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Journal articles on the topic 'Tangible'

Author: Grafiati

Published: 4 June 2021

Last updated: 26 January 2023

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1

Rowland, Charity, and Philip Schweigert. "Tangible symbols, tangible outcomes." Augmentative and Alternative Communication 16, no. 2 (January 2000): 61–78. http://dx.doi.org/10.1080/07434610012331278914.

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2

Lee, Joong-Jae, Hyun-Jin Lee, Mun-Ho Jeong, SeongWon Jeong, and Bum-Jae You. "Tangible Tele-Meeting in Tangible Space Initiative." Journal of Electrical Engineering and Technology 9, no. 2 (March 1, 2014): 762–70. http://dx.doi.org/10.5370/jeet.2014.9.2.762.

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3

De Hamel, Christopher. "TANGIBLE ARTIFACTS." RBM: A Journal of Rare Books, Manuscripts, and Cultural Heritage 1, no. 1 (March 1, 2000): 27–29. http://dx.doi.org/10.5860/rbm.1.1.171.

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Some libraries call them ‘Special Collections’. Others describe the same remote rooms as ‘Rare Book Collections’. They are usually upstairs somewhere, along the end of untrodden corridors lined with posters of obsolete exhibitions. There is generally a minuscule reading-room with no windows and long tables, often with an even more minuscule librarian trying to appear inconspicuous and busy simultaneously behind boxes of uncataloged archives. With any luck, they will admit you into the book stacks themselves. The first thing you notice as the door is unlocked is the most wonderful smell—that intoxicating, exhilarating, overwhelming and irresistibly exciting smell of old . . .

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4

Brown, Stephen. "Tangible Benefits." CFA Institute Magazine 16, no. 5 (September 2005): 46–47. http://dx.doi.org/10.2469/cfm.v16.n5.2951.

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5

Gijbels, Jolien. "Tangible Memories." Rijksmuseum Bulletin 63, no. 3 (September 15, 2015): 228–57. http://dx.doi.org/10.52476/trb.9830.

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6

Stanton, C. ""Tangible Things"." Journal of American History 98, no. 3 (November 29, 2011): 776–79. http://dx.doi.org/10.1093/jahist/jar452.

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7

Manshaei, Roozbeh, Sean DeLong, Uzair Mayat, Dhrumil Patal, Matthew Kyan, and Ali Mazalek. "Tangible BioNets." Proceedings of the ACM on Human-Computer Interaction 3, EICS (June 13, 2019): 1–22. http://dx.doi.org/10.1145/3331156.

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8

Stoker, David. "Tangible Deposits." Journal of Librarianship and Information Science 29, no. 2 (June 1997): 65–68. http://dx.doi.org/10.1177/096100069702900201.

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9

Scarlatos, Lori L. "Tangible math." Interactive Technology and Smart Education 3, no. 4 (November 2006): 293–309. http://dx.doi.org/10.1108/17415650680000069.

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10

Wang, Meng, and Haipeng Mi. "Tangible Tetris." Leonardo 52, no. 2 (April 2019): 182–83. http://dx.doi.org/10.1162/leon_a_01693.

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Tangible Tetris is a mixed-reality interactive game allowing play with a physical transformable tetromino in a virtual playfield. The extension from game world to the physical brings plenty of new characteristics, strategies and fun to the classic game, as well as more possibilities in interactive art.

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11

Francl, Michelle. "Tangible assets." Nature Chemistry 5, no. 3 (February 20, 2013): 147–48. http://dx.doi.org/10.1038/nchem.1585.

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12

Highland, Esther H. "Tangible losses." Computers & Security 7, no. 3 (June 1988): 324. http://dx.doi.org/10.1016/0167-4048(88)90071-5.

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13

Wheeler, Robert. "Tangible sentiments." Bulletin of the Royal College of Surgeons of England 98, no. 1 (January 2016): 44. http://dx.doi.org/10.1308/rcsbull.2015.44.

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Ahmad, Imtiaz, Rosta Farzan, Apu Kapadia, and Adam J. Lee. "Tangible Privacy." Proceedings of the ACM on Human-Computer Interaction 4, CSCW2 (October 14, 2020): 1–28. http://dx.doi.org/10.1145/3415187.

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15

Djusar, Syahtriatna, Muhamad Sadar, and Elvira Asril. "Analisa Kualitas Layanan Sistem Smart Unilak Menggunakan Servqual Method." Digital Zone: Jurnal Teknologi Informasi dan Komunikasi 11, no. 2 (November 21, 2020): 278–90. http://dx.doi.org/10.31849/digitalzone.v11i2.5331.

