Relevant bibliographies by topics / Reality science

Academic literature on the topic 'Reality science'

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Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Reality science"

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Baumberg, Jeremy J. "Reality science." Physics World 31, no. 6 (June 2018): 48. http://dx.doi.org/10.1088/2058-7058/31/6/37.

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Steklov, V. A. "Judgment Concept «Virtual Reality» Modern Science." Contemporary problems of social work 4, no. 1 (2018): 84–90. http://dx.doi.org/10.17922/2412-5466-2018-4-1-84-90.

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Ruttkamp, Emma. "Reality in science." South African Journal of Philosophy 18, no. 2 (May 1999): 149–91. http://dx.doi.org/10.1080/02580136.1999.10878182.

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Kenway, R. D. "Virtual-reality science." Contemporary Physics 35, no. 1 (January 1994): 37–39. http://dx.doi.org/10.1080/00107519408217494.

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Rescher, Nicholas. "Science and Reality." ProtoSociology 22 (2006): 171–85. http://dx.doi.org/10.5840/protosociology20062226.

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Hanes, Pavel. "Theological Axiology of Reality." Person and the Challenges. The Journal of Theology, Education, Canon Law and Social Studies Inspired by Pope John Paul II 12, no. 2 (September 15, 2022): 19–36. http://dx.doi.org/10.15633/pch.12202.

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In the present discussion of the multiplicity of sciences as against the unity of knowledge, sometimes the possibility of one super-science is advocated with a suggestion that all other scientific methods should be reduced to just one method of a one particular, usually natural science. Such reductionism often leads to disrespectful pronouncements at the address of all other sciences and their methods.This article advocates theological foundations for a multiplicity of scientific methods. Biblical ontology introduces a series of dualities called here, for the lack of a better word, “biblical graded dualism.” It is a system of asymmetrical dualities that give substance to the idea of the hierarchy of being. In the article an axiological view of reality is deduced that should facilitate a more respectful and fruitful debate among the sciences.
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Turlayev, V. A., and B. I. Karipbayev. "Problems of defining legal reality in philosophy and legal science." Bulletin of the Karaganda university History.Philosophy series 3, no. 103 (September 30, 2021): 146–52. http://dx.doi.org/10.31489/2021hph3/146-152.

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The article considers the problems of determining the legal reality category in the law philosophy. The aim of the research is to generalize scientific knowledge and theories that reveal the category of legal reality. With the help of general and special research methods analysis and generalization of scientific material is carried out, consideration of various approaches to legal reality in order to identify the main features and constituent elements of this category. The points of view and scientific positions of philosophers and legal theorists in the field of researching the legal reality problems are analyzed and compared. The categories of «legal reality», «legal life», «legal system» as phenomena of social reality interacting with each other and constituting the broadest philosophical and legal category of «legal reality» are considered. The result of the research is the consideration of legal reality as the most general category, which includes the entire spectrum of legal phenomena occurring in social life. The legal reality research is considered to be the basic requirement of modern humanitarian science, which aims to ensure the most complete the human personality development in harmony with public interests and needs, the most important of which are mediated through law and legislation. The main determining the right reality problems are highlighted, which are due to a wide range of the phenomenon under consideration, a large constituent elements number, a different law understanding and the elements included in this category. Legal reality is a complex category, it is the real existence of legal matter as a type of social reality, which is characterized by universal existence forms of matter: space, time, movement.
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Ackermann, Robert, and R. Tuomela. "Science, Action and Reality." Philosophical Review 96, no. 4 (October 1987): 585. http://dx.doi.org/10.2307/2185394.

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Cleary, John J. "Science, Universals, and Reality." Ancient Philosophy 7 (1987): 95–130. http://dx.doi.org/10.5840/ancientphil198778.

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Walker, Robert S. "Science and Political Reality." Science 269, no. 5221 (July 14, 1995): 146–47. http://dx.doi.org/10.1126/science.269.5221.146.c.

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Dissertations / Theses on the topic "Reality science"

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Crompton, R. J. R. "Science and reality." Thesis, University of Oxford, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.305815.

