Notice bibliographique
Résumé
What is sketching for a landscape architect? Does it involve anything else than the sketching process, the tool with\nwhich we work and carry a project through? The answer is yes, it is a process but one that includes many functions\nlike making notes in drawings or words for remembrance, a way to convey your ideas to others and to clearify\nideas for yourself or together in a group. This thesis aim to give a broader picture of what sketches and sketching\nis through many voices, and images made by architects, a psychiatrist, a teacher, and landscape architect students.\nThe focus is on the hand made sketch and show many examples of what a sketch can look like.\nWhat is a sketch? A sketch can be many things, but the general consensus is that it is made fast and as a draft. It\ncan be made in any material, two or three dimensional. The sketching technique you use while sketching does not\ndefi ne whether it is a sketch or not but only which technique you used. The function of a sketch changes and it will\nlook differently depending on the reason why it was made.\nWhy is it important for a landscape architect to sketch? If the tool is the sketches that I make in order to make the\nsketching process run smoothly, how do I go about to improve my sketching process? Well, four older well known\narchitects tell stories about how important it is to sketch, all the time, in order to start saving images in your head\nthat you can access at any time, in any sketching project. Then the reason for sketching becomes unimportant,\nonly the fact that we do it, will make a difference. One way to help us sketch more is to think about how we\ncan improve our ways of registering the outside world. For instance the use of the digital camera. By making\na conscious choice to use the sketch book rather than taking pictures, you learn to interpret what you see into a\nsketch.\nAs the landscape architect school around the world differ, they can be scientifi c or artistically dominated. Does\nthis mean anything in the way we communicate amongst each other? 19 students from Sweden, Slovakia, Estonia,\nEngland, Czech Republic, Canada, Germany, Austria and China answered questions on how they defi ne, use,\nlearned to sketch, fi nd joy in and are inspired by sketches within the landscape architect profession.\nThe sketching process is a method of working that can be learned by any person. The landscape architect have\ntaken this method and learned to excel in it. But this process takes many years to master. That is a reason why\nconstant refl ection on the process of sketching is so important.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,001 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».