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Letteratura scientifica selezionata sul tema "Humanities and the Arts"

Autore: Grafiati

Pubblicato: 4 giugno 2021

Ultima modifica: 6 febbraio 2022

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Articoli di riviste sul tema "Humanities and the Arts"

1

Gordon, Jill. "Arts and humanities". Medical Education 39, n. 10 (ottobre 2005): 976–77. http://dx.doi.org/10.1111/j.1365-2929.2005.02259.x.

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2

Cheon, Seon-Ja. "Arts educations with Humanities". Korean Literature and Arts 8 (30 settembre 2011): 103. http://dx.doi.org/10.21208/kla.2011.09.8.103.

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3

Schich, Maximilian, Isabel Meirelles e Albert-László Barabási. "Arts | Humanities | Complex Networks". Leonardo 43, n. 3 (giugno 2010): 212. http://dx.doi.org/10.1162/leon.2010.43.3.212.

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4

Bruderle, Elizabeth R. "The arts and humanities". Holistic Nursing Practice 9, n. 1 (ottobre 1994): 68–74. http://dx.doi.org/10.1097/00004650-199410000-00011.

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5

Boyd, Brian. "Arts, Humanities, Sciences, Uses". New Literary History 44, n. 4 (2013): 575–94. http://dx.doi.org/10.1353/nlh.2013.0041.

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6

Taşkın, Zehra, e Güleda Doğan. "Arts and Humanities and the others: Why can’t we measure arts and humanities". ITM Web of Conferences 33 (2020): 02003. http://dx.doi.org/10.1051/itmconf/20203302003.

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The use of numbers (publications and citations) to evaluate research/er performances are widespread since ease of use. However, disciplinary differences must be considered to evaluate research/ers accurately without misjudgments in tenures and incentives. The most different filed from others in terms of publications and citation patterns is Arts & Humanities. The main aim of this study is to reveal the main differences between Arts & Humanities and the other fields by considering publications, citations, and collaboration. For this aim, the main statistics for 59,728,700 papers published between 1980-2018 are gathered from InCites in terms of the 251 Web of Science subject categories. The data confirmed that Arts & Humanities is considerably different from other fields. We showed the degree of these differences using statistical measures. The huge difference found out that underline the indispensability for evaluating Arts & Humanities separately from the others.

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7

Hurwitz, Brian. "Medicine, the arts and humanities". Clinical Medicine 3, n. 6 (1 novembre 2003): 497–98. http://dx.doi.org/10.7861/clinmedicine.3-6-497.

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8

KOMATSU, Sanzo. "Arts & Humanities Citation Index." Journal of Information Processing and Management 41, n. 12 (1999): 989–97. http://dx.doi.org/10.1241/johokanri.41.989.

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9

Acik, Tansu. "Humanities, Classics and Liberal Arts". International Journal of the Humanities: Annual Review 7, n. 2 (2009): 145–50. http://dx.doi.org/10.18848/1447-9508/cgp/v07i02/42628.

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10

YOUNG-MASON, JEANINE. "Health, Humanities, and the Arts". Clinical Nurse Specialist 15, n. 5 (settembre 2001): 210–11. http://dx.doi.org/10.1097/00002800-200109000-00012.

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Più fonti

Tesi sul tema "Humanities and the Arts"

1

Conocimiento, Dirección de Gestión del. "Arts & Humanities Database". ProQuest, 2004. http://hdl.handle.net/10757/655263.

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2

Conocimiento, Dirección de Gestión del. "Guía de acceso para Arts & Humanities Database". ProQuest, 2021. http://hdl.handle.net/10757/655263.

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3

Lai, Lingchun. "Taiwan music teachers' attitudes toward the arts and humanities curriculum". connect to online resource, 2007. http://digital.library.unt.edu/permalink/meta-dc-3951.

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4

Lai, Lingchun. "Taiwan music teacher attitudes toward the arts and humanities curriculum". Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3951/.