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Ralston, Stuart Edward. "Virtual reality science centre exhibits." Thesis, University of Canterbury. Computer Science, 1994. http://hdl.handle.net/10092/9275.

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Virtual Reality (VR) systems have become widely recognised by the public as a result of media attention, but the cost of the underlying hardware has limited research in the field. Recent improvements in computing power, rendering software, and their availability have started to lower the price of personal VR system components, allowing VR to become an increasingly affordable technology. Science centre exhibits have traditionally been a starting point for high impact science products, presenting them directly to the public. VR technology is currently in a state where its introduction into a science centre is feasible. This thesis describes three computer-based science exhibits that have been designed and introduced to the Science Alive! science centre in Christchurch, New Zealand. The first exhibit, called Juggling In a Virtual Environment (JIVE), teaches the user to juggle virtual objects in VR. The exhibit was constructed using an IBM compatible personal computer, a modified Mattei PowerGlove, a data projector, a 2 metre by 1.5 metre fabric screen, and public domain rendering software. The main advantages of the system are that it is economical and it attempts to teach skills that are otherwise difficult to learn. Overall, the PowerGlove proved to be unreliable due to background noise, a restricted working angle of the ultrasonic tracking, and a high breakage rate of the finger sensors. The second exhibit, called Cybertennis, was constructed using the same hardware as JIVE, except for modifying the breakage-prone PowerGlove into a bat. A new virtual world was designed to allow the user to play a game of tennis with an artificial opponent. The third exhibit, called the Data Digester, is an electronic questionnaire; consisting of a Macintosh personal computer, a touch screen device, and HyperCard developing software. The Data Digester gathers information for market research, demographic investigations, and exhibit evaluation.
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Bell, Catherine. "Science with personality: reality science - the future of science communication." Thesis, Canberra, ACT : The Australian National University, 2011. http://hdl.handle.net/1885/8746.

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In this sub-thesis I introduce the idea of Reality Science. Reality science involves the telling of personal stories, such as with autobiography, biography, mentoring, documentaries, profiles and public lectures. The importance of reality science in shaping positive stereotypes and perceptions of science is discussed and ways of approaching reality science is given. Reality science can be used to encourage, inspire and inform people of the various roles scientists play and the diversity of science, breaking down stereotypes and normalising science and scientists. Reality science gives us insight into the minds of the scientists and the nature of the science. They inspire people, inform people and create controversy. Reality science is a tool the contemporary scientist can use to encourage new scientists into their field, inform the public about their research in a less typically scientific manner, and inspire their colleagues to do the same. Reality science can contribute to creating a more accurate public perception of science, as more and more realities will create more relevant stereotypes and bridge the gap by creating dialogues; dialogues between author and audience, and between third parties, depending on the type of reality science used. To demonstrate reality science, an artefact is included. This artefact is in the form of a book, and is entitled Colours of the South. This shows how reality science can be used to break down barriers, create new perceptions and encourage engagement with science.
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Drews, Timothy. "Shared augmented reality: a framework for networked augmented reality applications." Thesis, McGill University, 2013. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=119674.

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In this thesis we detail the development of a software framework for networked augmented reality applications. We discuss vision-based tracking of planar surfaces, sensor fusion based pose estimation, and the overall implementation of our system. The primary focus of this thesis is our sensor fusion based tracking approach, which uses a novel extended Kalman filter formulation that takes advantage of the group structure of rotations. We provide an extensive derivation of this formulation, and validate the approach using both simulation and ground truth data obtained via a motion capture system.
Dans cette thèse, nous détaillons le développement d'une architecture logicielle dédiée à réalité augmentée en réseau. Nous explorons plusieurs procédés de la vision numérique tels que la détection et suivi de surfaces planes et la localisation spatiale à partir de plusieurs capteurs et discutons de la conception de notre système. Cette thèse se concentre principalement sur la combination d'information sensorielle provenant de plusieurs sources. Notre technique utilise une nouvelle extension du filtre de Kalman qui exploite la structure des rotations. Nous offrons une dérivation extensive de cette formulation et nous validons cette approche d'une part par des données simulées mais aussi par des données réelles obtenues par un système de capture de mouvement.
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Cross, Julian Stamford. "Return to reality : a causal realist approach to re-construction in science teaching /." Connect to thesis, 2001. http://eprints.unimelb.edu.au/archive/0002048.

