Thematische Bibliographien / Art and science

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Konferenzberichte
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Auswahl der wissenschaftlichen Literatur zum Thema „Art and science“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 1. August 2024

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Zeitschriftenartikel zum Thema "Art and science"

Volnov, I. N. „SCIENCE-ART: THE UNITY OF SCIENCE AND ART“. RUDN Journal of Philosophy 21, Nr. 4 (2017): 557–64. http://dx.doi.org/10.22363/2313-2302-2017-21-4-557-564.

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RITTER, STEPHEN K. „SCIENCE IN ART, ART IN SCIENCE“. Chemical & Engineering News 82, Nr. 24 (14.06.2004): 64–66. http://dx.doi.org/10.1021/cen-v082n024.p064.

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Sergei, Komarov. „“Strange” Objects of Art&Science“. Bulletin of PNRPU. Culture. History. Philosophy. Law., Nr. 4 (2019): 114–27. http://dx.doi.org/10.15593/perm.kipf/2019.4.09.

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Aasim, Shahzad. „Cognitive Dimensions: Where Science Meets Art“. International Journal of Science and Research (IJSR) 8, Nr. 6 (05.06.2019): 2422–23. http://dx.doi.org/10.21275/sr24221151213.

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Barlow, Anne. „Art + Science“. Afterimage 29, Nr. 4 (Januar 2002): 2. http://dx.doi.org/10.1525/aft.2002.29.4.2a.

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Born, Georgina, und Andrew Barry. „ART-SCIENCE“. Journal of Cultural Economy 3, Nr. 1 (März 2010): 103–19. http://dx.doi.org/10.1080/17530351003617610.

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Grillo, Y. A. „When Does Art Become Science and Science Art?“ Leonardo 42, Nr. 1 (Februar 2009): 103–4. http://dx.doi.org/10.1162/leon.2009.42.1.103.

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Moore, John W. „The Art and Science of Science and Art“. Journal of Chemical Education 84, Nr. 1 (Januar 2007): 7. http://dx.doi.org/10.1021/ed084p7.

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Krishnamurthy, Rohan. „The science of art, the art of science“. Journal of the Acoustical Society of America 135, Nr. 4 (April 2014): 2213–14. http://dx.doi.org/10.1121/1.4877230.

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Williams, Lael. „Art of Science and the Science of Art“. Hoosier Science Teacher 47, Nr. 1 (08.07.2024): 4–5. http://dx.doi.org/10.14434/thst.v47i1.37806.

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If the curriculum and assessment practices in schools focused on developing the thinking processes and skills related to each discipline/ subject, students would see themselves as practitioners of each discipline and develop a continuing understanding of what practitioners in the work force experience in their daily work. To be a practitioner of a discipline, an individual has moved from a novice through competent to practitioner and some times an expert. The vocabulary, concepts and processes used by practitioners in the arts and the sciences are critical to develop the thinking skills needed to solve complex problems. Those complex problems involve both the arts and the sciences in their solutions. With a focus on practitioner practices and performance assessment, students would be engaged and encountering satisfying experiences as learners in school.

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Dissertationen zum Thema "Art and science"

Lacoste, Jean. „"Goethe : art, science, poésie"“. Paris, EPHE, 2006. http://www.theses.fr/2006EPHE4060.