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The purpose of the study was to investigate teacher attitudes toward following the Taiwanese arts and humanities curriculum and the relationship of teacher attitudes to four selected curriculum integration factors. These include (1) The quantity of content areas taught in music class, (2) Teachers' satisfaction of their students' learning outcomes, (3) Teachers' confidence in planning lessons, and (4) The number of years spent in curriculum integration. Questionnaires were distributed to 85 stratified random selected junior high schools throughout Taiwan. The school responses rate was 74%. Content validity was checked. The internal consistency reliability ranged from 0.74 to 0.92. Recorder playing, group singing, and music appreciation were found to be the most frequently taught musical skills, the most satisfied students' learning outcomes, the most confident lesson planning areas, and the most important to be included in the music instruction. Writing-by-ear and playing-by-ear were found to be the least frequently taught musical skills, the least satisfied students' learning outcome, the least confident lesson planning area, and the least importance. The two most frequently encountered barriers were insufficient administrative leadership and shallow student learning. The results of the Pearson product-moment correlation coefficient showed a low positive significant relationship between teachers' overall attitudes and the quantity of musical content areas taught (n = 83, r = 0.29, p = 0.007*, r2 = 0.09). Based on prior research, if attitudes that are formed from personal histories are difficult to change, and in order to change attitudes, multiple strategies must be used. The majority of teachers did not strongly support or reject this new curriculum, and strong support would be needed for the curriculum to be successfully implemented. One of the most important things that the Taiwan MOE could do is to provide music teachers with on-going in-service teacher development programs and monitoring mentor systems, in addition to the exploration and development of additional strategies that might possibly impact teachers' neutral beliefs about this new curriculum.

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Thomas, Terry. "Afri-Cobra: a black revolutionary arts movement and arts for people’s sake". DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2012. http://digitalcommons.auctr.edu/dissertations/373.

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The purpose of this thesis was to investigate the role of Afri-COBRA, the African Commune of Bad Relevant Artists. Afri-Cobra is a professional black artist’s guild founded in the 1960s in Chicago, Illinois who serve now, as well as in the past, as the unacknowledged founders and promoters of the notion of Arts for People’s Sake. Further, Afri-COBRA utilized the black aesthetic as the conceptual framework in its investigation of black art within the revolutionary Black Arts Movement especially in creating the visual arts component of Arts for People’s Sake in the black community. Narrative Analysis was utilized to undergird the ideology and philosophy of this art entity and its implications of black imagery seen in the exhibit of the artists and their efforts to expand for the people the political/social restructuring of black identity. The results of this study revealed the leadership and visionary passion envisioned by group founders. Their works create a new black image paradigm that has implications for the lives of oppressed and marginalized groups worldwide. In conclusion, this research purposely placed Afri-COBRA as a leader in redefining what is necessary for arts and artists. They are pioneers in community based art due to their commitment to include in their creations central components of graphic and colorful protest. Afri-COBRA’s vision continues to influence popular culture, both nationally and culturally.

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Galligan, Ann Mary. "The National Endowments for the Arts and Humanities : an experiment in cultural democracy /". Access Digital Full Text version, 1989. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10858222.

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Thesis (Ed.D.) -- Teachers College, Columbia University, 1989.
Typescript; issued also on microfilm. Sponsor: Robert O. McClintock. Dissertation Committee: Ellen Condliffe Lagemann. Bibliography: leaves 197-210.

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7

Hsia, Shin-Hui, e 夏歆惠. "Department of Arts and Design College of Humanities and Arts". Thesis, 2015. http://ndltd.ncl.edu.tw/handle/5rkpw6.

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碩士
國立臺北教育大學
藝術與造形設計學系教學碩士班
104
I lived my childhood with my parents and the army in the territory called Golden Triangle where was surrounded by three nations , Thailand , Burma and Laos. The place was wonderful and dreamlike paradise. It was covered with original forests and rivers. Now , those images are still vivid in my heart. After clarifying my motivations, initial intentions , the relationship between creation , and creation is similar with birth of life. The work would become an independent being ofter being created and these works that praise for the beauty of life the objects other than human. These independent works could explore the depths of my heart. Finally I would introspect myself to explore painting as the creative works, and presented to the works. After experienced long lest repression , I am desperate to express my feeling through acrylic painting. The reason why I relected acrylic painting is its nature technigue which can be earily applied to my three painting series , alien land , festive autum and memory of lotus.

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8

Caldeira, Beatriz Ferreira. "Arts, Humanities, & Robotics in (STEAM) Education". Dissertação, 2021. https://hdl.handle.net/10216/135649.