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Keberhasilan suatu layanan, dilihat dari sisi pandang / persepsi user dari Sistem Informasi tersebut. Pengguna menggunakan persepsinya, untuk menilai secara keseluruhan terhadap kualitas sistem informasi. Tujuan dari penelitian ini untuk mengetahui pengaruh dimensi Service Quality (servqual) yakni Tangibles, Reliability, Responsiveness, Assurance dan Empathy, terhadap Kualitas Layanan yang terkait dengan Kepuasan Mahasiswa sebagai Pengguna SMART Unilak di layanan PDPT Unilak. Dari 981 mahasiswa Fasilkom, maka yang menjadi objek penelitian ini adalah 64 mahasiswa yang mengisi kuisioner dan sesuai kriteria. Dalam penelitian ini teknik sampling yang digunakan yaitu Nonprobability sampling dengan teknik purposive sampling dengan kriteria yang ditetapkan adalah mahasiswa aktif, pernah menggunakan Smart Unilak dan pernah berhubungan langsung dengan layanan PDPT Unilak. Hasil uji korelasi memperlihatkan hubungan positif serta signifikan dari 5 (lima) variable bebas, yaitu variabel assurance, tangible, reliability, responsiveness, serta empathy dari Kualitas Layanan Sistem Informasi SMART Unilak. Kontribusi variabel tangibles; reliabilitys; responsivenes; assurance, serta empathy untuk menambah Kualitas Layanan pada PDPT Unilak secara berurutan adalah sebesar 17.90%, 4.60%, 30.76%, 45.92%, -11.13%. Sesuai perhitungan skor Service Quality, maka diperoleh kesenjangan atau Gap untuk masing-masing variabel bebas yiatu tangibl; reliability; responsiveness; assurance; dan empathy yang nilainya secara berurut adalah -0.8, -0.55, -0.69, -0.75, -0.59. Hasil penelitian menunjukkan masih kurang baiknya kualitas dari tangible; reliability; responsiveness; assurance; dan empathy, serta tingkat kepuasan pengguna terhadap Kualitas Layanan Sistem Informasi SMART Unilak pada PDPT Unilak masih kurang puas. Kata kunci: Kualitas Layanan, Smart Unilak, Servqual, Sistem Informasi Abstract The success of a service, seen from the point of view / user perception of the Information System. Users use their perceptions, to assess the overall quality of the information system. The purpose of this study was to determine the effect of Service Quality (servqual) dimensions, namely Tangibles, Reliability, Responsiveness, Assurance and Empathy, on Service Quality related to Student Satisfaction as Unilak SMART Users in Unilak PDPT services. Of the 981 students of Fasilkom, 64 students filled out the questionnaire according to the criteria. In this study, the sampling technique used was nonprobability sampling with purposive sampling technique with the criteria set were active students, had used Smart Unilak and had direct contact with PDPT Unilak services. The results of the correlation test show a positive and significant relationship from 5 (five) independent variables, namely the assurance, tangible, reliability, responsiveness, and empathy variables of the Unilak SMART Information System Service Quality. Contribution of the tangibles variable; reliabilitys; responsivenes; assurance, and empathy to increase Service Quality at PDPT Unilak were 17.90%, 4.60%, 30.76%, 45.92%, -11.13%, respectively. In accordance with the calculation of the Service Quality score, a gap is obtained for each of the independent variables, namely tangibl; reliability; responsiveness; assurance; and empathy whose values are -0.8, -0.55, -0.69, -0.75, -0.59 respectively. The results showed that the quality of the tangible was not good enough; reliability; responsiveness; assurance; and empathy, and the level of user satisfaction with the Unilak SMART Information System Service Quality at PDPT Unilak is still not satisfied. Keywords: Service of Quality, Smart Unilak, Servqual, Information Systems.

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16

Dianningsih, Dianningsih. "STRATEGY OF SERICE QUALITY AND PROMOTION OF STUDENT’ TRUST, SATISFACTION AND LOYALTY ( Research on STIE Harapan Bangsa Purwokerto)." EXCELLENT 5, no. 2 (December 21, 2018): 226–41. http://dx.doi.org/10.36587/exc.v5i2.390.