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Les études qui composent cette thèse, hétérogènes sans doute par leur objet, leurs méthodes et leurs ambitions, ont toutes en commun de chercher à éclairer l'oeuvre littéraire de Goethe à partir des notions élaborées dans les "écrits scientifiques". Si ces études sont fragmentaires, à dessein, et par nécessité, elles renvoient toutes à une certaine unité de la pensée de Goethe, elles la postulent même. C'est dans les écrits consacrés à la géologie, à la "théorie des couleurs", à la biologie et à la botanique, etc - écrits auxquels Goethe lui-même accordait une importance qui surprenait ses interlocuteurs -, que l'on trouve exprimée dans la prose la plus ample, ou sous une forme fragmentaire, mais au plus près de son origine, "la pensée la plus profonde" de Goethe, celle qui trouve, ailleurs, dans la poésie, sa forme la plus condensée. Non que la poésie soit la traduction versifiée d'une pensée "scientifique", dogmatique, qui chercherait à se vulgariser post festum par un poème didactique; elle est au contraire la condensation la plus authentique - la quintessence, au gré des circonstances biographiques - d'une approche du monde, d'une vision de l'homme, d'une philosophie de la nature, qui trouve dans les écrits scientifiques (surtout dans la Farbenlehre) sa manifestation la plus explicite. Comme la feuille du gingko biloba dans le Divan, on pourrait dire que la pensée de Goethe, simultanément poétique et rationnelle, est à la fois "une et double", eins und doppelt. Il s'agit de mieux comprendre les relations entre Dichtung et Science
Even if they are heteregeneous in their scope, their methods and their object, these studies on Goethe have a common purpose: they intent to elucidate Goethe's literary work thanks to the notions that the German poet has elaborated in his scientific works. If, therefore, these studies are, of necessity, fragmentary, all, of them put in evidence a certain unity in Goethe's thought, and even postulate it. Goethe's writing on geology, on theory of colours, on biology and botany - writings which, for Goethe himself, were of paramount importance, to the great surprise of his admirers - give expression, either by the medium of an ample prosa or in aphorisms, to Goethe's deepest thought, the world-view that finds in Goethe's poetry its condensed translation. Of course, poetry in this case, is not the translation in verse of a "scientific" and dogmatic thought that would be explained to a larger audience by way of a didactic poem. It is, on the contrary, the most genuine condensation, the quintessence, hidden in the biographical data - of a Weltaanschauung, that is to say of a conception of man and a vision of Nature which find in the scientific writings (in particular the Theory of colours) its clearest expression. It could be said that Goethe's thought, at the same time rational and poetic, is simultaneously one and double, eins and doppelt, like the celebrated ginko biloba at the West-östlicher Divan

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King, Barbara Amelia. „Space Art + Space Science a polymathic paradigm shift in the art/science dialogue“. Master's thesis, Faculty of Engineering and the Built Environment, 2021. http://hdl.handle.net/11427/32739.

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Perhaps no other field of scientific endeavor has been more influenced by the arts than space exploration. The artistic visions of yesteryear are the technological realities of today. These realities in turn create new possibilities for artistic expression. However, Space Art and Space Science have shared a convoluted history. Their forerunner disciplines of the Humanities and Natural Sciences and their practitioners were entrenched as polar opposites for centuries. Recent research, however, has revealed the reverse; that the psychological profile and the creative processes of artists and scientists are actually similar, often to the point of the practitioners being polymathic. Moreover, it has been discovered that polymathic ability nurtures two qualities essential for the survival of both Space Art and Space Science: that of creativity and innovation. Current literature has taken note of the commonality of polymathic ability between the practitioners of the arts and sciences. Academic and industry think tanks have examined the virtues of artists as space researchers, and conversely, scientists developing an artistic approach as a design strategy. Thought leaders have expressed faith in trans-disciplinary collaboration as the way forward in the global affairs of space. Yet, therein lies the problem. These various studies individually lack a cohesive strategy to leverage their findings and transform the Art/Sci dialogue into a disruptive force that sustains a paradigm shift in the arts, space and society agendas going forward. The impetus for this dissertation is the unique opportunity to amalgamate those disparate studies by utilizing the momentum of New Space culture, and its focus on societal inclusion and environmental concerns to serve as anchors for space research and sustainability. Further, we argue that the next logical step is to inculcate a fundamental Art/Sci paradigm shift within the space community to exploit the unprecedented global drive towards space exploration and colonization, thereby solidifying the influence of the space art and space science agendas in the service of the global commons on Earth and in space.

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McKay, Caroline Mary. „Kandinsky : the sciences of man and the science of art“. Thesis, University of Cambridge, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.241112.

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Schooley, Kathryne Balch. „Shaping: From art to science“. Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4803/.

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This study evaluated the effectiveness of a procedure for teaching a caregiver to shape vocal language in a young child with autism. A multiple baseline design was employed to assess caregiver use of shaping procedures, child vocal language progress, and the social validity of the procedures. Following baseline and introductory sessions, the coach and caregiver reviewed video from the previous session and the coach gave descriptive feedback to the caregiver about her performance. Following the review of the videotaped segment, procedures to increase skills were selected and practiced. Rates of responsive opportunity arrangement, model presentation, responsive model delivery, and responsive event delivery, as well as the child's rate of requests, vocalizations, diversity of vocalizations, and social validity were measured. Data suggested that the procedures effectively taught the skill of shaping to a caregiver, which in turn seemed to produce increases in the child's vocal responding.

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Lewis, Roger. „The art and science of biography“. Thesis, University of Hertfordshire, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.494570.