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O objetivo desta dissertação é enfatizar a articulação de três importantes temas que definem nosso presente e definirão nosso futuro - Artes e Humanidades, educação (STEAM) e Robótica. Espera facilitar a preparação das gerações futuras para a sociedade e economia do século XXI, bem como auxiliar na resolução de problemas de questões mundiais e minimizar os desafios colocados pela relação entre o homem e tecnologia complexa. O objetivo principal é compreender a forma ideal de incluir o 'A' na educação STEAM (K-12) com Robótica, também descobrindo como as escolas europeias estão a implementar STEAM (com ou sem Robótica) e o que especialistas e profissionais nessas áreas têm a dizer sobre esses assuntos. Para além da robusta revisão da literatura, dezasseis especialistas foram consultados, dez fizeram parte do mesmo painel no processo de questionários do Delphi Method e os outros seis foram entrevistados segundo a Critical Incident Technique. Devido à relevância dos temas em estudo, isto será útil para colegas investigadores e profissionais nestas três áreas. À medida que avançamos para um futuro cada vez mais tecnológico para o qual não parecemos estar preparados, o principal problema é a dissonância entre as disciplinas escolares e a falta de aplicabilidade do seu conteúdo na vida real. As STEAM e o conhecimento transdisciplinar têm ganhado força nos últimos anos e têm-se revelado como técnicas educativas adequadas e bem-sucedidas. A articulação das Artes com as áreas STEM tem mostrado resultados notáveis. Todas as áreas devem, desde que faça sentido, trabalhar juntas para fornecer aos alunos as ferramentas, o conhecimento e a educação certas para terem sucesso não apenas na economia global e no mercado de trabalho do Século XX, como também na vida.
The purpose of this dissertation is to emphasise the articulation of three important themes that define our present and will define our future - Arts & Humanities, (STEAM) education, and Robotics. It hopes to facilitate the preparation of future generations for the 21st century society and economy, as well as to aid in the problem-solving of key world issues, and minimise the challenges posed by the relationship between men and complex technology. The main goal is to understand the ideal way of including the 'A' in STEAM (K-12) education with Robotics, by also figuring out how European schools are implementing STEAM (with or without Robotics) and what experts and practitioners in these areas have to say on these matters. In order to achieve such results, besides the robust literature review, sixteen experts were inquired, ten were part of the same panel on the Delphi Method questionnaire process, and the other six were interviewed according to the Critical Incident Technique. Due to the relevance of the study's themes, this will be useful and resourceful for both fellow researchers and practitioners in these three areas. As we go further into this evermore technological future for which we do not seem to be prepared for, the main problem is the dissonance between disciplines and the lack of their content's real-life applicability. STEAM and transdisciplinary knowledge have been gaining traction throughout the last years and have been proving themselves as suitable and successful educational techniques. The articulation between the Arts with the areas from STEM have proven to produce remarkable results. All areas must, while making sense, work together in order to provide students with the right tools, knowledge, and education to be successful not only in the global economy and job market of the 21st century, but in life too.

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9

Caldeira, Beatriz Ferreira. "Arts, Humanities, & Robotics in (STEAM) Education". Master's thesis, 2021. https://hdl.handle.net/10216/135649.

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Abstract (sommario):

