scholarly journals ViTA: A flexible CAD-tool-independent automatic grading platform for two-dimensional CAD drawings

2020 ◽  
pp. 030641902094768
Author(s):  
Rabih Younes ◽  
Diana Bairaktarova
Keyword(s):  
Teaching Assistants ◽  
Teaching Assistant ◽  
Structural Features ◽  
Two Dimensional ◽  
Scale Line ◽  
Engineering Drawings ◽  
Automated Grading ◽  
Large Classrooms ◽  
Orientation Scale ◽  
Cad Tool

Grading engineering drawings takes a significant amount of an instructor’s time, especially in large classrooms. In many cases, teaching assistants help with grading, adding levels of inconsistency and unfairness. To help in grading automation of CAD drawings, this paper introduces a novel tool that can completely automate the grading process after students submit their work. The introduced tool, called Virtual Teaching Assistant (ViTA), is a CAD-tool-independent platform that can work with exported drawings originating from different CAD software having different export settings. Using computer vision techniques applied to exported images of the drawings, ViTA can not only recognize whether or not a two-dimensional (2 D) drawing is correct, but also offers the detection of many important orthographic and sectional view mistakes such as mistakes in structural features, outline, hatching, orientation, scale, line thickness, colors, and views. We show ViTA’s accuracy and its relevance in the automated grading of 2 D CAD drawings by evaluating it using 500 student drawings created with three different CAD software.

scholarly journals Structural features of the exocellular polysaccharides of Mycobacterium tuberculosis

1994 ◽  
Vol 297 (2) ◽  
pp. 351-357 ◽  
Author(s):  
A Lemassu ◽  
M Daffé
Keyword(s):  
Mycobacterium Tuberculosis ◽  
Molecular Mimicry ◽  
Degradation Products ◽  
Cell Envelope ◽  
Gel Filtration ◽  
Structural Features ◽  
Two Dimensional ◽  
Phagocytic Cells ◽  
Molecular Masses ◽  
Branched Structure

The cell envelope which surrounds pathogenic mycobacteria is postulated to be a defence barrier against phagocytic cells and its outermost constituents have a tendency to accumulate in the culture medium. The present work demonstrates that the exocellular material of Mycobacterium tuberculosis contains large amounts of polysaccharides with only traces, if any at all, of lipids. Three types of polysaccharides were purified by anion-exchange and gel-filtration chromatography; all were found to be neutral compounds devoid of acyl substituents. They consisted of D-glucan, D-arabino-D-mannan and D-mannan, which were eluted from gel-filtration columns in positions corresponding to molecular masses of 123, 13 and 4 kDa respectively. Their predominant structural features were determined by the characterization of the per-O-methyl derivatives of enzymic, acetolysis and Smith-degradation products and by 1H- and 13C-n.m.r. spectroscopy of the purified polysaccharides, using mono- and two-dimensional homonuclear chemical-shift correlated spectroscopy and two-dimensional heteronuclear (1H/13C) spectroscopy. The glucan which represented up to 90% of the polysaccharides was composed of repeating units of five or six-->4-alpha-D-Glcp-1--> residues and a -->4-alpha-D-Glcp substituted at position 6 with an alpha-D-Glcp, indicating a glycogen-like highly branched structure not related to the so-called polysaccharide-II previously identified in tuberculin. The arabinomannan consisted of a mannan segment composed of a -->6-alpha-D-Man-1--> core substituted at some positions 2 with an alpha-D-Manp. The arabinan termini of the arabinomannan were found to be extensively capped with mannosyl residues. The possibility that these polysaccharides contribute to the persistence of the tubercle bacillus in the macrophage by molecular mimicry is discussed.

scholarly journals Synthesis and crystal structures of a bis(3-hydroxy-cyclohex-2-en-1-one) and two hexahydroquinoline derivatives

2020 ◽  
Vol 76 (2) ◽  
pp. 125-131
Author(s):  
Scott A. Steiger ◽  
Chun Li ◽  
Christina Gates ◽  
Nicholas R. Natale
Keyword(s):  
Hydrogen Bonds ◽  
Title Compound ◽  
Crystal Packing ◽  
Structural Features ◽  
Boat Conformation ◽  
Two Dimensional ◽  
Aryl Group ◽  
Dimensional Network ◽  
A Chain ◽  
Intramolecular Hydrogen