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The purpose of this research is to know the influence of tangible, reliability, responsiveness, assurance, emphaty, promotion on trust and satisfaction on the loyality of college student in the STIKES Harapan Bangsa Purwokerto. This study is a survey. The data is primary data taken by sampling method, as many as 128 respondents. Data analyzed with validity and reliability test, partial test ( t test ), simultaneously test ( F test ), R-square and path analysis. T test result shows that : physical evidenc is significant positive effect on satisfaction, location is insignific tangibels is significant positive effect on trust, reliability is significant positive effect on trust, responsiveness is significant positive effect on trust, assurance is insignificant negative effect on trust, emphaty is significant positive effect on trust, promotion is significant positive effect on trust, tangible is significant positive effect on satisfaction, reliability is significant positive effect on satisfaction, responsivveness is significant positive effect on satisfaction, assurance is significant positive effect on satisfaction, emphaty is insignificant positive effect on satisfaction,promotion is insignificant negative effect on satisfaction, tangibel is significant positive effect on loyality, reliability is insignificant positive effect on loyality, responsivveness is insignificant positive effect on loyality, assurance is insignificant positive effect on loyality, emphaty is insignificant negative effect on loyality, promotion is significant positive effect on loyality, trust is significant positive effect on loyality, satisfaction is significant positive effect on loyality. F test result shows that simultaneously tangible, reliability, responsiveness, assurance, emphaty, promotion, trust and satisfaction has significant positive effect on the performance. R-square test result shows that 92,9 % variation of loyality can be explained by tangible, reliability, responsiveness, assurance, emphaty, promotion, trust and satisfaction the remaining 7,1% is explained by other factors out of the model. Based on a total leverage to improve loyality will be more effective if through increased promotion. Keywords : tangible, reliability, responsiveness, assurance, emphaty, promotion, trust, satisfaction and loyality

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17

고희동, Byounghyun Yoo, and Daeil Seo. "Webized Tangible Space." Journal of the Korea Computer Graphics Society 23, no. 3 (July 2017): 77–85. http://dx.doi.org/10.15701/kcgs.2017.23.3.77.

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18

McIntosh, Elizabeth, and Robert Moss. "Making pH Tangible." American Biology Teacher 57, no. 3 (March 1, 1995): 182–83. http://dx.doi.org/10.2307/4449958.

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19

Hiscott, Laura. "History made tangible." Physics World 34, no. 8 (September 1, 2021): 51ii. http://dx.doi.org/10.1088/2058-7058/34/08/35.

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20

Klassen, Filiz. "Tangible to Intangible." International Journal of Art & Design Education 22, no. 1 (February 2003): 92–99. http://dx.doi.org/10.1111/1468-5949.00342.

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21

Hiller, Patrick T. "Teaching Tangible Peace." Peace Review 30, no. 3 (July 3, 2018): 279–84. http://dx.doi.org/10.1080/10402659.2018.1495804.

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22

Weiss, Laura. "Developing tangible strategies." Design Management Journal (Former Series) 13, no. 1 (June 10, 2010): 33–38. http://dx.doi.org/10.1111/j.1948-7169.2002.tb00296.x.

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23

Rosenberg, Daniel. "Revisiting tangible speculation." Interactions 13, no. 1 (January 2006): 31–32. http://dx.doi.org/10.1145/1109069.1109089.

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24

Baldwin, Mark S., Gillian R. Hayes, Oliver L. Haimson, Jennifer Mankoff, and Scott E. Hudson. "The Tangible Desktop." ACM Transactions on Accessible Computing 10, no. 3 (August 11, 2017): 1–28. http://dx.doi.org/10.1145/3075222.

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25

Lavery, Carl. "Animating Tangible Futures." Performance Research 24, no. 6 (August 18, 2019): 29–37. http://dx.doi.org/10.1080/13528165.2019.1686591.

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26

Elliott, Conal M. "Tangible functional programming." ACM SIGPLAN Notices 42, no. 9 (October 2007): 59–70. http://dx.doi.org/10.1145/1291220.1291163.

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27

Séquin, Carlo H. "Making graphics tangible." Computers & Graphics 37, no. 3 (May 2013): 148–64. http://dx.doi.org/10.1016/j.cag.2013.01.011.

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28

Stoker, D. "Editorial: Tangible Deposits." Journal of Librarianship and Information Science 29, no. 2 (June 1, 1997): 65–68. http://dx.doi.org/10.1177/0961000974243852.

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29

Dalsgaard, Peter, and Kim Halskov. "Tangible 3D tabletops." Interactions 21, no. 5 (September 2014): 42–47. http://dx.doi.org/10.1145/2658859.

