Gotowe bibliografie tematyczne / Imaginative

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Gotowa bibliografia na temat „Imaginative”

Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 25 lipca 2025

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Artykuły w czasopismach na temat "Imaginative"

Nordon, Didier. "Rigoureuse imagination, imaginative rigueur." Quadrature, no. 74 (September 4, 2009): 44–45. http://dx.doi.org/10.1051/quadrature/2009017.

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Ten Eycke, Kayla D., and Ulrich Müller. "Drawing links between the autism cognitive profile and imagination: Executive function and processing bias in imaginative drawings by children with and without autism." Autism 22, no. 2 (2016): 149–60. http://dx.doi.org/10.1177/1362361316668293.

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Little is known about the relation between cognitive processes and imagination and whether this relation differs between neurotypically developing children and children with autism. To address this issue, we administered a cognitive task battery and Karmiloff-Smith’s drawing task, which requires children to draw imaginative people and houses. For children with autism, executive function significantly predicted imaginative drawing. In neurotypically developing controls, executive function and cognitive-perceptual processing style predicted imaginative drawing, but these associations were modera

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Roszak, Piotr, and John Anthony Berry. "Moral Aspects of Imaginative Art in Thomas Aquinas." Religions 12, no. 5 (2021): 322. http://dx.doi.org/10.3390/rel12050322.

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For Thomas Aquinas, the imagination, being one of the “inner senses”, is a doorway to attain true knowledge. In this paper, we first analyze his lexicon in this regard (imaginatio and phantasia). Second, we discuss imagination as the subject matter of the intellectual virtues, which facilitate cognition and judgment. The development of imagination is the foundation of his vision of education not only on the natural but also on the supernatural level. Third, we explore Aquinas’ moral assessment of imaginative art and finally its influence on shaping the character. This influence occurs on two l

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Ayies Devin Seftian and Achmad Wildan Kurnawan. "Literary Journalism Training to Enhance the Imaginative Thinking of Students at SMKN 2 Garut." ABDIMAS: Jurnal Pengabdian Masyarakat 7, no. 3 (2024): 825–36. http://dx.doi.org/10.35568/abdimas.v7i3.4803.

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The background of this community service activity is a response to the use of technology and social media that affects Indonesian students, causing them to focus more on technology usage. This phenomenon has diminished their interest in honing writing skills and imaginative thinking, as observed at SMKN 2 Garut. The objective of this initiative is to expand knowledge of literary journalism, enhance the writing and imaginative skills of students at SMKN 2 Garut, and prepare them for academic and professional environments. The training method employs a combination of Participatory Action Researc

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Rucińska, Zuzanna, Thomas Fondelli, and Shaun Gallagher. "Embodied Imagination and Metaphor Use in Autism Spectrum Disorder." Healthcare 9, no. 2 (2021): 200. http://dx.doi.org/10.3390/healthcare9020200.

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This paper discusses different frameworks for understanding imagination and metaphor in the context of research on the imaginative skills of children with autism spectrum disorder (ASD). In contrast to a standard linguistic framework, it advances an embodied and enactive account of imagination and metaphor. The paper describes a case study from a systemic therapeutic session with a child with ASD that makes use of metaphors. It concludes by outlining some theoretical insights into the imaginative skills of children with ASD that follow from taking the embodied-enactive perspective and proposes

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Langkau, Julia. "Two Kinds of Imaginative Vividness." Canadian Journal of Philosophy 51, no. 1 (2021): 33–47. http://dx.doi.org/10.1017/can.2020.54.

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AbstractThis paper argues that we should distinguish two different kinds of imaginative vividness: vividness of mental images and vividness of imaginative experiences. Philosophy has focussed on mental images, but distinguishing more complex vivid imaginative experiences from vivid mental images can help us understand our intuitions concerning the notion as well as the explanatory power of vividness. In particular, it can help us understand the epistemic role imagination can play on the one hand and our emotional engagement with literary fiction on the other hand.