O objetivo desta dissertação é enfatizar a articulação de três importantes temas que definem nosso presente e definirão nosso futuro - Artes e Humanidades, educação (STEAM) e Robótica. Espera facilitar a preparação das gerações futuras para a sociedade e economia do século XXI, bem como auxiliar na resolução de problemas de questões mundiais e minimizar os desafios colocados pela relação entre o homem e tecnologia complexa. O objetivo principal é compreender a forma ideal de incluir o 'A' na educação STEAM (K-12) com Robótica, também descobrindo como as escolas europeias estão a implementar STEAM (com ou sem Robótica) e o que especialistas e profissionais nessas áreas têm a dizer sobre esses assuntos. Para além da robusta revisão da literatura, dezasseis especialistas foram consultados, dez fizeram parte do mesmo painel no processo de questionários do Delphi Method e os outros seis foram entrevistados segundo a Critical Incident Technique. Devido à relevância dos temas em estudo, isto será útil para colegas investigadores e profissionais nestas três áreas. À medida que avançamos para um futuro cada vez mais tecnológico para o qual não parecemos estar preparados, o principal problema é a dissonância entre as disciplinas escolares e a falta de aplicabilidade do seu conteúdo na vida real. As STEAM e o conhecimento transdisciplinar têm ganhado força nos últimos anos e têm-se revelado como técnicas educativas adequadas e bem-sucedidas. A articulação das Artes com as áreas STEM tem mostrado resultados notáveis. Todas as áreas devem, desde que faça sentido, trabalhar juntas para fornecer aos alunos as ferramentas, o conhecimento e a educação certas para terem sucesso não apenas na economia global e no mercado de trabalho do Século XX, como também na vida.
The purpose of this dissertation is to emphasise the articulation of three important themes that define our present and will define our future - Arts & Humanities, (STEAM) education, and Robotics. It hopes to facilitate the preparation of future generations for the 21st century society and economy, as well as to aid in the problem-solving of key world issues, and minimise the challenges posed by the relationship between men and complex technology. The main goal is to understand the ideal way of including the 'A' in STEAM (K-12) education with Robotics, by also figuring out how European schools are implementing STEAM (with or without Robotics) and what experts and practitioners in these areas have to say on these matters. In order to achieve such results, besides the robust literature review, sixteen experts were inquired, ten were part of the same panel on the Delphi Method questionnaire process, and the other six were interviewed according to the Critical Incident Technique. Due to the relevance of the study's themes, this will be useful and resourceful for both fellow researchers and practitioners in these three areas. As we go further into this evermore technological future for which we do not seem to be prepared for, the main problem is the dissonance between disciplines and the lack of their content's real-life applicability. STEAM and transdisciplinary knowledge have been gaining traction throughout the last years and have been proving themselves as suitable and successful educational techniques. The articulation between the Arts with the areas from STEM have proven to produce remarkable results. All areas must, while making sense, work together in order to provide students with the right tools, knowledge, and education to be successful not only in the global economy and job market of the 21st century, but in life too.

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10

Chang, Hsiu-Chieh, e 張秀潔. "Making "Arts and Humanities” Accessible:A Study of the Correlation between Arts Learning Experiences and Interest in Arts". Thesis, 2003. http://ndltd.ncl.edu.tw/handle/16154465585323096505.

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碩士
臺北市立師範學院
視覺藝術研究所
91
The purpose of this study is to investigate the correlation between arts learning experiences and arts learning interest by taking the students at three Elementary School Teachers’ Training Programs in Taiwan as the sample. The contents of this study comprises two parts: first, literature reviews of training courses for elementary school teachers, art education theories and art education in Taiwan; second, a cross-reference study based on some random interviews of students from the three teachers’ training programs under investigation as well as the statistic results of a questionnaire for students at three Elementary School Teachers’ Training Programs through such statistic tools as SPSS and SAS. The conclusions drawn from the research can be summarized as follows:1.The majority of the students investigated are still interested in taking up arts related activities, among which reading articles about arts comes first and making up a work of art the last. 2.By comparing and contrasting how students from three different schools respond to arts differently after taking courses from different art teachers, it is found that students would show more interest in arts if they have been properly instructed and encouraged in a well designed and conducted art class.3.The period of their elementary school life is seen by most students as the most significant one in their past learning experiences with arts.4.An overwhelming majority of the students investigated value the importance of having a good art teachers more than the other factors that also influence their interests in arts.5.In their learning experiences with arts at School Teachers’ Training Program, students are motivated by such factors as the contingencies of the teaching materials, the diversity of the contents, the systematic and organized teaching as well as an impartial evaluation from the teacher who has professionalism and accommodating character.6. In the category of what characteristics a good art teacher would affect students’ interest in arts, the calls for the teacher’s professionalism and fair treatment of students are addressed.7. As far as the subject matter of an art class is concerned, students appear better motivated by the things that they can relate to their day-to-day lives. 8. In the correlation between teacher’s teaching strategies and students’ motivation for learning, whether the teacher is accommodating and able to instruct logically and efficiently so as to help students build up a sense of achievement is highly valued. 9. The influence of class management upon learning motivation is intensified by a warm and liberal class setting and the teacher’s sense of humor and wit.10. There is a positive correlation between arts learning experiences and arts learning interest.

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Più fonti

Libri sul tema "Humanities and the Arts"

1

Arts and humanities. Thousand Oaks, Calif: SAGE Publications, 2012.

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2

Bates, Catherine. Studying arts and humanities. Basingstoke: Palgrave Macmillan, 2009.