The title compound I, 2,2′-[(2-nitrophenyl)methylene]bis(3-hydroxy-5,5-dimethylcyclohex-2-enone), C23H27NO6, features a 1,3-ketone–enol conformation which is stabilized by two intramolecular hydrogen bonds. The most prominent intermolecular interactions in compound I are C—H...O hydrogen bonds, which link molecules into a two-dimensional network parallel to the (001) plane and a chain perpendicular to (1\overline{1}1). Both title compounds II, ethyl 4-(4-hydroxy-3,5-dimethoxyphenyl)-2,7,7-trimethyl-5-oxo-1,4,5,6,7,8-hexahydroquinoline-3-carboxylate, C23H29NO6, and III, ethyl 4-(anthracen-9-yl)-2,7,7-trimethyl-5-oxo-1,4,5,6,7,8-hexahydroquinoline-3-carboxylate, C29H29NO3, share the same structural features, such as a shallow boat conformation of the dihydropyridine group and an orthogonal aryl group attached to the dihydropyridine. Intermolecular N—H...O bonding is present in the crystal packing of both compound II and III.

scholarly journals 14. Conversations and Collaborations

2011 ◽  
Vol 3 ◽  
pp. 83
Author(s):  
Cynthia Korpan
Keyword(s):  
Teaching Assistants ◽  
Teaching Assistant ◽  
The University

This paper looks at how a series of conversations contributed to the development of a newly formed role at the University of Victoria – Teaching Assistant Consultants (TACs). TACs act as departmental mentors for teaching assistants (TAs) in their respective departments, charged with providing support in the form of discipline-specific workshops aimed at improving performance of their duties and increased confidence in their roles, as well as fostering a TA community within departments.

scholarly journals An Overview of the Teaching Assistant Consultant Program for Developing Competency in Novice Engineering Graduate Teaching Assistants

2017 ◽  
Author(s):  
Kush Bubbar ◽  
Alexandros Dimopoulos ◽  
Cynthia Korpan ◽  
Peter Wild
Keyword(s):  
Student Teaching ◽  
Teaching Assistants ◽  
Teaching Assistant ◽  
Specific Model ◽  
Dynamic Learning ◽  
Graduate Teaching ◽  
International Teaching ◽  
Specific Implementation ◽  
The University

As engineering education strives to progress towards a student-centric learning model, a competency gap with future educators becomes more apparent. In particular, the expectation of graduate student teaching assistants (GTAs) in attaining teaching competency to support this dynamic learning environment, often without sufficient training, is unrealistic.In the following paper, we present an implementation of the flexible Teaching Assistant Consultant (TAC) program, which serves to support the development of novice GTA competencies using a discipline-specific model with emphasis on assisting the unique challenges of international teaching assistants.We introduce the specific role of the TAC in terms of core principles and deliverables, and the strategic structure of the campus wide program at the University of Victoria. We conclude by detailing the specific implementation of the program in engineering by illustrating the role and deliverables of the engineering TAC.

scholarly journals Genuine students as partners: How a Teaching Assistant Consultant program put students as partners into practice

2018 ◽  
Vol 2 (2) ◽  
pp. 106-114
Author(s):  
Gerry Gourlay ◽  
Cynthia Korpan
Keyword(s):  
Higher Education ◽  
Graduate Student ◽  
Teaching Assistants ◽  
Teaching Assistant ◽  
Power Sharing ◽  
Learning And Teaching ◽  
Student Leader ◽  
Teaching In Higher Education ◽  
Do So

In this case study, a graduate student and staff member show how an institution wide program, aimed at enhancing learning and teaching in higher education, exemplifies Matthews’s (2017) “Five Propositions for Genuine Students as Partners Practice” at the department level. To do so, we describe the five propositions in relation to the Teaching Assistant Consultant (TAC) program that positions a graduate student leader in each department to support new Teaching Assistants (TAs). Through comparison, we look at how the program is inclusive, exhibits strong power-sharing capabilities through continual reflection and conversation, is ethical, and is strongly transformative.

scholarly journals More than Marking: Experiences as Undergraduate Design Teaching Assistants

