Bibliographic record
Abstract
تعد البيئة المحيط الحيوي للإنسان وأهميته في استخدام الفن بوصفه مدخلا لتنمية الوعي الجمالي بالفن البيئي، من خلال ارتباط فکرة الإبداع في الأعمال الفنية، لما يتضمنه من توظيف جمالي فضلًا عن تطويع البيئة باستخدام الآليات والتقنيات لتجميل المکان؛ لتلبية المتطلبات الانسانية سواءً کانت تربوية أم اجتماعية؛ لأن البيئة والفن والإنسان يلتقون ويحققون إنجازًا يؤثر على المتلقي المتعلم بکيفية الاستفادة من البيئة لما لها من تأثير على سلوکه ووعيه الجمالي، أما الفصل الأول من البحث فهو تعريف بمشکلة البحث وأهميته وأهدافه؛ إذ قامت الباحثة بتحليل أهم المصطلحات الواردة أما الفصل الثاني تضمن مبحثين عني الأول الفن البيئي المفهوم والمعنى . أما الثاني علاقة الفن البيئي بالوعي الجمالي أما الفصل الثالث احتوى على إجراءات البحث وتضمن مجتمع البحث(30) عملًا فنيًّا وبطريقة قصدية، وتم اختيار(3) أعمال فنية للتحليل. أما أداة البحث حددت (5) مجالات للفن البيئي التي تمثلت ب(عناصر العمل الفني، أساليب إظهار الفکرة کتنفيذ وتقنيات مستخدمة المحفزات والمثيرات المضمون التربوي، والوعي الجمالي المضمون والفکرة) واستخدمت الباحثة الوسائل الإحصائية ومعامل ارتباط بيرسون لحساب نسبة الاتفاق بين المحللين. أما الفصل الرابع، فقد احتوى على نتائج البحث التي تمثلت بالفن البيئي بما يحتويه من آليات وتقنيات مختلفة، تشکل عمومًا مزيجًا من المشارکة بين المتلقي والعمل الفني مما يخلق حوارًا ينمي المعرفة والوعي الجمالي عن طريق توظيفه للتقنيات والمواد المستخدمة. أما الاستنتاجات تمکن الفن البيئي من المساعدة على التواصل مع المتلقي،من خلال أعمال فنية بيئية غيرت الطريقة التي يرى المتلقي فيها الفن، مما عزز علاقة الإنسان بالعالم الخارجي، واختتمت الباحثة الفصل بالتوصيات والمقترحات، لينتهي البحث بقائمة المصادر والمراجع والملاحق، وملخص باللغة الإنکليزية. Abstract: The environment is the biosphere of man and his importance in the use of art as an input to the development of aesthetic awareness of environmental art through the link of the idea of creativity in the works of art, through the open spaces, because of its aesthetic recruitment as well as, adapting the environment using mechanisms and techniques to beautify the place, Whether it is educational or social. Because the environment, art and man meet and achieve an achievement that affects the educated recipient in how to benefit from the environment because of the impact on his behavior and awareness of the aesthetic The first chapter of the research definition of the problem of research, importance and objectives T. researcher analyzed the most important terms in the second quarter included the first two sections Me environmental art concept and meaning The second is the relationship between environmental art and aesthetic awareness. The third chapter included the research procedures and the research community included (30) works of art and in a deliberate manner, and (3) technical works were selected for analysis. The research tool identified (5) areas of environmental art that were (elements of the work of art, methods of showing the idea as implementation and techniques used, stimuli and stimuli, educational content, aesthetic awareness content and idea). The researcher used statistical means and Pearson correlation coefficient to calculate the ratio of agreement between analysts. The fourth chapter included the results of the research, which consisted of environmental art with its various mechanisms and techniques, which generally constitute a combination of the interaction between the recipient and the artistic work, thus creating a dialogue that promotes knowledge and aesthetic awareness by employing the techniques and materials used. The conclusions enable environmental art to help communicate With the recipient, through environmental works of art changed the way the recipient sees art, which strengthened the relationship of human to the outside world and concluded the researcher chapter recommendations and proposals, to end the search list of sources and references and annexes, and a summary in English
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.009 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.004 | 0.003 |
| Scholarly communication | 0.008 | 0.003 |
| Open science | 0.001 | 0.003 |
| Research integrity | 0.002 | 0.005 |
| Insufficient payload (model declined to judge) | 0.183 | 0.152 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".