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Most bibiographes list the external facts and yet quite miss the mystery and uniqueness of the person under investigation. Why? The aim of this thesis is, first, to evaluate the principal contemporary methodologies for constructing 'literary biographies' (i.e. life histories of writers, actors, musicians, and so forth, based on empirical study of factual data, and offering interpretations of the life and of its cultural reputation) and. secondly, to propose a specific approach to the genre that can produce more instructive and informative literary lives. The thesis is a practice-based study, consisting of a written submission which reflects on, and is supported by, examples of the biographical craft being considered - specifically, The Life and Death of Peter Sellers (1994 ), The Real Life of Laurence Olivier (1996), The Man Who Was Private Widdle: Charles Hawtrey ( 2001) and Anthony Burgess ( 2002). These experimental works were written partly to explore the problems and procedures of biographical methodologies, and to extend the field of knowledge within which literary biographies operate.

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Wade, Kenneth R. „Recipes for investment : art or science“. Thesis, University of Manchester, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.625127.

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This thesis investigates the inconsistency in modelling financial markets between the sophisticated analytic models based in efficient market theory and persistence in the practical finance world of relatively simplistic approaches to investment, supported by the views of wealthy investors which seem to provide evidence of superior ex-ante performance inconsistent with even simple efficiency concepts. What is often termed 'value' investing is typical of such an approach. Although the term originally implied determining an intrinsic value for the common stock based upon a comprehensive fundamental analysis of a firm, it has more recently become associated with selecting stocks based upon relative values of common publicly available price-related accounting ratios. So-called 'value' stocks are frequently contrasted with 'growth' stocks, being those where higher growth rates are regarded as compensation for low current yields. Despite a general presumption of market efficiency, naive value strategies are supported by numerous academic studies reporting superior returns even after adjusting for risk using the mean-variance capital asset pricing model, arbitrage pricing theory, or in relation to volatility. However, the findings of many of these studies have been challenged on various grounds. The composition of and returns to portfolios of stocks selected from a representative sample of United Kingdom listed companies between 1979 and 1999 by four common price denominated accounting ratios, are examined. The study finds significant differences in returns between portfolios selected on four valuation ratios using a methodology that is robust to many of the criticisms levelled against previous studies, thus supporting the claims that value stocks tend to show superior returns over long holding periods without attracting any obvious element of additional risk. The study also finds that observed differences in returns predicted by one ratio as against another arise because each ratio tends to select different types of firm. It is argued that the observed persistence of certain firms and sectors in high value, high return portfolios, especially those based on cashflow, is evidence that investors do not regard stocks as homogenous, and that theories of investor over or under-reaction do not fully explain the differences in portfolio returns. This study challenges the view that higher returns to value strategies are compensation for higher systematic risks. The findings suggest that multifactor models, in which size and book to market ratio are proxies for unobserved risk, may be miss-specified and that weak or negative cashflow is a more direct indicator of vulnerability to exogenous stress. The evidence reviews securities that are inconsistently classified and the incidence offailure and takeover and concludes that it is simplistic to regard value and growth stocks as representing the extremes of an accounting ratio scale.

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Barker, Bernard Christopher. „Transforming schools : art, science or illusion?“ Thesis, University of Leicester, 2003. http://hdl.handle.net/2381/30838.

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This ethnographic case study of Hillside School's two years in special measures investigates a number of theoretical perspectives derived from a substantial review of the literature on effectiveness, improvement and leadership. The claim that appropriately trained heads can motivate teachers and students to achieve ever more challenging targets, and transform the education and prospects of the next generation, is tested against the experience of two headteachers in the field. Repeated participant interviews, a contemporary diary and extensive documentation are used to examine how the heads built the school's capacity and raised its effectiveness in terms of OFSTED inspection criteria. Using authoritative and coaching styles appropriately, the new leaders enhanced the performance of their colleagues and created a resilient culture for continued improvement, despite adverse circumstances that included social disadvantage, the school's proposed closure and an ineffective local authority. But closer enquiry reveals that governors, parents, teachers and students were also motivated by beliefs, values, perceptions of interest and micro-political concerns that are inadequately explained by recommended models of school effectiveness and improvement. At Hillside, the heads mobilised all the available sources of moral, political and professional authority to resolve conflicts and dilemmas at micro, meso and macro levels. There are no neat, transferable lessons because variations in the combination of context, leaders and followers seem more significant than the common elements emphasised in popular models. Although high levels of effectiveness were achieved, examination and test results appeared unchanged, suggesting that student intake mix may have shaped performance more than the organizational characteristics influenced by the headteachers. As few schools achieve a step change in performance, the policy conclusion is drawn that new, qualitative measures of improvement are required as a framework for understanding change. A modified theoretical viewpoint is developed that acknowledges and explains the 'messy reality' of school life.

