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Journal articles on the topic 'Cubic'

To see the other types of publications on this topic, follow the link: Cubic.

Author: Grafiati

Published: 4 June 2021

Last updated: 4 March 2023

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1

Odehnal, Boris. "Distance Product Cubics." KoG, no. 24 (2020): 29–40. http://dx.doi.org/10.31896/k.24.3.

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The locus of points that determine a constant product of their distances to the sides of a triangle is a cubic curve in the projectively closed Euclidean triangle plane. In this paper, algebraic and geometric properties of these distance product cubics shall be studied. These cubics span a pencil of cubics that contains only one rational and non-degenerate cubic curve which is known as the Bataille acnodal cubic determined by the product of the actual trilinear coordinates of the centroid of the base triangle. Each triangle center defines a distance product cubic. It turns out that only a small number of triangle centers share their distance product cubic with other centers. All distance product cubics share the real points of inflection which lie on the line at infinity. The cubics' dual curves, their Hessians, and especially those distance product cubics that are defined by particular triangle centers shall be studied.

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2

Shiue, Peter J. S., Anthony G. Shannon, Shen C. Huang, and Jorge E. Reyes. "Notes on efficient computation of Ramanujan cubic equations." Notes on Number Theory and Discrete Mathematics 28, no. 2 (June 14, 2022): 350–75. http://dx.doi.org/10.7546/nntdm.2022.28.2.350-375.

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This paper considers properties of a theorem of Ramanujan to develop properties and algorithms related to cubic equations. The Ramanujan cubics are related to the Cardano cubics and Padovan recurrence relations. These generate cubic identities related to heptagonal triangles and third order recurrence relations, as well as an algorithm for finding the real root of the relevant Ramanujan cubic equation. The algorithm is applied to, and analyzed for, some of the earlier examples in the paper.

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3

Woo, Sung Sik. "CUBIC FORMULA AND CUBIC CURVES." Communications of the Korean Mathematical Society 28, no. 2 (April 30, 2013): 209–24. http://dx.doi.org/10.4134/ckms.2013.28.2.209.

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4

Rossi, Laura, Stefano Sacanna, William T. M. Irvine, Paul M. Chaikin, David J. Pine, and Albert P. Philipse. "Cubic crystals from cubic colloids." Soft Matter 7, no. 9 (2011): 4139–42. http://dx.doi.org/10.1039/c0sm01246g.

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5

Mavron, V. C., and W. D. Wallis. "Cubic arcs in cubic nets." Designs, Codes and Cryptography 3, no. 2 (May 1993): 99–104. http://dx.doi.org/10.1007/bf01388408.

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6

Dresden, Greg, Prakriti Panthi, Anukriti Shrestha, and Jiahao Zhang. "Cubic Polynomials, Linear Shifts, and Ramanujan Simple Cubics." Mathematics Magazine 92, no. 5 (October 20, 2019): 374–81. http://dx.doi.org/10.1080/0025570x.2019.1655310.

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7

Zhang, Erchuan, and Lyle Noakes. "The cubic de Casteljau construction and Riemannian cubics." Computer Aided Geometric Design 75 (November 2019): 101789. http://dx.doi.org/10.1016/j.cagd.2019.101789.

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8

Ha, Sangtae, Injong Rhee, and Lisong Xu. "CUBIC." ACM SIGOPS Operating Systems Review 42, no. 5 (July 2008): 64–74. http://dx.doi.org/10.1145/1400097.1400105.

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9

Wright, David J. "Cubic character sums of cubic polynomials." Proceedings of the American Mathematical Society 100, no. 3 (March 1, 1987): 409. http://dx.doi.org/10.1090/s0002-9939-1987-0891136-3.

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10

Huybrechts, Daniel. "The K3 category of a cubic fourfold." Compositio Mathematica 153, no. 3 (March 2017): 586–620. http://dx.doi.org/10.1112/s0010437x16008137.

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Smooth cubic hypersurfaces $X\subset \mathbb{P}^{5}$ (over $\mathbb{C}$) are linked to K3 surfaces via their Hodge structures, due to the work of Hassett, and via a subcategory ${\mathcal{A}}_{X}\subset \text{D}^{\text{b}}(X)$, due to the work of Kuznetsov. The relation between these two viewpoints has recently been elucidated by Addington and Thomas. In this paper, both aspects are studied further and extended to twisted K3 surfaces, which in particular allows us to determine the group of autoequivalences of ${\mathcal{A}}_{X}$ for the general cubic fourfold. Furthermore, we prove finiteness results for cubics with equivalent K3 categories and study periods of cubics in terms of generalized K3 surfaces.