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Judson, Gillian. "Engaging and Cultivating Imagination in Equity-Focused School Leadership." International Journal for Leadership in Learning 22, no. 1 (2022): 252–64. http://dx.doi.org/10.29173/ijll11.

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Research on equity-focused school leadership reveals how it is relational, emotional, and activist. This paper adds imaginative to this set of leadership qualities. First, imagination is conceptualized as soil. Thinking of imagination in this grounded, ecological way can help address misconceptions around what imagination is and does in the context of school leadership. The next section outlines some of the relational, emotional, and activist features of equity-focused school leadership that are rooted in imagination. Imaginative Education is introduced as a theoretical framework that offers a

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Putman, Daniel. "Can a Secularist Appreciate Religious Music?" Philosophy 83, no. 3 (2008): 391–95. http://dx.doi.org/10.1017/s0031819108000740.

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AbstractDavid Pugmire has argued that secularists can genuinely appreciate religious music because of our imaginative powers combined with the ‘Platonic’ nature of the emotions expressed in such music. I argue that Pugmire is wrong on both counts. Religious music is ‘Platonic’ not because it is subject to levels of imagination but because it has a definite object which makes imaginative readings inferior. Moreover, since religious music does have a clear object taken by the believer as real, a gap exists that cannot be bridged by the imagination of the secularist, even imagination of the emoti

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Rathouzská, Lucie. "The Unknowability and Imagination in Mystical Doctrines of the Late Medieval English Mysticism." Religions 14, no. 7 (2023): 878. http://dx.doi.org/10.3390/rel14070878.

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There are three English authors of the fourteenth century we may call “imaginative mystics” because of their use of imagination in spiritual praxis, i.e., Richard Rolle, Walter Hilton, and the unknown author of the Cloud of Unknowing. However, recently, there has been some criticism expressed regarding these doctrines; in particular, there is a question of whether a spiritual praxis, which includes imaginative images, can keep the principle of the unknowability of God. There is also a question of sensual perception. Imaginative images keep some attributes of sensual perception, such as shape,

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JAMET, Pierre. "L’imaginaire labyrinthique de Shakespeare." Langues & Cultures 4, no. 01 (2023): 08–18. http://dx.doi.org/10.62339/jlc.v4i01.160.

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Cet article montre comment l’imagination fastueuse, envoûtante et cependant troublante de Shakespeare, provient d’une matrice imaginative spécifiquement labyrinthique, à la façon du maniérisme et peut-être même du baroque. Abstract This paper shows how Shakespeare’s luxurious, enchanting and yet disturbing imagination is derived from an imaginative matrix which is specifically labyrinthic, in a mannerist or perhaps even baroque way.

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Rozprawy doktorskie na temat "Imaginative"

Gallien, Marie-Pierre. "Vers une anticipation imaginative." Lyon 2, 1992. http://www.theses.fr/1992LYO20059.

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Nous avons mis à l'épreuve de l'expérience les propositions pédagogiques d 'A. De la Garanderie, auprès de sujets de 4 à 27 ans. L'entraînement à l'évocation du réel perçu conduit à des resultats performants. Cependant, dès lors que l'on quitte les activités d'attention et de mémorisation pour "entrer" dans la compréhension et la réflexion, des élèves rencontrent des difficultés pour s'investir dans la tâche. Pourquoi ? Qu'est-ce qui peut faire défaut à certains pour utiliser de manière positive les propositions méthodologiques qui leur sont faites ? Il apparaît que c'est l'imagination qui est

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Altorf, Marije. "Iris Murdoch and the art of imagination : imaginative philosophy as response to secularism." Thesis, University of Glasgow, 2004. http://theses.gla.ac.uk/1677/.