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Khan, Mina S. M. Massachusetts Institute of Technology. "Wonderland : constructionist science learning in mixed reality." Thesis, Massachusetts Institute of Technology, 2018. https://hdl.handle.net/1721.1/122896.

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Thesis: S.M., Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences, 2018
Cataloged from PDF version of thesis.
Includes bibliographical references (pages 95-99).
Science concepts lie at the heart of our everyday experiences, yet people feel disconnected from science because of the abstract way it is taught in schools. We wanted people to learn science concepts in the real world in playful ways, and used Mixed Reality (MR) to allow people to visualize and play with science concepts in the real world. We focused on Newtonian physics as our first science concept in Wonderland because Newtonian physics is commonly experienced by people in their everyday lives, especially in playful contexts, e.g., when they throw a ball. We created simple Newtonian physics tools, which served as building blocks of Newtonian physics systems to allow learners to build their own Newtonian physics models and puzzles for constructionist learning. We include different types of custom visualizations, e.g., graphs, velocity and acceleration vectors, etc, to allow the users to visualize the underlying physics of objects in scientifically accurate, yet intuitive ways. Our rewinding interface also enables users to play, pause, rewind, replay, speed up and slow down physics so that users can learn from repeated physics experimentation. We created two versions of Wonderland: a Hololens version for an immersive head-worn MR experience, and an ARKit version for a more widely accessible MR experience on iOS devices. Our experiments show that users enjoy solving Newtonian physics puzzles in Wonderland, and find the visuals and simulations helpful in understanding Newtonian physics concepts. We aim to further develop and deploy Wonderland to promote science learning and exploration in the real world.
by Mina Khan.
S.M.
S.M. Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences
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Tiiro, A. (Arttu). "Effect of visual realism on cybersickness in virtual reality." Master's thesis, University of Oulu, 2018. http://urn.fi/URN:NBN:fi:oulu-201802091218.

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Virtual reality has been developing rapidly and gaining popularity in the past years as new devices and applications have been released. It is utilized in many fields like entertainment, health and science. Virtual reality is characterized by head-mounted devices that can immerse the user to the virtual environment, but it has been found out to cause an undesirable side-effect called cybersickness. Cybersickness has been studied vastly for many years and it has roots in simulators and motion sickness studies. Cybersickness has many symptoms including nausea, headache, eye stress and dizziness. There are many factors that can cause cybersickness, but the root cause is still unclear whether it is caused by a mismatch between visual and vestibular system or by instabilities in posture. With modern devices and applications, visual realism has been developing far from the first wave of virtual reality in the 1990s, but there are not many studies that have been linking it to cybersickness. In this study, three graphical styles with different levels of graphical realism are compared to find out if high visual realism causes cybersickness. Cybersickness is measured with questionnaires that have become the standard in cybersickness studies. Results have been analyzed with quantitative methods. Results of the study indicate higher visual realism causes more cybersickness than lower visual realism. Increased level of detail in high visual realism graphics causes more visual flow and stronger sensory mismatches that causes cybersickness. Reduced details also reduce depth cues in the graphics and does not cause as strong mismatches between visual and vestibular systems.
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Kandikonda, Keerthi. "Using Virtual Reality and Augmented Reality to Teach Human Anatomy." University of Toledo / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1302096342.

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Bhattacharya, Devarun. "A framework for reality over web." Thesis, McGill University, 2013. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=119727.