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11

Frei, V. "On inclined cubic sublattices of cubic lattices." Acta Crystallographica Section A Foundations of Crystallography 46, no. 11 (November 1, 1990): 912–15. http://dx.doi.org/10.1107/s0108767390007061.

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12

Nazren, A. R. A., Shahrul Nizam Yaakob, R. Ngadiran, N. M. Wafi, and M. B. Hisham. "Cubic Polynomial as Alternatives Cubic Spline Interpolation." Advanced Science Letters 23, no. 6 (June 1, 2017): 5069–72. http://dx.doi.org/10.1166/asl.2017.7311.

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13

Mahmood, Tahir, Saleem Abdullah, and Qaisar Khan. "REGULAR CUBIC LANGUAGE AND REGULAR CUBIC EXPRESSION." Advances in Fuzzy Sets and Systems 20, no. 2 (November 17, 2015): 97–132. http://dx.doi.org/10.17654/afssdec2015_097_132.

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14

Journal, Baghdad Science. "Classification of Elliptic Cubic Curves Over The Finite Field of Order Nineteen." Baghdad Science Journal 13, no. 4 (December 4, 2016): 846–52. http://dx.doi.org/10.21123/bsj.13.4.846-852.

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Plane cubics curves may be classified up to isomorphism or projective equivalence. In this paper, the inequivalent elliptic cubic curves which are non-singular plane cubic curves have been classified projectively over the finite field of order nineteen, and determined if they are complete or incomplete as arcs of degree three. Also, the maximum size of a complete elliptic curve that can be constructed from each incomplete elliptic curve are given.

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15

Lehn, Christian. "Twisted cubics on singular cubic fourfolds—On Starr’s fibration." Mathematische Zeitschrift 290, no. 1-2 (December 29, 2017): 379–88. http://dx.doi.org/10.1007/s00209-017-2021-x.

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16

Jun Hui Kim, Jeonggon Lee, Kul Hur, and Pyung Ki Lim. "Cubic relations." ANNALS OF FUZZY MATHEMATICS AND INFORMATICS 19, no. 1 (February 2020): 21–43. http://dx.doi.org/10.30948/afmi.2020.19.1.21.

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17

Krkač, Kristijan. "Steadily Cubic." Disputatio philosophica 21, no. 1 (January 28, 2020): 47–66. http://dx.doi.org/10.32701/dp.21.1.5.

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In the paper, the author analyzes and compares cube examples in Wittgenstein’s works, especially the cube from TLP (TLP 1974 5.5432) and the cube from PPF (ex PI II) (PPF 2009 116). There is no direct evidence that the PPF–cube is a reaction to the “grave mistake” of the TLP–cube. Also, there is no evidence that the TLP–cube is a representation of the Necker’s cube (1832), although it resembles the Jastrow’s cube (1900). These are negative results. Both cubes present important ideas of TLP and PPF (PI). Also, Wittgenstein writes that he “purposely chose” the example of the cube in PI and PPF, perhaps to show one of the “grave mistakes” of the TLP–cube. By analysis of the Necker’s cube and comparison of drawings and accompanied text of the TLP–cube and the PPF–cube the author tries to explicate some possible implicit pictorial aspects of Wittgenstein’s thought and of the general nature philosophical thinking as pictorial.

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18

Goldstein, R. V., V. A. Gorodtsov, and D. S. Lisovenko. "Cubic auxetics." Doklady Physics 56, no. 7 (July 2011): 399–402. http://dx.doi.org/10.1134/s1028335811070081.

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19

Rosenblatt, J. "Cubic splines." FASEB Journal 2, no. 8 (May 1988): 2425. http://dx.doi.org/10.1096/fasebj.2.8.3360242.

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20

Pearce, S. C. "Cubic lattices." Journal of Applied Statistics 22, no. 3 (January 1995): 355–73. http://dx.doi.org/10.1080/757584725.

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21

Brownstein, K. R. "Cubic acres." American Journal of Physics 66, no. 8 (August 1998): 739. http://dx.doi.org/10.1119/1.18941.

