Proceedings, 1. bölüm |
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77 sonuçtan 1-3 arası sonuçlar
Sayfa 66
... knowledge as " tacit " . Paul Johnson17 has termed this fact the " paradox of expertise " -- The very knowledge we wish to represent in a computer program as well as the knowledge we wish to teach others , often turns out to be the ...
... knowledge as " tacit " . Paul Johnson17 has termed this fact the " paradox of expertise " -- The very knowledge we wish to represent in a computer program as well as the knowledge we wish to teach others , often turns out to be the ...
Sayfa 67
... knowledge bases ( or representations ) is very powerful for assisting students in learning how to learn as will be described later . Additional strategies for representing knowledge are described in Smith , Macneal and Starfield22 ...
... knowledge bases ( or representations ) is very powerful for assisting students in learning how to learn as will be described later . Additional strategies for representing knowledge are described in Smith , Macneal and Starfield22 ...
Sayfa 68
... knowledge and rules ( i.e. values formulae ) in order that one might later observe rippling effect of column by column output of the calculated values . Similarly , a data base must be constructed before various sorting and merging ...
... knowledge and rules ( i.e. values formulae ) in order that one might later observe rippling effect of column by column output of the calculated values . Similarly , a data base must be constructed before various sorting and merging ...
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Sunday | 1 |
June 24 1987 | 6 |
What Technical Writing Teachers Can Learn from | 12 |
Telif Hakkı | |
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