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Video over the web is gaining a lot of popularity nowadays. Video is used as an information sharing mechanism in a number of spheres like communication, entertainment, and education. Video essentially transfers the visual and auditory information captured by the camera from a scene to a viewer. When videos are rendered over web browsers many opportunities emerge to provide additional information channels over the video.The Reality over Web (RoW) is an attempt at loading the video with additional information. RoW overlays a two way channel on top of the video which can transfer information between viewers of the video and actors present in the video. Using this mechanism the viewers can influence the happenings in the video or obtain additional information that is not readily available in the video about the scene.This thesis work developed an architecture for RoW and implemented a proof-of-concept prototype of RoW. One particular problem that is central to RoW is locating the devices in a video frame. This requires a locationing scheme that is highly accurate and does not require any special hardware support on the device side. Because existing schemes did not fit the requirements of RoW, this thesis research developed a new locationing scheme based on the directionality of high frequency sound waves. Once the devices have been detected, they are addressed on the video. The video is made interactive in a way that user gestures on the addressed area on the video are converted into commands and sent to the corresponding device. The experiments carried out with the prototype in a laboratory setting and inside a sound isolation room indicate thatour locationing scheme is capable of reaching the high-level of accuracy required by RoW.
De nos jours, la vidéo sur Internet se popularise de plus en plus. La vidéo est utilisée comme un mécanisme de partage d'informations dans un grand nombre des domaines, tels que la communication, le divertissement ou l'éducation. La vidéo sert essentiellement à transférer d'une scène à un spectateur, l'information visuelle et audio capturée à l'aide d'une caméra. Quand les vidéos sont rendues sur les navigateurs Web de nombreuses possibilités émergent pour fournir des canaux d'information supplémentaires sur ces vidéos.La RoW (Reality over Web) est une tentative de charger une vidéo avec des informations additionnelles. La RoW ajoute un lien bidirectionnel au dessus de la vidéo qui permet le transfert de l'information entre les spectateurs et les acteurs présents dans la vidéo. Grâce à ce mécanisme, les spectateurs peuvent influencer les évènements de la vidéo ou obtenir de l'information additionnelle qui n'est pas facilement accessible à propos de la scène. Dans ce travail nous avons développé une architecture pour la RoW et avons mis au point un système prototype de RoW, qui met en évidence le concept de l'emprise. Un problème particulier qui est au cœur de l'emprise est de localiser les périphériques dans une image vidéo. Cela nécessite un système de positionnement (locationing) qui doit être très précis et qui ne nécessite aucun support matériel spécial sur le côté de l'appareil. Puisque les systèmes existants ne répondaient pas à ces exigences, ce travail apporte une contribution au développement d'un nouveau système de positionnement (locationing) basé sur la directivité des ondes sonores à haute fréquence.Une fois les appareils détectés, ils sont appliqués (adressés) sur la vidéo. La vidéo est alors rendue interactive d'une manière qui permet de convertir les mouvements gestuels de l'utilisateur sur cette partie spécifique de la vidéo en des commandes appropriées à l'appareil correspondant. Les expériences menées avec le prototype développé dans un environnement de laboratoire et à l'intérieur d'une chambre d'isolement sonore indiquent que notre système de positionnement (locationing) est capable d'atteindre le haut niveau de précision requise par la RoW.
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Saw, Yihui. "Enlight : a projected augmented reality approach to science education." Thesis, Massachusetts Institute of Technology, 2014. http://hdl.handle.net/1721.1/100671.

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Thesis: M. Eng., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2014.
Cataloged from PDF version of thesis.
Includes bibliographical references (pages 73-77).
Advances in augmented reality (AR) interfaces create a new possibility for innovative learning tools in education. This thesis explores the application of a projected augmented reality system and its use in science education. Through this work, we provide some brief insights into the potential and challenges of using the projection augmented model in a learning environment. With a focus on physics education, we developed tangible simulations of magnetic fields and other phenomena through the means of augmentation. We describe also the means to integrate and apply AR in a classroom environment. Our investigation analyzes the effects of augmented reality on student learning outcomes and the usability of our model. Quantitative and qualitative evidence suggests that the projection augmented model may complement learning in ways that current interfaces and learning methods are lacking.
by Yihui Saw.
M. Eng.
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Books on the topic "Reality science"

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Uchigaki, Narayan. Transparent reality: Science, reality, and myth. Hanover, Mass: Christopher Pub. House, 1998.

