Sentence examples for drawing module from inspiring English sources
It is suggested that the approach outlined here, where a collaborative drawing module themed on the human body is designed to be taken as SSC as well as an optional module for craft students, could also be adapted for use, development and possible research in other medical schools, taking into account local learning and teaching approaches and practices as necessary.
In the second year of the degree, in the CAD I course, the one for which we created the experience described here, students have to develop the abilities needed to draw with CAD applications and to improve their skills and capabilities for engineering technical drawings, using mainly the 2D drawing module of a CAD commercial software package.
Building on a series of higher educational arts/medicine initiatives, an interdisciplinary drawing module themed on the human body was developed for both year 3 Craft students and year 3 Medicine degree students.
The significance of the recurrence and cell-diversity scores was determined by simulating randomly drawn modules with matched sizes to generate size-specific false discovery rates.
The intervention included psychoeducation and CBT drawing on modules from the Young-Bramham programme [ 23] on topics of ADHD symptoms, emotional control, relationship skills, time-management, problem solving, and preparing for the future.
In particular, the module assignments at the point of duplication are two independent draws of module membership, one each for copy, ensuring that the orthogroup has the same module assignment before the duplication and allowing it the freedom to change assignment after duplication.
In this paper, we present a method to reduce the computational cost when solving a Li-ion battery model comprising transient equations of change – species, charge, and energy – through model reformulation and a procedure to automate the task of drawing the battery module and solving it numerically.
Opportunities for active learning also resonated with the participants, who cited the hands-on nature of the module, drawing components, and working in groups ("We were able to do hands-on things and work as a team" and "This event taught us teamwork, and how to think critically") as positive attributes, while listening to talks was considered "boring".
We used to draw the modules by our hands and brains.
The results obtained with a capillary rheometer, transfer molding and die-drawing module designed and assembled in our laboratory are presented in this work.
This became the subject of a research project exploring how the collaborative approach to drawing adopted on this module impacted on the students' learning.