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22

Rosenfeld, Moshe, and Vũ Đình Hòa. "Cubic factorizations." Discrete Mathematics 313, no. 19 (October 2013): 1952–60. http://dx.doi.org/10.1016/j.disc.2012.05.001.

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23

Lipp, Alan. "Cubic Polynomials." Mathematics Teacher 93, no. 9 (December 2000): 788–92. http://dx.doi.org/10.5951/mt.93.9.0788.

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24

Volenec, Vladimir, Zdenka Kolar-Begović, and Ružica Kolar-Šuper. "Cubic structure." Glasnik Matematicki 52, no. 2 (November 13, 2017): 247–56. http://dx.doi.org/10.3336/gm.52.2.05.

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25

LLANES-ESTRADA, FELIPE J., and GASPAR MORENO NAVARRO. "CUBIC NEUTRONS." Modern Physics Letters A 27, no. 06 (February 28, 2012): 1250033. http://dx.doi.org/10.1142/s0217732312500332.

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The neutron is largely spherical and incompressible in atomic nuclei. These two properties are however challenged in the extreme pressure environment of a neutron star. Our variational computation within the Cornell model of Coulomb gauge QCD shows that the neutron (and also the Δ3/2 baryon) can adopt cubic symmetry at an energy cost of about 150 MeV. Balancing this with the free energy gained by tighter neutron packing, we expose the possible softening of the equation of state of neutron matter.

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26

Greenlaw, Raymond, and Rossella Petreschi. "Cubic graphs." ACM Computing Surveys 27, no. 4 (December 1995): 471–95. http://dx.doi.org/10.1145/234782.234783.

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27

liu, Hsueh-Ti Derek, and Alec Jacobson. "Cubic stylization." ACM Transactions on Graphics 38, no. 6 (November 8, 2019): 1–10. http://dx.doi.org/10.1145/3355089.3356495.

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28

Murakami, Yukito, Jun-ichi Kikuchi, and Takayuki Hirayama. "Cubic Azaparacyclophane." Chemistry Letters 16, no. 1 (January 5, 1987): 161–64. http://dx.doi.org/10.1246/cl.1987.161.

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29

Cuttle, C. "Cubic illumination." Lighting Research and Technology 29, no. 1 (March 1, 1997): 1–14. http://dx.doi.org/10.1177/14771535970290010601.

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30

Schmidt, Michael W., Mark S. Gordon, and Jerry A. Boatz. "Cubic fuels?" International Journal of Quantum Chemistry 76, no. 3 (2000): 434–46. http://dx.doi.org/10.1002/(sici)1097-461x(2000)76:3<434::aid-qua12>3.0.co;2-w.

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31

Abdullah, Saleem, Rabia Naz, and Witold Pedrycz. "Cubic finite state machine and cubic transformation semigroups." New Trends in Mathematical Science 4, no. 5 (October 20, 2017): 24–39. http://dx.doi.org/10.20852/ntmsci.2017.211.

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32

van Zuylen, Anke. "Improved approximations for cubic bipartite and cubic TSP." Mathematical Programming 172, no. 1-2 (November 21, 2017): 399–413. http://dx.doi.org/10.1007/s10107-017-1211-y.

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33

Pokropivny, V. V., and A. V. Pokropivny. "Structure of “cubic graphite”: Simple cubic fullerite C24." Physics of the Solid State 46, no. 2 (February 2004): 392–94. http://dx.doi.org/10.1134/1.1649442.

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34

Ran, Z. "The number of unisecant rational cubics to a plane cubic." Quarterly Journal of Mathematics 49, no. 196 (December 1, 1998): 487–89. http://dx.doi.org/10.1093/qjmath/49.196.487.

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35

Ran, Z. "The Number of Unisecant Rational Cubics to a Plane Cubic." Quarterly Journal of Mathematics 49, no. 4 (December 1, 1998): 487–89. http://dx.doi.org/10.1093/qmathj/49.4.487.

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36

Finashin, S., and V. Kharlamov. "On the deformation chirality of real cubic fourfolds." Compositio Mathematica 145, no. 5 (September 2009): 1277–304. http://dx.doi.org/10.1112/s0010437x09004126.