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Puhachova, Anna, und L. V. Roienko. „Is graphic design art or science?“ Thesis, Наукова платформа Open Science Laboratory, 2020. https://er.knutd.edu.ua/handle/123456789/16302.

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У статті розглядаються основні аспекти та сфери застосування графічного дизайну.
Graphic design is described as the process of visual communication and problem-solving through the use of typography, photography, iconography and illustration.

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Hagemeier, Nicholas E. „The Art and Science of Thriving“. Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/7747.

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Garubba, Keith. „Art/Science and a Blended Inquiry“. The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1405436323.

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Bücher zum Thema "Art and science"

Gleizes, Albert. Art & science. Brecon: Association des Amis d'Albert Gleizes, 1998.

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East Sussex (England). County Council., Hrsg. Art & science. [Lewes?: East Sussex County Council?, 1993.

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1964-, Sommerer Christa, und Mignonneau Laurent 1967-, Hrsg. Art@science. Wien: Springer, 1998.

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Sgamellotti, Antonio, Brunetto Giovanni Brunetti und Costanza Miliani, Hrsg. Science and Art. Cambridge: Royal Society of Chemistry, 2020. http://dx.doi.org/10.1039/9781839161957.

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Franke, Herbert W., und Horst Helbig, Hrsg. Computer Science Art. Berlin, Heidelberg: Springer Berlin Heidelberg, 1985. http://dx.doi.org/10.1007/978-3-662-06383-5.

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Sgamellotti, Antonio, Brunetto Giovanni Brunetti und Costanza Miliani, Hrsg. Science and Art. Cambridge: Royal Society of Chemistry, 2020. http://dx.doi.org/10.1039/9781788016384.

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Hardy, David A. Science fiction art. Freudenstadt: Edition bogenschütze, 1986.

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Ede, Siân. Art and science. London: I. B. Tauris, 2005.

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Fleming, Christine. Art as science. New York: Children's Press, 2007.

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Fourmentraux, Jean-Paul. Art et science. Paris: CNRS éditions, 2012.

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Buchteile zum Thema "Art and science"

Widrich, Virgil, Stefan Reiter und Stefan Unger. „Art and science“. In Inszenierung und neue Medien / Presentation and New Media, 18. Vienna: Springer Vienna, 2012. http://dx.doi.org/10.1007/978-3-7091-0981-6_2.

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Agassi, Joseph. „Science and Art“. In Boston Studies in the Philosophy of Science, 306–18. Dordrecht: Springer Netherlands, 2003. http://dx.doi.org/10.1007/978-94-017-2946-8_27.

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Anderson, Douglas R. „Art and Science“. In Creativity and the Philosophy of C.S. Peirce, 54–84. Dordrecht: Springer Netherlands, 1987. http://dx.doi.org/10.1007/978-94-015-7760-1_3.

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Ward, Thomas B., Ronald A. Finke und Steven M. Smith. „Science and Art“. In Creativity and the Mind, 203–30. Boston, MA: Springer US, 1995. http://dx.doi.org/10.1007/978-1-4899-3330-0_8.

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Sanitt, Nigel. „Science and art“. In Culture, Curiosity and Communication in Scientific Discovery, 102–8. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9780429459818-10.

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Franke, Herbert W., und Horst Helbig. „Computer Science Art“. In Computer Science Art, 6–25. Berlin, Heidelberg: Springer Berlin Heidelberg, 1985. http://dx.doi.org/10.1007/978-3-662-06383-5_1.

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Howe, David. „Art and Science“. In The Compleat Social Worker, 111–26. London: Macmillan Education UK, 2014. http://dx.doi.org/10.1007/978-1-137-46947-2_11.

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Potts, John, und Nigel Helyer. „Sounds of Science“. In Science Meets Art, 139–60. New York: Jenny Stanford Publishing, 2022. http://dx.doi.org/10.1201/9781003294429-9.

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Rosenberg, M. J. „Science and Order“. In Cybernetics of Art, 29–44. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003494577-3.

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Barnett, Vincent. „Art“. In Encyclopedia of Evolutionary Psychological Science, 1–9. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-16999-6_339-1.

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Konferenzberichte zum Thema "Art and science"

Malinetskiy, Georgy, und Ilya Volnov. „Heralds of the Future. Art, Science, and Science Art“. In 2nd International Conference “Futurity designing. Digital reality problems”. Keldysh Institute of Applied Mathematics, 2019. http://dx.doi.org/10.20948/future-2019-25.

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„[Cover art]“. In 2009 5th IEEE International Conference on e-Science (e-Science 2009). IEEE, 2009. http://dx.doi.org/10.1109/e-science.2009.61.

