdotal findings suggest that some carry-over into a similar situation had occurred and that trained skills were maintained. The smiLE therapy approach is effective in providing deaf children with the communication skills and confidence to interact with English speakers in targeted situations. The lack of generalization of these skills to similar situations may be overcome by a longer therapy programme that specifically promote these skills across different situations
Psychological characteristics of children with visual impairments: learning, memory and imagery
The performance of children (and sometimes
adults) with visual impairments (VI) on a range of tasks that
reflect learning, memory and mental imagery is considered in
this article. Sometimes the evidence suggests that there are
impairments in performance in comparison with typically developing
children with vision and sometimes some advantages
emerge. The author’s aim is to describe some of her own and others’
findings and explore what they tell us about the cognitive
characteristics of such children, so that progress with practical
interventions can be advanced through understanding. The article
starts by focusing on social-cognitive development and in
particular considers the potential benefits of language in that
development. This is followed by a review of some studies of
learning and memory performance which provide a coherent
picture of development without vision and finally ends with a
consideration of spatial mental imagery
The 2002 Johannesburg World Summit on Sustainable Development: International Environmental Law Collides with Reality, Turning Jo\u27Burg unto Joke\u27Burg
The coming jobs boom in the age of intelligent machines
We're pessimistic when we focus on the world that we know now, not thinking that processes are being reorganised, writes Ben Prin
Memory characteristics in individuals with savant skills
In this chapter it is argued that memory performance provides a coherent picture of savant abilities, even though the talents displayed make different demands on memory and learning. The chapter opens with an introduction to savant talent, to issues in relation to domain-specificity and modularity, as well as the role of practice and implicit memory. These topics have been picked out because of their relevance to memory and also because of associations with autism. Three sections then follow which focus on savant memory performance amongst numerical and calendar calculators, musicians and artists, where the evidence from empirical studies is placed in the context of the issues raised in the Introduction. Finally, a theoretical interpretation is presented which, it is argued, provides a convincing account of the development of savant abilities
- …