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H, Price Richard. Imagination, science & reality. [Salt Lake City: University of Utah, 1992.

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Hicks, Laurel. Science: Order & reality. 2nd ed. Pensacola, Fla: A Beka Book, 1993.

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Tuomela, Raimo. Science, action, and reality. Dordrecht: D. Reidel, 1985.

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Tuomela, Raimo. Science, Action, and Reality. Dordrecht: Springer Netherlands, 1985. http://dx.doi.org/10.1007/978-94-009-5446-5.

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Marsonet, Michele. Science, reality, and language. Albany: State University of New York Press, 1995.

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Oderberg, David S. Classifying reality. Chichester, West Sussex, UK: Wiley-Blackwell, 2013.

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Hasimi, Cebrail. Philosophy of reality. Saratoga, CA: Millennial Mind Publishing, 2013.

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Rheingold, Howard. Virtual reality. New York: Simon & Schuster, 1992.

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Rheingold, Howard. Virtual reality. New York: Simon & Schuster, 1992.

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Book chapters on the topic "Reality science"

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Keller, Evelyn Fox. "Gender and Science." In Discovering Reality, 187–205. Dordrecht: Springer Netherlands, 2003. http://dx.doi.org/10.1007/978-94-010-0101-4_11.

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Sorondo, Marcelo SÁnchez. "Science and Reality." In Does the World Exist?, 821–33. Dordrecht: Springer Netherlands, 2004. http://dx.doi.org/10.1007/978-94-010-0047-5_52.

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Thorn, Colin E. "Science — the reality." In An Introduction to Theoretical Geomorphology, 9–23. Dordrecht: Springer Netherlands, 1988. http://dx.doi.org/10.1007/978-94-010-9441-2_2.

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Romanyshyn, Robert D. "Science and Reality." In Metaphors of Consciousness, 3–19. Boston, MA: Springer US, 1989. http://dx.doi.org/10.1007/978-1-4613-3802-4_1.

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Danermark, Berth, Mats Ekström, and Jan Ch Karlsson. "Science and reality." In Explaining Society, 17–36. Second edition. | Abingdon, Oxon; New York, NY: Routledge, 2019. | Series: Routledge studies in critical realism | Translation of the author’s book Att fèorklara samhèallet.: Routledge, 2019. http://dx.doi.org/10.4324/9781351017831-2.

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Weik, Martin H. "reality." In Computer Science and Communications Dictionary, 1422. Boston, MA: Springer US, 2000. http://dx.doi.org/10.1007/1-4020-0613-6_15578.

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Hanlon, Michael. "What is reality, really?" In 10 Questions Science Can’t Answer (Yet), 171–86. London: Palgrave Macmillan UK, 2007. http://dx.doi.org/10.1007/978-1-137-51091-4_11.

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Li, Ze-Nian, Mark S. Drew, and Jiangchuan Liu. "Augmented Reality and Virtual Reality." In Texts in Computer Science, 737–61. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-62124-7_20.

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Mazzola, Guerino, Maria Mannone, Yan Pang, Margaret O’Brien, and Nathan Torunsky. "Physical Reality." In Computational Music Science, 13–32. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-47334-5_3.

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Mazzola, Guerino, Maria Mannone, Yan Pang, Margaret O’Brien, and Nathan Torunsky. "Psychological Reality." In Computational Music Science, 33–47. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-47334-5_4.

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Conference papers on the topic "Reality science"

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Milton, Graeme W., and Nicolae-Alexandru P. Nicorovici. "Cloaking: Science Fiction or Reality?" In Photonic Metamaterials: From Random to Periodic. Washington, D.C.: OSA, 2006. http://dx.doi.org/10.1364/meta.2006.tua3.

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Virata, Rholeo O., and Johan Daryll L. Castro. "Augmented reality in science classroom." In the 10th International Conference. New York, New York, USA: ACM Press, 2019. http://dx.doi.org/10.1145/3306500.3306556.