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AbstractAccording to our previous results, the conjugacy class of the involution induced by the complex conjugation in the homology of a real non-singular cubic fourfold determines the fourfold up to projective equivalence and deformation. Here, we show how to eliminate the projective equivalence and obtain a pure deformation classification, that is, how to respond to the chirality problem: which cubics are not deformation equivalent to their image under a mirror reflection. We provide an arithmetical criterion of chirality, in terms of the eigen-sublattices of the complex conjugation involution in homology, and show how this criterion can be effectively applied taking as examples M-cubics (that is, those for which the real locus has the richest topology) and (M−1)-cubics (the next case with respect to complexity of the real locus). It happens that there is one chiral class of M-cubics and three chiral classes of (M−1)-cubics, in contrast to two achiral classes of M-cubics and three achiral classes of (M−1)-cubics.

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37

Lam Wai Ling, Gladys. "Blended Learning Strategies for Advertising Design Studies." Cubic Journal, no. 4 (November 1, 2021): 44–53. http://dx.doi.org/10.31182/cubic.2021.4.037.

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Technological developments have brought profound challenges to design education. To understand how design educators adapt to new technological directions, this article examines student feedback from advertising design courses that apply blended learning approaches. This study identified three blended learning strategies conducive to meaningful learning: timely and meaningful feedback; engagement with real world tasks; and support from expert tutors. This article also discusses potential resistance and challenges in implementing instruction in blended technological environments.

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38

Oh, Jae-Eun, and Francesco Zurlo. "The Role of Technology in Reforming Design Education." Cubic Journal, no. 4 (November 1, 2021): 4–15. http://dx.doi.org/10.31182/cubic.2021.4.033.

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Design education has significantly changed since the 1950s. The era depended widely on normative models such as those proposed by Benjamin Bloom (Bloom et al. 1956) and his collaborators, which resulted in the formulation of Bloom's Taxonomy. Comprising six interchangeable layers (knowledge, comprehension, application, analysis, synthesis, and evaluation) of higher and lower thinking, Bloom's taxonomy sets in place an archetypal model for education that thrives on object-driven goals. Here, pedagogical interchange and the object-driven and organised structure of education can adapt to each layer within the taxonomic structure.

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39

Venkatesh, Aruna. "Facilitating Tacit Knowledge Construction." Cubic Journal, no. 4 (November 1, 2021): 122–27. http://dx.doi.org/10.31182/cubic.2021.4.043.

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Design knowledge, for its most part, is tacit. The embedded and inherent nature of tacit knowledge implies that it is a cognitive and internal construct acquired through the design act of doing. However, it is also socially constructed through shared experiences, collaborations and interactions. The design studio is a dynamic, pedagogical site that facilitates the construction of tacit knowledge through its myriad of interactive spaces. Online and virtual platforms offer opportunities to extend the learning boundaries of its social realm. Studies in the influence of these spaces on tacit knowledge construction are currently insufficient. An interpretive study was conducted in different studio environments within the Environment and Interior Design discipline of the School of Design, The Hong Kong Polytechnic University to further the understanding of tacit knowledge construction in blended learning environments.

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40

Chin, Scott. "Rising to the Challenge." Cubic Journal, no. 4 (November 1, 2021): 70–79. http://dx.doi.org/10.31182/cubic.2021.4.039.

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With the widening scope of design, the importance of the design studio has concomitantly responded by transforming its own character to become inclusive of the educational domains of history, professional practices, theories, technical, and material studies. The absorption of such domains, part-and-parcel of the studio setting, has irrevocably highlighted the importance of education within the container of the studio or rather ‘in-situ’ education. However, with the volatility of external factors, the challenges posed to design education are multiple. Especially in light of the rise of a global pandemic, educators globally have had to implement crisis strategies in response. This short visual essay outlines the obstacles of online teaching; moving from resistance to embracing the tools and features that online education provides. Sharing the gained experiences, starting at the rise of the pandemic, the text engages seven key points of interest, while practically demonstrating responses in the product design setting.

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41

Wernli, Markus. "Bringing Home Recursions." Cubic Journal, no. 4 (November 1, 2021): 80–99. http://dx.doi.org/10.31182/cubic.2021.4.040.