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This dissertation examines the work of the British philosopher and novelist Iris Murdoch. A centre concern of this work is a question Murdoch poses more than once: ‘How can we make ourselves morally better?” This question is understood to initiate a form of philosophy which is critical of much of its tradition and its understanding of reasoning and argument. It also recognises its dependence on other disciplines. Murdoch develops this form of philosophy in reply to the cultural phenomenon of secularisation. In the absence of God, she attributes tasks to philosophy formerly performed by religio

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Terlektsi, Maria Emmanouela. "Imaginative writing of deaf children." Thesis, University of Birmingham, 2010. http://etheses.bham.ac.uk//id/eprint/876/.

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This thesis explores the issue of imaginative writing of deaf children. Thirty deaf children aged 9-11 years were recruited form Hearing Impaired Units and mainstream schools. Thirty hearing children were matched on academic performance (according to teachers) and chronological age and recruited from the same classes as the deaf children. Three sets of imaginative stories were collected from the above groups at three points during one academic year. A mixed methodology was employed in order to investigate imaginative writing of deaf children. For the evaluation of children’s stories an “Imagin

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Arcangeli, Margherita. "The imaginative realm and supposition." Paris 6, 2011. http://www.theses.fr/2011PA066616.

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L’imagination est considérée par les philosophes de l’esprit contemporains comme une faculté re-créatrice, capable de simuler d’autres états mentaux. Selon l’hypothèse forte, l’imagination est capable de recréer tous les états mentaux ‘autonomes’. Néanmoins, les philosophes ont principalement porté leur attention sur deux types d’imagination : l’imagination sensorielle (l’imagination similaire à la perception) et l’imagination cognitive (l’imagination similaire à la croyance). Il est frappant de constater que le terme ‘supposition’ émerge tantôt comme un synonyme de l’imagination cognitive, ta

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Drake, Stephen Douglas. "Imaginative Involvement and Hypnotic Susceptibility." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc331851/.

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J. Hilgard (1970, 1972, 1974, 1979), utilizing an interview format, asserted that a personality variable, namely, an individual's capacity to become imaginatively involved in experiences outside of hypnosis, was significantly correlated with his or her hypnotic susceptibility. Tellegen and Atkinson (1974) operationalized the imaginative involvement variable in a 37-item questionnaire, the Tellegen Absorption Scale (TAS) that correlated significantly with hypnotic susceptibility (e.g., Crawford, 1982). However, Council, Kirsch, and Hafner (1986) suggested that the relationship between the TAS a

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Cazzato, Vanessa. "Imaginative worlds in Greek lyric poetry." Thesis, University of Oxford, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.559804.

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The thesis examines the imagery of Archaic Greek lyric poetry and its relation to the 'here and now' and to the implied context of performance. Chapter One sets out the conceptual programme and establishes a critical vocabulary. Various theoretical notions are discussed which are drawn from linguistics (deixis and deictic field), philosophy (reference, language games, and possible worlds), and modern literary theory (fictional worlds and text worlds); some new critical tools are established (,imaginative worlds', visual analogies and 'representational planes', the idea of 'degrees of reference

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Robert, David Yann. "Imaginative play with blended reality characters." Thesis, Massachusetts Institute of Technology, 2011. http://hdl.handle.net/1721.1/67782.

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Thesis (S.M.)--Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences, 2011. Cataloged from PDF version of thesis. Includes bibliographical references (p. 132-137). The idea and formative design of a blended reality character, a new class of character able to maintain visual and kinetic continuity between the fully physical and fully virtual; the technical underpinnings of its unique blended physical and digital play context and the evaluation of its impact on children's play are the contents of this thesis. A play test study wit

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Faccioli, Juliana Sarantopoulos. "Avaliação do pensamento contrafactual na depressão." Universidade Federal de São Carlos, 2013. https://repositorio.ufscar.br/handle/ufscar/6042.

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Made available in DSpace on 2016-06-02T20:30:55Z (GMT). No. of bitstreams: 1 5153.pdf: 1533597 bytes, checksum: 4d50c160cb28cf78883c1c4b06d79d88 (MD5) Previous issue date: 2013-03-15 Financiadora de Estudos e Projetos Counterfactual thinking (CT) corresponds to the idea of mental constructions of alternatives for past event and serves an important function in an individual s adaptation and emotional coping. The aims of this study were to: (1) produce material to access and evaluate the counterfactual thinking of adults and (2) investigate the counterfactual thinking of depressed and no

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Moore, Joseph Elliott. "Porous places : imaginative architectures of embodied experience /." view abstract or download text of file, 2007. http://hdl.handle.net/1794/4235.