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30

Salloum, Jayce. "in/tangible cartographies." Third Text 19, no. 1 (January 2005): 27–31. http://dx.doi.org/10.1080/09528820412331318532.

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31

Cardoso, Jorge C. S., and Jorge M. Ribeiro. "Tangible VR Book: Exploring the Design Space of Marker-Based Tangible Interfaces for Virtual Reality." Applied Sciences 11, no. 4 (February 3, 2021): 1367. http://dx.doi.org/10.3390/app11041367.

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Tangible User Interface (TUI) represents a huge potential for Virtual Reality (VR) because tangibles can naturally provide rich haptic cues which are often missing in VR experiences that make use of standard controllers. We are particularly interested in implementing TUIs for smartphone-based VR, given the lower usage barrier and easy deployment. In order to keep the overall system simple and accessible, we have explored object detection through visual markers, using the smartphone’s camera. In order to help VR experience designers, in this work we present a design space for marker-based TUI for VR. We have mapped this design space by developing several marker-based tangible interaction prototypes and through a formative study with professionals with different backgrounds. We then instantiated the design space in a Tangible VR Book which we evaluate with remote user studies inspired by the vignette methodology.

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32

Shaer, Orit, Michael S. Horn, and Robert J. K. Jacob. "Tangible user interface laboratory: Teaching tangible interaction design in practice." Artificial Intelligence for Engineering Design, Analysis and Manufacturing 23, no. 3 (June 17, 2009): 251–61. http://dx.doi.org/10.1017/s0890060409000225.

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AbstractTangible interaction is an emerging field of human–computer interaction that links the digital and the physical worlds by embedding computation in physical artifacts and environments. This paper shares our experience teaching tangible interaction over the past 4 years in an interdisciplinary, project-based laboratory course at Tufts University. Although the course is offered through the Computer Science Department, it reflects the multidisciplinary nature of the field, merging product engineering practices with a design studio approach. With a diverse mix of students, this approach has fostered creativity and hands-on learning. Throughout the course students have created innovative interfaces that not only capture fundamental concepts of tangible interaction but also contribute novel techniques for supporting collaborative design. We discuss examples of student-created interfaces and illustrate the relationship between the methods employed in the course and the artifacts created. We also share our recommendations for implementing such a course in institutions with constraints similar to ours including a limited budget and minimal laboratory space.

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Lehtonen, Daranee, Jorma Joutsenlahti, and Päivi Perkkilä. "Multimodal Communication and Peer Interaction during Equation-Solving Sessions with and without Tangible Technologies." Multimodal Technologies and Interaction 7, no. 1 (January 11, 2023): 6. http://dx.doi.org/10.3390/mti7010006.

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Despite the increasing use of technologies in the classroom, there are concerns that technology-enhanced learning environments may hinder students’ communication and interaction. In this study, we investigated how tangible technologies can enhance students’ multimodal communication and interaction during equation-solving pair work compared to working without such technologies. A tangible app for learning equation solving was developed and tested in fourth- and fifth-grade classrooms with two class teachers and 24 students. Video data of the interventions were analysed using deductive and inductive content analysis. Coded data were also quantified for quantitative analysis. Additionally, teacher interview data were used to compare and contrast the findings. The findings showed that the tangible app better promoted students’ multimodal communication and peer interaction than working only with paper and pencil. When working in pairs, tangible-app students interacted with one another much more often and in more ways than their paper-and-pencil peers. The implications of this study are discussed in terms of its contributions to research on tangible technologies for learning, educational technology development, and the use of tangibles in classrooms to support students’ multimodal communication and peer interaction.

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Pontual Falcão, Taciana. "Tangible Representational Properties: Implications for Meaning Making." Multimodal Technologies and Interaction 2, no. 3 (September 5, 2018): 54. http://dx.doi.org/10.3390/mti2030054.