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This report is about an explorative co-crafting course applying the notion of recursive publics to adult learning and pro-environmental activation, which aimed to engage a diverse cohort of learners towards patterns of eating, living, and engaging that promoted wellbeing and a healthy environment. This two-month-long, university-endorsed study in Hong Kong saw 22 participants fermenting their urine in which to grow an edible plant (Lactuca sativa), thereby creating a material relationship between their bodies and the environment. Technologies were employed to bring people physically together for greater emancipatory engagement inside the shared material condition. When analyzed, these technologies revealed their potential for opening or restricting the synergies from combined purpose, expertise, and immanent life processes in recursively profound and playful ways. This civic-tech study offers a recursive self-implication approach to design education as a collective negotiation process for navigating unknown territory to converge a myriad of expertise and intended beneficiaries.

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42

Christensen, Bo Allesøe, Peter Vistisen, and Thessa Jensen. "Almost Risking It All." Cubic Journal, no. 4 (November 1, 2021): 20–31. http://dx.doi.org/10.31182/cubic.2021.4.035.

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This paper provides an argument against understanding risk-taking in design education as something ideally in need of only being calculable and formalisable. Using the German sociologist Ulrich Beck’s theory on risktaking combined with the current discourse on design thinking, together with an analysis of a three week-long interdisciplinary design workshop, we analyse and discuss how risk-taking - as a general concept - in design education is an inherent element of the education itself. We argue, however, non-calculable risks, like human-centred design concerns, like desirability of use, ethics of technology, are an equally important part of a modern-day educational skillset as calculable risks. The aim is arguing for the prospect of interdisciplinary design-based education models as one way of embracing the non-calculable elements of a problem space.

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43

Oh, Jae-Eun, and Francesco Zurlo. "The Pandemic and This Issue of Design Education." Cubic Journal, no. 4 (November 1, 2021): 16–19. http://dx.doi.org/10.31182/cubic.2021.4.034.

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When we first initiated a call for this issue on design education, never could we have imagined or foreseen what lay ahead. Since late 2019, Hong Kong has gone through an enormously difficult time. First, spikes of social unrest, rapidly followed by COVID-19. Half of the first semester of the 2019 – 2020 academic year, as skirmishes closed in on The Hong Kong Polytechnic University campus, all courses had to move over to available and often misunderstood online platforms. As the situation finally subsided, the virus emerged, impacting the commencement of the second semester, and the overall delivery modes of a structured curriculum for an entire year. Both faculty and students of the School of Design lived and worked in high hopes to return to faceto- face teaching sooner, rather than later. In time, hope conceded to a stark reality that online, the virtual and the digital models of education, have moved into focus as the main and primary modes of education. Long gone are the days of the digital as a mere supplemental or peripheral possibility. The digital reality presented other challenges to design education: ensuring credible and authentic outcomes for each of the design disciplines within a non-studio setting, the expression of ideas, or demonstrating principles across and through digital platforms with the additional burdens of a digital generation that instantaneously become camera shy. Or, in the extreme the mistrust shown by students that reviewers may not understand the design work without a physical presence. Moving one year forward, the growing pains of digital pedagogies has caused an instantaneous maturing of educators, those being educated, and of what is said, shown and discussed. Somehow, the global body of design environments have collectively responded to these and more local challenges, yet again transforming the specifics of digital pedagogies across unexplored territories. The following series of images attest to the resilience of digital pedagogies and design institutions. May this stand as a testament to rapid responses, individuals who took the reins, and how educators shape the future of design, design-research and ultimately how design is carried forward across generations.

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44

Chan, Michael. "Service-Learning Education Integrated Design Education Through a Design- Build Focus." Cubic Journal, no. 4 (November 1, 2021): 108–21. http://dx.doi.org/10.31182/cubic.2021.4.042.

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Different from the conventional design-built projects, the service-learning educational model represents a student led community driven education process. This photos essay delivers evidence, spanning 15 years and various contexts, demonstrating the impact of service learning and its dependency on cross-disciplinary skills. Beyond the social value, service learning fosters a series of interpersonal and professional relationships, amplifying skills and education value outside of the classroom.

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45

Louw, Michael. "Studio In-Situ." Cubic Journal, no. 4 (November 1, 2021): 32–43. http://dx.doi.org/10.31182/cubic.2021.4.036.