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Santos, Nara Cristina. „Art-Science-Technology“. In ARTECH 2019: 9th International Conference on Digital and Interactive Arts. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3359852.3359910.

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Volnov, Ilya Nikolaevich. „Art, science, time“. In 4th International Conference “Futurity designing. Digital reality problems”. Keldysh Institute of Applied Mathematics, 2021. http://dx.doi.org/10.20948/future-2021-7.

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The main forms of time and models of their association are considered. A criterion for the symmetry of the triple balance of time as a degree of harmony in the system is proposed. Examples of degenerate, deformed, and symmetric balances are given. Art is designated as the most important tool for restoring the balance of symmetry in various fields of knowledge.

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Dzhalilova, Shems Sardar kizi, und Irina Yuryevna Timofeeva. „SCIENCE-ART: SYNTHESIS OF ART AND SCIENCE IN MODERN CULTURE“. In МОЛОДЕЖЬ И НАУКА: АКТУАЛЬНЫЕ ПРОБЛЕМЫ ФУНДАМЕНТАЛЬНЫХ И ПРИКЛАДНЫХ ИССЛЕДОВАНИЙ. Комсомольск-на-Амуре: Комсомольский-на-Амуре государственный университет, 2021. http://dx.doi.org/10.17084/978-5-7765-1482-1-2021-216.

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Oliveira, Fernanda de Souza, und Claudio de Melo Filho. „Data-Art-Science: Art Trhought Data Visualization“. In 2022 Third International Conference on Digital Creation in Arts, Media and Technology (ARTeFACTo). IEEE, 2022. http://dx.doi.org/10.1109/artefacto57448.2022.10061247.

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Marizzi, Christine, und Pamela Bartar. „Art in Science and Science in Art - reflections through the lense of Citizen Science.“ In Austrian Citizen Science Conference 2020. Trieste, Italy: Sissa Medialab, 2021. http://dx.doi.org/10.22323/1.393.0022.

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Pierce, Benjamin C. „Art, science, and fear“. In the ACM international conference. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1869459.1869540.

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Gabriel, Richard P., und Kevin J. Sullivan. „Better science through art“. In the ACM international conference. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1869459.1869533.

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Gross, Mark D., und Ellen Yi-Luen Do. „Design, art, craft, science“. In the 2007 Symposium. New York, New York, USA: ACM Press, 2007. http://dx.doi.org/10.1145/1496630.1496636.

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Berichte der Organisationen zum Thema "Art and science"

Peterson, Ryan. Legal Education, Art Before Science. Ames (Iowa): Iowa State University, Januar 2020. http://dx.doi.org/10.31274/cc-20240624-952.

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Shank, Milo L. Art or Science: Operational Logistics as Applied to Op Art. Fort Belvoir, VA: Defense Technical Information Center, Februar 2006. http://dx.doi.org/10.21236/ada463990.

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Callen, Jan. Attack Helicopter Operations: Art or Science. Fort Belvoir, VA: Defense Technical Information Center, Mai 1991. http://dx.doi.org/10.21236/ada237773.

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Jarman, Kristin H., Richard C. Hanlen und P. A. Manzolillo. Handwriting Examination: Moving from Art to Science. Office of Scientific and Technical Information (OSTI), April 1999. http://dx.doi.org/10.2172/15001462.

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Jarman, K. H., R. C. Hanlen und P. A. Manzolillo. Handwriting Examination: Moving from Art to Science. Office of Scientific and Technical Information (OSTI), April 1999. http://dx.doi.org/10.2172/5703.

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Abbadini, Jeffrey J. Operational Design that Synthesizes Art and Science. Fort Belvoir, VA: Defense Technical Information Center, Mai 2011. http://dx.doi.org/10.21236/ada545959.

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Pound, Grant. Aldo and Leonardo: A wilderness science and art collaboration. Ft. Collins, CO: U.S. Department of Agriculture, Forest Service, Rocky Mountain Research Station, 2019. http://dx.doi.org/10.2737/rmrs-gtr-397.

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Fein, Robert A., Paul Lehner und Bryan Vossekuil. Educing Information - Interrogation: Science and Art, Foundations for the Future. Fort Belvoir, VA: Defense Technical Information Center, Dezember 2006. http://dx.doi.org/10.21236/ada476454.

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Loveless, Paul A. The Science and Art of Operational Maneuver in Post CFE-EUROPE. Fort Belvoir, VA: Defense Technical Information Center, Mai 1990. http://dx.doi.org/10.21236/ada234003.

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