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Wilder, Ken. "Projective space : structuring a beholder's imaginative response." Thesis, University of the Arts London, 2009. http://ualresearchonline.arts.ac.uk/7783/.

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The thesis explores the reciprocal relationship between an artwork and the space of its reception. It proposes a distinctive position on spatiality and the virtual. The thesis is submitted in two parts: a written thesis (Part One), and a documentation of my own art practice (Part Two). The artwork that comprises the practice component is not that of a painter, and yet the sculptural installations I present allude to perspectival paintings. Utilising perspectival geometry, these site-responsive works engage the threshold between two and three-dimensional representation in a way whereby implicit

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Książki na temat "Imaginative"

Ilona, Roth, and British Academy, eds. Imaginative minds. Published for the British Academy by Oxford University Press, 2007.

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Martin, Peigi. Imaginative patchwork. Chilton Trade Book Pub., 1988.

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Martin, Peigi. Imaginative patchwork. Chilton Trade Book Pub., 1988.

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Gabay, J. J. Imaginative marketing. Teach Yourself, 1998.

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Focus, Junior. Imaginative writing. Scholastic, 1998.

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Bahrke, Ulrich, and Karin Nohr. Katathym Imaginative Psychotherapie. Springer Berlin Heidelberg, 2018. http://dx.doi.org/10.1007/978-3-662-56546-9.

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Hadzigeorgiou, Yannis. Imaginative Science Education. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-29526-8.

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Bahrke, Ulrich, and Karin Nohr. Katathym Imaginative Psychotherapie. Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-03254-7.

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Wesley, Mary. An imaginative experience. Bantam Press, 1995.

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Wesley, Mary. An imaginative experience. BCA, 1994.

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Części książek na temat "Imaginative"

Sigmund, Rosemarie. "Imaginative Verfahren." In Wörterbuch der Psychotherapie. Springer Vienna, 2000. http://dx.doi.org/10.1007/978-3-211-99131-2_818.

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Brandenberger, Robert H., and João Magueijo. "Imaginative Cosmology." In Astrophysics and Space Science Library. Springer Netherlands, 2000. http://dx.doi.org/10.1007/978-94-011-4175-8_7.

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Ridanpää, Juha. "Imaginative Regions." In The Routledge Handbook of Literature and Space. Routledge, 2017. http://dx.doi.org/10.4324/9781315745978-18.

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Carvalko, Joseph R. "Imaginative Construction." In Conserving Humanity at the Dawn of Posthuman Technology. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-26407-9_20.

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An, Ning. "Imaginative geographies." In Introducing Human Geographies, 4th ed. Routledge, 2024. http://dx.doi.org/10.4324/9780429265853-28.

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Maher, Carolyn A., John M. Francisco, and Marjory F. Palius. "Imaginative Learning." In Encyclopedia of the Sciences of Learning. Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_1000.

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Pine, Nancy. "Imaginative Engagement." In Educating Young Giants. Palgrave Macmillan US, 2012. http://dx.doi.org/10.1057/9781137037565_11.

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Kirn, Thomas, and Martin Hautzinger. "Imaginative Verfahren." In Verhaltenstherapiemanual – Erwachsene. Springer Berlin Heidelberg, 2021. http://dx.doi.org/10.1007/978-3-662-62298-8_24.

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Bonaminio, Vincenzo, and Gina Atkinson. "Imaginative Elaboration." In Playing at Work. Routledge, 2022. http://dx.doi.org/10.4324/9781003228332-7.

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Bauckham, Richard. "Imaginative Literature." In The Early Christian World. Routledge, 2017. http://dx.doi.org/10.4324/9781315165837-37.