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This photo essay explores the possibility of radically shifting the understanding of the design studio as a spatial construct. By considering the seven-year evolution of a (socalled) design-build project known as the Imizamo Yethu Water Platforms, it recognises the possibility of dislocating the design studio from its traditionally centralised space in the academy and moving it to the site of its investigation or intervention for the duration of a project. The Imizamo Yethu Water Platforms aimed to improve water and sanitation infrastructure in a severely under-resourced informal settlement in Cape Town, South Africa, through the insertion of small permanent public spaces. Due to a number of reasons, including the physical characteristics of the sites selected for these spaces, the design studio gradually shifted its physical location to such an extent that virtually the entire design, documentation and construction process took place in-situ.

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46

Choi, Iain, and Fann Zhi. "‘Time to Be an Academic Influencer’." Cubic Journal, no. 4 (December 1, 2021): 54–69. http://dx.doi.org/10.31182/cubic.2021.4.038.

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This paper explores how Peer-to-Peer learning can level-up students' understanding of computer-aided design (CAD) with Autodesk Auto- CAD programme for Interior Design Year 1 students. As students come from different knowledge backgrounds, they approach the module with different understanding levels, with the weaker students unable to follow the live demonstration tutorials. A peer tutoring assignment using a student-led peer-to-peer learning pedagogy, was introduced to advance students' understanding and internalise content better by reinforcing their learning. Each group has an equal proportion of students with different levels of knowledge and capabilities, and each group member conducted self-research on a topic segment, shared their knowledge and findings within their group, and thereafter curated a 15-minute lecture and facilitation workshop for peers. Tutors provided consultation and mediation, encouraging students’ participation. The assignment’s results showed that the peer-to-peer learning approach efficaciously empowered students and motivated learning, enabling them to be self-directed learners.

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47

Giencke, Anneli. "Vertical Studio." Cubic Journal, no. 4 (November 1, 2021): 100–107. http://dx.doi.org/10.31182/cubic.2021.4.041.

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Since 2016 the Environmental and Interior Design Programme (E&I), School of Design, The Hong Kong Polytechnic University, has implemented an educational model called the vertical studio. Until now, the vertical studio model has become an instrumental peer-to-peer learning scheme while enhancing students' competency in digital literacy. A first of its kind within the design education context of Asia, the vertical studio model has contributed to advance design education practices, embracing collaborative learning opportunities, and facilitate knowledge and skills transfer of drawing techniques, technology, and digital proficiency.

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48

Hasdell, Peter, and Gerhard Bruyns. "Design Social | Technology • Activism • Anti-Social." Cubic Journal, no. 1 (April 2018): 4–13. http://dx.doi.org/10.31182/cubic.2018.1.000.

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49

Graafland, Arie. "Figures of thought and the Socius: Design, Creative Mapping, & Education." Cubic Journal, no. 1 (April 2018): 14–33. http://dx.doi.org/10.31182/cubic.2018.1.001.

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Starting from a faculty wide discussion on teaching architecture and urbanism in the nineties at the TU Delft, Faculty of Architecture, I develop a brief historical overview of more recent planning and mapping techniques. During the many meetings at the faculty, discussions swept from ‘architectural’ approaches, to ‘computational’, to ‘urban’, and ‘scientific’. Although more professional experts were involved, coming from Maastricht University where new teaching models were introduced earlier on, the meetings never ended in a consensus on how to teach urbanism. What seemed to be lacking was a more historically informed approach. I use James Corner’s four approaches to mapping techniques to show not merely a ‘technique’, but the ‘how’ and ‘why’ of a particular approach. Every planning technique creates its own ‘social field’ in which it operates: the socius.

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50

Berman, Kim, and Khaya Mchunu. "Arts-based methods as tools for co-design in a South African community-based design co-operative." Cubic Journal, no. 1 (April 2018): 34–51. http://dx.doi.org/10.31182/cubic.2018.1.002.

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Arts and visual participatory methods can be effective tools to facilitate the experience of rural design actors involved in a co-design process that could be seen as contributions to the emerging praxis called “Design Social.” We identify the inclusion of visual processes to co-design and comanufacture Venda-fusion products with members of a South African rural-based sewing group called Zwonaka Sewing Co-operative. The co-design process involved a set of iterations that used visual modes such as Photovoice, painting, photographs, collaging and appliqué to create and market these products. Statements shared by the group members reveal the development of their personal agency, as well as confidence in product design, manufacturing, and ownership of the design process. These are significant outcomes for this particular social context, and we propose that the use of arts and visual methods enhances capacities of reciprocity, creative thinking and ownership through the co-design process.

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