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Tangible technologies are considered promising tools for learning, by enabling multimodal interaction through physical action and manipulation of physical and digital elements, thus facilitating representational concrete–abstract links. A key concept in a tangible system is that its physical components are objects of interest, with associated meanings relevant to the context. Tangible technologies are said to provide ‘natural’ mappings that employ spatial analogies and adhere to cultural standards, capitalising on people’s familiarity with the physical world. Students with intellectual disabilities particularly benefit from interaction with tangibles, given their difficulties with perception and abstraction. However, symbolic information does not always have an obvious physical equivalent, and meanings do not reside in the representations used in the artefacts themselves, but in the ways they are manipulated and interpreted. In educational contexts, meaning attached to artefacts by designers is not necessarily transparent to students, nor interpreted by them as the designer predicted. Using artefacts and understanding their significance is of utmost importance for the construction of knowledge within the learning process; hence the need to study the use of the artefacts in contexts of practice and how they are transformed by the students. This article discusses how children with intellectual disabilities conceptually interpreted the elements of four tangible artefacts, and which characteristics of these tangibles were key for productive, multimodal interaction, thus potentially guiding designers and educators. Analysis shows the importance of designing physical-digital semantic mappings that capitalise on conceptual metaphors related to children’s familiar contexts, rather than using more abstract representations. Such metaphorical connections, preferably building on physical properties, contribute to children’s comprehension and facilitate their exploration of the systems.

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Harmon, Brendan A., Anna Petrasova, Vaclav Petras, Helena Mitasova, and Ross Meentemeyer. "Tangible topographic modeling for landscape architects." International Journal of Architectural Computing 16, no. 1 (January 23, 2018): 4–21. http://dx.doi.org/10.1177/1478077117749959.

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We present Tangible Landscape—a technology for rapidly and intuitively designing landscapes informed by geospatial modeling, analysis, and simulation. It is a tangible interface powered by a geographic information system that gives three-dimensional spatial data an interactive, physical form so that users can naturally sense and shape it. Tangible Landscape couples a physical and a digital model of a landscape through a real-time cycle of physical manipulation, three-dimensional scanning, spatial computation, and projected feedback. Natural three-dimensional sketching and real-time analytical feedback should aid landscape architects in the design of high performance landscapes that account for physical and ecological processes. We conducted a series of studies to assess the effectiveness of tangible modeling for landscape architects. Landscape architecture students, academics, and professionals were given a series of fundamental landscape design tasks—topographic modeling, cut-and-fill analysis, and water flow modeling. We assessed their performance using qualitative and quantitative methods including interviews, raster statistics, morphometric analyses, and geospatial simulation. With tangible modeling, participants built more accurate models that better represented morphological features than they did with either digital or analog hand modeling. When tangibly modeling, they worked in a rapid, iterative process informed by real-time geospatial analytics and simulations. With the aid of real-time simulations, they were able to quickly understand and then manipulate how complex topography controls the flow of water.

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36

Cruz Alvarado, Mainor Alberto. "Diseño e implementación de juguetes interactivos para actividades educativas basadas en interacción tangible." Revista Iberoamericana de Tecnología en Educación y Educación en Tecnología, no. 26 (October 12, 2020): e14. http://dx.doi.org/10.24215/18509959.26.e14.

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La Interacción Persona-Ordenador (IPO) es una de las áreas importantes de la Ciencias de la Computación. En los últimos años ha experimentado una transición del modelo tradicional de Interfaz Gráfica de Usuario (GUI), propia de computadoras de escritorio, a nuevos modelos de interacción, entre ellas las Interfaces de Usuario Tangible (TUIs), con la finalidad de generar una interacción más natural, invisible e intuitiva para los usuarios Las TUIs presentan un potencial para integrar en los procesos educativos, por tanto, se han considerado como una herramienta para facilitar la transferencia de conocimientos, así como generar un cambio de actitud de las personas ante las tecnologías digitales. Lo anterior, acoplando información digital en objetos físicos y con ello generar interacción tangibles. Entre las posibilidades que presentan los sistemas basados en interacción tangible vinculados en actividades educativas están el trabajo colaborativo, el desarrollo de habilidades sociales, la creatividad, etc. Estas posibilidades de los sistemas tangibles brindan un panorama para integrar tecnologías en las que se pueden diseñar y desarrollar juguetes interactivos (basados en objetos activos) que sirvan como un apoyo en actividades educativas. Por tanto, se tienen como motivación conocer las posibilidades de los juguetes interactivos en actividades educativas basadas en interacción tangible.

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Rogers, John. "Visible and Tangible Steps." CFA Institute Magazine 24, no. 4 (July 2013): 6–7. http://dx.doi.org/10.2469/cfm.v24.n4.1.

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38

Doucouliagos, Hristos, and Patrice Laroche. "Unions and Tangible Investments." Articles 58, no. 2 (December 1, 2003): 314–37. http://dx.doi.org/10.7202/007306ar.