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Streszczenia konferencji na temat "Imaginative"

Yang, Zeyuan, Jiageng Lin, Peihao Chen, et al. "RILA: Reflective and Imaginative Language Agent for Zero-Shot Semantic Audio-Visual Navigation." In 2024 IEEE/CVF Conference on Computer Vision and Pattern Recognition (CVPR). IEEE, 2024. http://dx.doi.org/10.1109/cvpr52733.2024.01538.

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Tian, Yuan, Minzheng Wang, Nan Xu, and Wenji Mao. "ImaRA: An Imaginative Frame Augmented Method for Low-Resource Multimodal Metaphor Detection and Explanation." In Findings of the Association for Computational Linguistics: NAACL 2025. Association for Computational Linguistics, 2025. https://doi.org/10.18653/v1/2025.findings-naacl.220.

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Gelmi, Alessandro. "Imagination taken seriously: imaginative education for teacher professional development." In ATEE Annual Conference 2023 - TEACHER EDUCATION ON THE MOVE. Association for Teacher Education in Europe, 2024. http://dx.doi.org/10.21862/atee.2023.18.

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Кусегенова, Ф. А. "THE MOTHER FOLKLORE OF THE NOGHAIS AS A MEANS FORMATION OF COGNITIVE AND SPEECH ACTIVITY A YOUNG CHILD." In ПРОБЛЕМА ЖАНРА В ФИЛОЛОГИИ. Crossref, 2022. https://doi.org/10.34775/h0776-9812-5012-m.

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Статья посвящена анализу материнского фольклора ногайцев. В ней рассматривается ногайская поэзия пестования, которая формирует наглядно-образное мышление, воображение, речевое развитие ребенка. the article is devoted to the analysis of the maternal folklore of the Noghais. It examines the Noghais poetry of nurturing, which forms visual and imaginative thinking, imagination, and speech development of a child.

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Putra, I. Nyoman Gede Maha, Ni Wayan Nurwarsih, and I. Gede Surya Darmawan. "The Factual and the Imaginative." In International Webinar on Digital Architecture 2021 (IWEDA 2021). Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220703.044.

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Walker Moir-McClean, Tracey. "The Imaginative Space of Narrative." In 2019 ACSA Teachers Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.teach.2019.7.

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Narrative imagination creates a space of learning where contemporary and historic knowledge of designed place merge. This paperdiscusses how an instructor’s curation and narration of archival material can provoke design-students to imagine narratives and actively visualize processes humans use to construct, inhabit and adjust comfort in place. The concept of narrative imagination presented in this paper is informed by traditional narrative as Marie-Laure Ryan defines it her 2005 article, Narrative and the Split Condition of Digital Textuality: (The traditionalist school) “conceives narrative a

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Kozhemyachenko, Anastasiya Aleksandrovna. "Carpets with roses: imaginative pictures." In X International students' applied research conference. TSNS Interaktiv Plus, 2016. http://dx.doi.org/10.21661/r-111687.

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Liu, Ting, Larry Powell, and Francis Quek. "Catching Imagination: Enabling Children to Capture Imaginative Tabletop Play to Support Storytelling and Writing." In 2023 IEEE Frontiers in Education Conference (FIE). IEEE, 2023. http://dx.doi.org/10.1109/fie58773.2023.10343196.

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Sioli, Angeliki, Klaske Havik, and Willemijn WIlms Floet. "Imagining and Re-imagining Place: Cultivating Spatial Imagination in Architectural Education." In 109th ACSA Annual Meeting Proceedings. ACSA Press, 2021. http://dx.doi.org/10.35483/acsa.am.109.66.

