<resource xmlns:datacite="http://datacite.org/schema/kernel-4">
<creators>
<creator>
<creatorName nameType="Personal">Sebiye Celik</creatorName>
<givenName>Sebiye</givenName>
<familyName>Celik</familyName>
</creator>
</creators>
<contributors>
<contributor contributorType="Other">
<contributorName>Henning Bohl</contributorName>
<givenName>Henning</givenName>
<familyName>Bohl</familyName>
</contributor>
</contributors>
<titles>
<title>the burning-cutting line</title>
</titles>
<descriptions>
<description descriptionType="Other">We develop, we make an application of a topographic plan a trip to the land of better knowledge. Defied, the deadpoint was the first movable act (line). After a short time stop to catch my breath. (broken or articu-lated with repeated stop line.) Back at how far we have (counter movement). In the spirit of the way here and there considered (line bundle). A river wants to stop, we make use of a boat (wave motion). Next up would have been a bridge (bow row).
Over we meet like-minded people who also want to go where they can have more knowledge. First we agree for joy (convergence) to provide a gradual differences (self-guided tour of two lines). Certain excite-ment on both sides (expression that dynamics and psyche of the li-ne)

Klee, Paul: Arts - Education, essays, lectures, book reviews and contribu-tions to the visual morphology, Reclam Verlag Leipzig, 1991, page 60-61.</description>
</descriptions>
<resourceType resourceTypeGeneral="Dataset">Container</resourceType>
<dates>
<date dateType="Created">2022-12-13T17:25:20.303Z</date>
</dates>
<subjects>
<subject>2015 Sommersemester</subject>
<subject>summer term 2015</subject>
</subjects>
<formats></formats>
<rightsList>
<rights></rights>
</rightsList>
</resource>