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Singer, Peter W. "What Inspires Them: Science Fiction’s Impact on Science Reality." In ACADIA 2009: reForm. ACADIA, 2009. http://dx.doi.org/10.52842/conf.acadia.2009.032.

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Malinetskiy, Georgy, and 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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Shaytura, Sergey, Leonid Olenev, Alexey Nedelkin, Konstantin Ordov, Alina Minitaeva, and Galina Guzhina. "Mixed Reality in Education and Science." In 2021 3rd International Conference on Control Systems, Mathematical Modeling, Automation and Energy Efficiency (SUMMA). IEEE, 2021. http://dx.doi.org/10.1109/summa53307.2021.9632140.

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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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Roberts, David J., Arturo S. Garcia, Janki Dodiya, Robin Wolff, Allen J. Fairchild, and Terrence Fernando. "Collaborative telepresence workspaces for space operation and science." In 2015 IEEE Virtual Reality (VR). IEEE, 2015. http://dx.doi.org/10.1109/vr.2015.7223402.

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De Silva, Wendy, Piumi Naranpanawa, Upeka Hettihewa, Pramudi Liyanage, Uthpala Samarakoon, and Nelum Amarasena. "Science Zone: An Augmented Reality based Mobile Application for Science." In 2020 2nd International Conference on Advancements in Computing (ICAC). IEEE, 2020. http://dx.doi.org/10.1109/icac51239.2020.9357153.

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"VIRTUAL REALITY." In Russian science: actual researches and developments. Samara State University of Economics, 2019. http://dx.doi.org/10.46554/russian.science-2019.10-1-72/75.

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Volnov, Ilya Nikolaevich. "Science and art. Personalization." In 5th International Conference “Futurity designing. Digital reality problems”. Keldysh Institute of Applied Mathematics, 2022. http://dx.doi.org/10.20948/future-2022-22.

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The crisis of the scientific format of thinking is considered and one of its manifestations is personalization, which takes place today in all basic forms of human activity. On the basis of structural dynamics and an appeal to ancient ideas about time, it is shown that Kuznetsov’s writing – a vivid example of modern visual media, is a new form of personalized art and an adequate response to the crisis of the scientific format of thinking.
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Reports on the topic "Reality science"

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Brooks, Jr, and Frederick P. Grasping Reality Through Illusion: Interactive Graphics Serving Science. Fort Belvoir, VA: Defense Technical Information Center, March 1988. http://dx.doi.org/10.21236/ada201086.

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Oleksiuk, Vasyl P., and Olesia R. Oleksiuk. Exploring the potential of augmented reality for teaching school computer science. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4404.

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The article analyzes the phenomenon of augmented reality (AR) in education. AR is a new technology that complements the real world with the help of computer data. Such content is tied to specific locations or activities. Over the last few years, AR applications have become available on mobile devices. AR becomes available in the media (news, entertainment, sports). It is starting to enter other areas of life (such as e-commerce, travel, marketing). But education has the biggest impact on AR. Based on the analysis of scientific publications, the authors explored the possibilities of using augmented reality in education. They identified means of augmented reality for teaching computer science at school. Such programs and services allow students to observe the operation of computer systems when changing their parameters. Students can also modify computer hardware for augmented reality objects and visualize algorithms and data processes. The article describes the content of author training for practicing teachers. At this event, some applications for training in AR technology were considered. The possibilities of working with augmented reality objects in computer science training are singled out. It is shown that the use of augmented reality provides an opportunity to increase the realism of research; provides emotional and cognitive experience. This all contributes to engaging students in systematic learning; creates new opportunities for collaborative learning, develops new representations of real objects.
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Shyshkina, Mariya P., and Maiia V. Marienko. Augmented reality as a tool for open science platform by research collaboration in virtual teams. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3755.