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For pressing and complex spatial or social urban agendas, understanding and interpreting place has always been an important issue. In-depth and close explorative reading of a site—in which drawing, modeling and writing (the basic tools of architecture) become instruments to open up new perspectives—is vital for imagining site-specific architectural possibilities. We thus see creative imagination, related to and emerging from place, as a crucial source of innovation. As educators, therefore, we need to examine how to guide students explore their imaginative faculties. Our pedagogi-cal approach

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Hepting, Daryl H. "Software for systematic and imaginative exploration." In the 6th ACM SIGCHI conference. ACM Press, 2007. http://dx.doi.org/10.1145/1254960.1254999.

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Raporty organizacyjne na temat "Imaginative"

Turner, Christine. Teaching figure drawing to adolescents within the context to [i.e. of] imaginative compositions, as a means of increasing artistic confidence and abilities. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.3209.

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Johnson, Paul. Taxing our imagination. The IFS, 1996. http://dx.doi.org/10.1920/co.ifs.2024.1094.

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Stein, Lynn A. Imagination and Situated Cognition. Defense Technical Information Center, 1991. http://dx.doi.org/10.21236/ada234420.

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Lebedenko, Nataliia. Комунікативні дієслова в текстах новинних повідомлень (за матеріалами інформаційного агентства «Укрінформ»). Ivan Franko National University of Lviv, 2023. http://dx.doi.org/10.30970/vjo.2023.52-53.11743.

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The article is devoted to the analysis of communicative verbs. Scientists analyzed communicative verbs in artistic texts, in biblical texts, and fairy tales. But there are no scientific works on verbs of speech in the language of the media. The Ukrainian language has all the means by which you can create a concrete and imaginative informational text. It is the verbs that make the text come alive. These are action words that improve the orality of the text. The research is based on the materials of the Ukrinform information agency. Speech verbs from 10 news reports for December 3, 2022 were ana

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Vondrick, Carl, Hamed Pirsiavash, Aude Oliva, and Antonio Torralba. Acquiring Visual Classifiers from Human Imagination. Defense Technical Information Center, 2014. http://dx.doi.org/10.21236/ada612443.

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Bano, Masooda. Low-Fee Private-Tuition Providers in Developing Countries: An Under-Appreciated and Under- Studied Market—Supply-Side Dynamics in Pakistan. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/107.

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Although low-income parents’ dependence on low-fee private schools has been actively documented in the past decade, existing research and policy discussions have failed to recognise their heavy reliance on low-fee tuition providers in order to ensure that their children complete the primary cycle. By mapping a vibrant supply of low-fee tuition providers in two neighbourhoods in the twin cities of Rawalpindi and Islamabad in Pakistan, this paper argues for understanding the supply-side dynamics of this segment of the education market with the aim of designing better-informed policies, making be

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Dairianathan, Eugene, Larry Francis Hilarian, Peter Stead, Chee Hoo Lum, and Hoon Hong Ng. Learning through popular music, lessons for the general music programme syllabus in Singapore. National Institute of Education, Nanyang Technological University, Singapore, 2024. https://doi.org/10.32658/10497/27422.

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This project sought to investigate the identity, role and function of popular music within classroom-based education in Singapore. Popular music is characterised by: (i) lnterdisclplinarity (music, dance, poetry, theatre, etc); (ii) It suffuses the lives of school-going youth in their out-of-school curriculum. (iii) Skill acquisition is frequently gained through more informal learning than is usual in institutional settings (Green, 2002). (iv) Participation in popular music by various communities seems to cut across ethnic, religious and age boundaries, which makes popular music participation

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Kuleshova, Angelina. Review ofThe Genesis of Science: The Story of Greek Imagination. The MAA Mathematical Sciences Digital Library, 2011. http://dx.doi.org/10.4169/loci003673.

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Nielsen, Roy S. CS651 Computer Systems Security Foundations 3d Imagination Cyber Security Management Plan. Office of Scientific and Technical Information (OSTI), 2015. http://dx.doi.org/10.2172/1171665.

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Glazer, Jason. SIMULATING BUILDINGS WHILE THE DESIGN IS STILL IN THE ARCHITECT’S IMAGINATION. Office of Scientific and Technical Information (OSTI), 2020. http://dx.doi.org/10.2172/1606426.

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