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3

Bates, Catherine, e Abi Matthewman. Studying Arts and Humanities. London: Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-137-04071-8.

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4

Abi, Matthewman, a cura di. Studying arts and humanities. Basingstoke: Palgrave Macmillan, 2009.

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5

Catherine, Bates. Studying arts and humanities. Basingstoke: Palgrave Macmillan, 2009.

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6

A, Jacobus Lee, a cura di. The humanities through the arts. 5^a ed. New York: McGraw-Hill, 1997.

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A, Jacobus Lee, a cura di. The humanities through the arts. 6^a ed. New York: McGraw-Hill, 2004.

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Martin, F. David. The humanities through the arts. 8^a ed. New York: McGraw-Hill, 2011.

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9

Martinelli, Dario. Arts and Humanities in Progress. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-45553-2.

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Handzic, Meliha, e Daniela Carlucci, a cura di. Knowledge Management, Arts, and Humanities. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-10922-6.

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Capitoli di libri sul tema "Humanities and the Arts"

1

Crawford, Paul, Brian Brown, Charley Baker, Victoria Tischler e Brian Abrams. "Performing Arts and the Aesthetics of Health". In Health Humanities, 82–105. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137282613_5.

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Elshtain, Jean Bethke. "Leadership and the Humanities". In Leadership and the Liberal Arts, 117–25. New York: Palgrave Macmillan US, 2009. http://dx.doi.org/10.1057/9780230620148_8.

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Keplinger, David. "For Love of Humanities and Arts". In How Higher Education Feels, 155–89. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-636-1_8.

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Bates, Catherine, e Abi Matthewman. "Adjusting to University Life". In Studying Arts and Humanities, 1–17. London: Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-137-04071-8_1.

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Bates, Catherine, e Abi Matthewman. "Becoming a University Student". In Studying Arts and Humanities, 18–41. London: Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-137-04071-8_2.

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Bates, Catherine, e Abi Matthewman. "Effective Reading: A Vital Part of the Writing Process". In Studying Arts and Humanities, 42–64. London: Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-137-04071-8_3.

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Bates, Catherine, e Abi Matthewman. "Written Assignments 1: What is Expected of You?" In Studying Arts and Humanities, 65–90. London: Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-137-04071-8_4.

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Bates, Catherine, e Abi Matthewman. "Written Assignments 2: How to Approach your Essay". In Studying Arts and Humanities, 91–134. London: Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-137-04071-8_5.

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Bates, Catherine, e Abi Matthewman. "Preparing For and Taking Examinations". In Studying Arts and Humanities, 135–58. London: Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-137-04071-8_6.

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Bates, Catherine, e Abi Matthewman. "Life after University". In Studying Arts and Humanities, 159–83. London: Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-137-04071-8_7.

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Atti di convegni sul tema "Humanities and the Arts"

1

Reimer, Torsten. "Classifying the (digital) arts and humanities". In 2009 5th IEEE International Conference On E-Science Workshops. IEEE, 2009. http://dx.doi.org/10.1109/esciw.2009.5407979.

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2

"Arts, media, & humanities papers [breaker page]". In 2012 IEEE International Symposium on Mixed and Augmented Reality - Arts, Media, and Humanities (ISMAR-AMH). IEEE, 2012. http://dx.doi.org/10.1109/ismar-amh.2012.6483981.

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3

"Arts, media, & humanities posters [breaker page]". In 2012 IEEE International Symposium on Mixed and Augmented Reality - Arts, Media, and Humanities (ISMAR-AMH). IEEE, 2012. http://dx.doi.org/10.1109/ismar-amh.2012.6483994.

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4

Zhao, Hongxiang. "Theory of Arts and Humanities Courses on College Students' Humanities Accomplishment Promotion Effect". In 2016 6th International Conference on Mechatronics, Computer and Education Informationization (MCEI 2016). Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/mcei-16.2016.208.

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5

Craig, Alan B. "Science gateways for humanities, arts, and social science". In the 2015 XSEDE Conference. New York, New York, USA: ACM Press, 2015. http://dx.doi.org/10.1145/2792745.2792763.

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Soh Yeong Roh, Raphael Grasset e Julian Stadon. "From the Arts, media, & humanities program chairs". In 2010 IEEE International Symposium on Mixed and Augmented Reality - Arts, Media, and Humanities (ISMAR-AMH). IEEE, 2010. http://dx.doi.org/10.1109/ismar-amh.2010.5643307.