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The provision of open science is defined as a general policy aimed at overcoming the barriers that hinder the implementation of the European Research Area (ERA). An open science foundation seeks to capture all the elements needed for the functioning of ERA: research data, scientific instruments, ICT services (connections, calculations, platforms, and specific studies such as portals). Managing shared resources for the community of scholars maximizes the benefits to society. In the field of digital infrastructure, this has already demonstrated great benefits. It is expected that applying this principle to an open science process will improve management by funding organizations in collaboration with stakeholders through mechanisms such as public consultation. This will increase the perception of joint ownership of the infrastructure. It will also create clear and non-discriminatory access rules, along with a sense of joint ownership that stimulates a higher level of participation, collaboration and social reciprocity. The article deals with the concept of open science. The concept of the European cloud of open science and its structure are presented. According to the study, it has been shown that the structure of the cloud of open science includes an augmented reality as an open-science platform. An example of the practical application of this tool is the general description of MaxWhere, developed by Hungarian scientists, and is a platform of aggregates of individual 3D spaces.
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Pochtoviuk, Svitlana I., Tetiana A. Vakaliuk, and Andrey V. Pikilnyak. Possibilities of application of augmented reality in different branches of education. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3756.

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Augmented reality has a great impact on the student in the presentation of educational material: objects of augmented reality affect the development of facial expressions, attention, stimulate thinking, and increase the level of understanding of information. Its implementation in various spheres has indisputable advantages: realism, clarity, application in many industries, information completeness and interactivity. That is why the study presents the possibilities of using augmented reality in the study of mathematics, anatomy, physics, chemistry, architecture, as well as in other fields. The comparison of domestic and foreign proposals for augmented reality is presented. The use of augmented reality in various fields (technology, entertainment, science and medicine, education, games, etc.) should be well thought out and pedagogically appropriate. That is why in the future it is planned to conduct research on the feasibility of using augmented reality and to develop elements of augmented reality accordingly.
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Merzlykin, Olexandr, and Iryna Topolova. Developing of Key Competencies by Means of Augmented Reality in Science and Language Integrated Learning. [б. в.], May 2018. http://dx.doi.org/10.31812/123456789/2897.

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Using of new learning and IC technologies is necessary for effective learning of modern students. That is why it can be reasonable to introduce augmented reality and content-language integrated learning in educational process. Augmented reality helps create firm links between real and virtual objects. Content and language integrated learning provides immersion in an additional language and creates challenging group and personal tasks in language and non-language subjects. Using these technologies in complex provides social and ICT mobility and creates positive conditions for developing 9 of 10 key competencies. The paper deals with the features, problems and benefits of these technologies’ implementation in secondary schools.
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Kompaniets, Alla, Hanna Chemerys, and Iryna Krasheninnik. Using 3D modelling in design training simulator with augmented reality. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3740.

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The article is devoted to the theoretical consideration of the problem and the use of innovative technologies in the educational process in the educational establishment of secondary education in the process of studying the school course of computer science. The main advantages of using educational simulators in the educational process are considered, based on the new state standard of basic and complete general secondary education. Based on the analysis of scientific and methodological literature and network sources, the features of the development of simulators for educational purposes are described. Innovative tools for simulator development have been investigated, as augmented reality with the use of three-dimensional simulation. The peculiarities of using a simulator with augmented reality when studying the topic of algorithmization in the course of studying a school computer science are considered. The article also describes the implementation of augmented reality simulator for the formation of algorithmic thinking skills by students, presents the results of development and describes the functionality of the software product. In the further prospects of the study, it is planned to conduct an experimental study to determine the effectiveness of the use of software development in the learning process.
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Merzlykin, Olexandr V., Iryna Yu Topolova, and Vitaliy V. Tron. Developing of Key Competencies by Means of Augmented Reality at CLIL Lessons. [б. в.], November 2018. http://dx.doi.org/10.31812/123456789/2661.