2017 ◽  
Author(s):  
Wyatt N. MacNevin ◽  
Bridget McCloskey ◽  
Libby Osgood
Keyword(s):  
Engineering Education ◽  
Engineering Design ◽  
Vertical Integration ◽  
Teaching Assistants ◽  
Student Assessment ◽  
Teaching Assistant ◽  
Project Based Learning ◽  
Undergraduate Teaching ◽  
Teaching Role ◽  
Development Of Students

Incorporating aspects of vertical integration into project based learning through the use of undergraduate design teaching assistants is acomplicated approach in engineering education. From a student's perspective, this paper will address topics of student assessment, qualifications and expectations, issues associated with rubrics, evaluation of fellow students, design subjectivity, and overall recommendations. This experience is valuable to engineering educators as it not only highlights the development of students with undergraduate teaching assistants, but also the development of the teaching assistants themselves. This paper examines the benefits, challenges, and considerations experienced in engineering design courses with undergraduate TA's from the perspective of an undergraduate student – first as a student, and then from a teaching role as a teaching assistant.

scholarly journals Tale of the Tape: International Teaching Assistant Noticing During Videotaped Classroom Observations

2015 ◽  
Vol 5 (4) ◽  
pp. 434-446
Author(s):  
Gwendolyn M. Williams ◽  
Rod E. Case
Keyword(s):  
Teaching Assistants ◽  
Classroom Observation ◽  
Teaching Assistant ◽  
International Teaching Assistants ◽  
Classroom Observations ◽  
Initial Interview ◽  
American Universities ◽  
International Teaching Assistant ◽  
International Teaching ◽  
Effective Use

International teaching assistants face challenges in learning the norms for teaching in American universities. In order to address this learning curve this article describes a qualitative study of twenty international teaching assistants that examined how these participants viewed observations as part of their professional development. The study explored the noticing practices of international teaching assistants who participated in an initial interview, followed by a classroom observation so that the ITAs could notice their own teaching practices in the classroom. After examining the ITAs’ noticing of events during observations, the article will conclude with general recommendations for effective use of observations as part of the training of international instructors.

Learning by Doing: The Characteristics, Effectiveness, and Persistence of Teachers who Were Teaching Assistants First

2015 ◽  
Vol 117 (11) ◽  
pp. 1-30
Author(s):  
C. Kevin Fortner ◽  
David C. Kershaw ◽  
Kevin C. Bastian ◽  
Heather H. Lynn
Keyword(s):  
North Carolina ◽  
Public Schools ◽  
Administrative Data ◽  
Teaching Assistants ◽  
Prior Experience ◽  
Teaching Assistant ◽  
Regular Classroom ◽  
Classroom Teachers ◽  
Additional Exposure ◽  
Regular Classroom Teachers

Background/Context In response to a shortage of highly qualified teachers, states and school districts have enacted a number of policy innovations over the last two decades. While researchers have evaluated many of these reforms, little is known about the initial effectiveness of individuals with prior teaching assistant experience. We review existing literature related to teaching assistants and utilize administrative data to examine a number of characteristics of individuals who transition from work as teaching assistants to jobs as regular classroom teachers. Study Purpose Individuals who become classroom teachers after having prior experience in schools working as teaching assistants may perform differently than other teachers due to additional exposure to classroom practices. The purpose of this study is to identify differences in the characteristics, effectiveness, and persistence of teachers who work as teaching assistants prior to entering the classroom as regular classroom teachers. Population While the population of focus varies somewhat across research questions, we generally focus on teachers with less than five years of experience working in elementary and middle school grades in all North Carolina public schools from 2005–2006 to 2009–2010. Additional data on teaching assistants employed from 2000–2001 to 2009–2010 in North Carolina public schools allows identification of individuals who had prior experience as teaching assistants in the state. Research Design Using administrative data records, we utilize quantitative descriptions of teacher characteristics and persistence to identify differences between teachers who entered the classroom with prior teaching assistant experience and other groups of teachers. For effectiveness comparisons, we estimate value-added models to compare the effectiveness of teachers in the identified groups of interest. Findings/Results Overall, we find that teachers who began as teaching assistants are (1) older, more racially diverse, lower-scoring on licensure exams, and more likely to enter the profession alternatively; (2) more effective in elementary-grades math and reading; and (3) more likely to remain as classroom teachers in North Carolina public schools. Conclusions/Recommendations These findings indicate that former teaching assistants represent a quality and highly persistent labor source and call for continued research to understand how additional exposure to classrooms benefits early-career teacher performance.

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