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Guerchi, Driss. "ON EMBEDDING INSTRUCTIONAL TECHNOLOGIES IN ARTS AND HUMANITIES". In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.2482.

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Meekings, Sam. "Utilizing Digital Literacy in the Arts & Humanities Classroom". In Qatar Foundation Annual Research Conference Proceedings. Hamad bin Khalifa University Press (HBKU Press), 2018. http://dx.doi.org/10.5339/qfarc.2018.ssahpp279.

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9

Dunn, Stuart, e Fredrik Palm. "Geospatial computing for the arts, humanities and cultural heritage". In 2009 5th IEEE International Conference On E-Science Workshops. IEEE, 2009. http://dx.doi.org/10.1109/esciw.2009.5407965.

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10

Grasset, Raphael. "From the arts, media & humanities general program chair". In 2009 8th IEEE International Symposium on Mixed and Augmented Reality 2009 - Arts, Media and Humanities. IEEE, 2009. http://dx.doi.org/10.1109/ismar-amh.2009.5336742.

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Rapporti di organizzazioni sul tema "Humanities and the Arts"

1

Max, J., e W. Stickle. Humanities and Arts: Sharing Center Stage on the Internet. RFC Editor, ottobre 1997. http://dx.doi.org/10.17487/rfc2150.

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2

Collins, Ellen, Caren Milloy e Graham Stone. Guide to open access monograph publishing for arts, humanities and social science researchers. Jisc Collections, agosto 2015. http://dx.doi.org/10.5920/oapen-uk/oaguide.

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3

Rogers, Amanda. Creative Expression and Contemporary Arts Making Among Young Cambodians. Swansea University, maggio 2021. http://dx.doi.org/10.23889/sureport.56822.

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Abstract (sommario):

This project analysed the creative practices and concerns of young adult artists (18-35 years old) in contemporary Cambodia. It examined the extent to which the arts are being used to open up new ways of enacting Cambodian identity that encompass, but also move beyond, a preoccupation with the Khmer Rouge (1975-1979). Existing research has focused on how the recuperation and revival of traditional performance is linked to the post-genocidal reconstruction of the nation. In contrast, this research examines if, and how, young artists are moving beyond the revival process to create works that speak to a young Cambodian population.The research used NGO Cambodian Living Arts’ 2020 Cultural Season of performances, workshops, and talks as a case study through which to examine key concerns of young Cambodian artists, trace how these affected their creative process, and analyse how the resulting works were received among audiences. It was funded through the AHRC GCRF Network Plus Grant ‘Changing the Story’ which uses arts and humanities approaches to ‘build inclusive societies with, and for, young people in post-conflict settings.

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4

Maron, Nancy, e Sarah Pickle. Sustaining the Digital Humanities. New York: Ithaka S+R, agosto 2015. http://dx.doi.org/10.18665/sr.22548.

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5

Bauer, Sarah. Integrating Humanities into Environmental Engineering Classrooms. Rowan University, settembre 2019. http://dx.doi.org/10.31986/issn.2689-0690_rdw.oer.1010.

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6

Griffiths, Rebecca, Jessie Brown e Christine Mulhern. CIC Consortium for Online Humanities Instruction. New York: Ithaka S+R, ottobre 2015. http://dx.doi.org/10.18665/sr.274369.

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7

Cooper, Danielle, e Roger Schonfeld. Rethinking Liaison Programs for the Humanities. Ithaka S+R, luglio 2017. http://dx.doi.org/10.18665/sr.304124.

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8

Moreno Sardà, A., P. Molina Rodríguez-Navas e N. Simelio Solà. CiudadaniaPlural.com: from Digital Humanities to Plural Humanism. Revista Latina de Comunicación Social, febbraio 2017. http://dx.doi.org/10.4185/rlcs-2017-1155en.

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9

Shope, Virginia C. Communicative Arts. A Selected Bibliography. Fort Belvoir, VA: Defense Technical Information Center, giugno 2001. http://dx.doi.org/10.21236/ada395159.

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10

Shope, Virginia C. Communicative Arts. A Selected Bibliography. Fort Belvoir, VA: Defense Technical Information Center, giugno 1994. http://dx.doi.org/10.21236/ada281709.

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