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Using of new learning and IC technologies is necessary for effective learning of modern students. Their specific educational needs are: using of mobile ICTs, collaboration, challenging tasks and entertainment. Appropriate learning environment should be created to satisfy all these demands. It ought to deal with cloud-based technologies (for 24/7 access, individual and group work according to a personal schedule), augmented reality (for creating of firm links between real and virtual objects), content and language integrated learning (for immersion in an additional language and creation challenging groups and personal tasks in language and non-language subjects). Using these technologies in complex provides social and ICT mobility and creates positive conditions for developing 9 of 10 key competencies. The paper deals with the features, problems and benefits of technologies’ implementation in secondary schools. To sum up, in spite of all difficulties, this environment helps students to get some practical experience in using foreign languages and understanding abstract nature concepts; to develop language and research competencies and to remain motivated (and self-motivated) in learning Science and English.
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Shapovalov, Yevhenii B., Zhanna I. Bilyk, Artem I. Atamas, Viktor B. Shapovalov, and Aleksandr D. Uchitel. The Potential of Using Google Expeditions and Google Lens Tools under STEM-education in Ukraine. [б. в.], November 2018. http://dx.doi.org/10.31812/123456789/2665.

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The expediency of using the augmented reality in the case of using of STEM-education in Ukraine is shown. The features of the augmented reality and its classification are described. The possibilities of using the Google Expeditions and Google Lens as platforms of the augmented reality is analyzed. A comparison, analysis, synthesis, induction and deduction was carried out to study the potential of using augmented reality platforms in the educational process. Main characteristics of Google Expeditions and Google Lens are described. There determined that augmented reality tools can improve students motivation to learn and correspond to trends of STEM-education. However, there problems of using of augmented reality platforms, such as the lack of awareness of this system by teachers, the lack of guidance, the absence of the Ukrainian-language interface and responding of educational programs of the Ministry of Education and Science of Ukraine. There proposed to involve methodical and pedagogical specialists to development of methodical provision of the tools of augmented reality.
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liu, cong, xing wang, rao chen, and jie zhang. Meta-analyses of the Effects of Virtual Reality Training on Balance, Gross Motor Function and Daily Living Ability in Children with Cerebral Palsy. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, April 2022. http://dx.doi.org/10.37766/inplasy2022.4.0137.

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Review question / Objective: Cerebral palsy (CP) is a non-progressive, persistent syndrome occurring in the brain of the fetus or infant[1]. The prevalence of CP is 0.2% worldwide, and the prevalence can increase to 20-30 times in preterm or low birth weight newborns. There are about 6 million children with CP in China, and the number is increasing at a rate of 45,000 per year. Virtual reality (VR) refers to a virtual environment that is generated by a computer and can be interacted with.VR can mobilize the visual, auditory, tactile and kinesthetic organs of CP, so that they can actively participate in the rehabilitation exercise. Information sources: Two researchers searched 5 databases, including Pubmed (N=82), Embase (N=191), The Cochrane Library (N=147), Web of Science (N=359) and CNKI (N=11).
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Shamonia, Volodymyr H., Olena V. Semenikhina, Volodymyr V. Proshkin, Olha V. Lebid, Serhii Ya Kharchenko, and Oksana S. Lytvyn. Using the Proteus virtual environment to train future IT professionals. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3760.

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Based on literature review it was established that the use of augmented reality as an innovative technology of student training occurs in following directions: 3D image rendering; recognition and marking of real objects; interaction of a virtual object with a person in real time. The main advantages of using AR and VR in the educational process are highlighted: clarity, ability to simulate processes and phenomena, integration of educational disciplines, building an open education system, increasing motivation for learning, etc. It has been found that in the field of physical process modelling the Proteus Physics Laboratory is a popular example of augmented reality. Using the Proteus environment allows to visualize the functioning of the functional nodes of the computing system at the micro level. This is especially important for programming systems with limited resources, such as microcontrollers in the process of training future IT professionals. Experiment took place at Borys Grinchenko Kyiv University and Sumy State Pedagogical University named after A. S. Makarenko with students majoring in Computer Science (field of knowledge is Secondary Education (Informatics)). It was found that computer modelling has a positive effect on mastering the basics of microelectronics. The ways of further scientific researches for grounding, development and experimental verification of forms, methods and augmented reality, and can be used in the professional training of future IT specialists are outlined in the article.
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