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Summary A number of conflicting theoretical hypotheses have been advanced regarding the impact of unions on investment behaviour. The net impact of unions on investment is thus an empirical issue. In this article, the available empirical literature is reviewed. In addition, new evidence of the impact of unions on investment is presented using French data. In contrast to previous studies, both aggregate and disaggregate measures of union activity are used. The results indicate that French unions, in general, have not had a negative impact on investment behaviour. However, there is some evidence that the more militant unions have a negative impact on investment.

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39

Cuffe, Paul. "Making frequency distributions tangible." IEEE Potentials 41, no. 3 (May 2022): 40–42. http://dx.doi.org/10.1109/mpot.2018.2867897.

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40

Middleburgh, Charles H. "TANGIBLE AND INTANGIBLE MEMORIES." Jewish Quarterly 61, no. 2 (April 3, 2014): 70–71. http://dx.doi.org/10.1080/0449010x.2014.941644.

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41

Dooley, Matt, Jake Coolidge, and Caroline Rose. "The Tangible Map Exhibit." Cartographic Perspectives, no. 82 (March 7, 2016): 25–36. http://dx.doi.org/10.14714/cp82.1344.

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The Tangible Map Exhibit highlighted the importance of tangible, physical works in modern cartography and celebrated visually stunning, artistic maps created by contemporary makers. The exhibit was a part of the Map Gallery at the 2015 NACIS Annual Meeting in Minneapolis, Minnesota, which was open to the public for the first time ever. It featured over fifteen works created by more than a dozen cartographers across North America and beyond.

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42

Mazalek, Ali, and Elise van den Hoven. "Framing tangible interaction frameworks." Artificial Intelligence for Engineering Design, Analysis and Manufacturing 23, no. 3 (June 17, 2009): 225–35. http://dx.doi.org/10.1017/s0890060409000201.

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AbstractTangible interaction is a growing area of human–computer interaction research that has become popular in recent years. Yet designers and researchers are still trying to comprehend and clarify its nature, characteristics, and implications. One approach has been to create frameworks that help us look back at and categorize past tangible interaction systems, and look forward at the possibilities and opportunities for developing new systems. To date, a number of different frameworks have been proposed that each provide different perspectives on the tangible interaction design space, and which can guide designers of new systems in different ways. In this paper, we map the space of tangible interaction frameworks. We order existing frameworks by their general type, and by the facets of tangible interaction design they address. One of our main conclusions is that most frameworks focus predominantly on the conceptual design of tangible systems, whereas fewer frameworks abstract the knowledge gained from previous systems, and hardly any framework provides concrete steps or tools for building new tangible systems. In addition, the facets most represented in existing frameworks are those that address the interactions with or the physicality of the designed systems. Other facets, such as domain-specific technology and experience, are rare. This focus on design, interaction, and physicality is interesting, as the origins of the field are rooted in engineering methods and have only recently started to incorporate more design-inspired approaches. As such, we expected more frameworks to focus on technologies and to provide concrete building suggestions for new tangible interaction systems.

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43

Lionnet, Françoise. "Material Memories, Tangible Legacies." Romanic Review 108, no. 1-4 (January 1, 2017): 75–77. http://dx.doi.org/10.1215/26885220-108.1-4.75.

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44

Carson, Ronald A. "On Making Compassion Tangible." Hastings Center Report 37, no. 5 (2007): 46. http://dx.doi.org/10.1353/hcr.2007.0065.

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45

Dwan, Berni. "Tangible products matter too." Computer Fraud & Security 1999, no. 12 (December 1999): 9. http://dx.doi.org/10.1016/s1361-3723(00)87714-3.

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46

Declerck, G., C. Lenay, and A. Khatchatourov. "Rendre tangible le visible." IRBM 30, no. 5-6 (November 2009): 252–57. http://dx.doi.org/10.1016/j.irbm.2009.10.007.

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47

Salisbury, J. Kenneth. "Making graphics physically tangible." Communications of the ACM 42, no. 8 (August 1999): 74–81. http://dx.doi.org/10.1145/310930.310976.

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48

Karić-Zvekić, Inela. "Tangible assets depreciation issues." BH Ekonomski forum 11, no. 2 (2019): 107–24. http://dx.doi.org/10.5937/bhekofor1901107k.

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Magder, Sheldon. "Phenylephrine and Tangible Bias." Anesthesia & Analgesia 113, no. 2 (August 2011): 211–13. http://dx.doi.org/10.1213/ane.0b013e318220406a.

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Gilbert, N. "Delivering sustainable tangible benefits." Engineering Management 14, no. 4 (August 1, 2004): 24–27. http://dx.doi.org/10.1049/em:20040405.

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