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Artykuły w czasopismach na temat "Concept maps"
Torre, Dario M., Steven J. Durning i Barbara J. Daley. "Concept Maps". Academic Medicine 92, nr 12 (grudzień 2017): 1802. http://dx.doi.org/10.1097/acm.0000000000001969.
Pełny tekst źródłaCrampes, Michel, Sylvie Ranwez, Jean Villerd, Filip Velickovski, Chris Mooney, Andrew Emery i Nicholas Mille. "Concept Maps for Designing Adaptive Knowledge Maps". Information Visualization 5, nr 3 (22.06.2006): 211–24. http://dx.doi.org/10.1057/palgrave.ivs.9500127.
Pełny tekst źródłaMartin, Kristine E. "Computer-Generated Concept Maps". Nurse Educator 34, nr 6 (listopad 2009): 238–40. http://dx.doi.org/10.1097/nne.0b013e3181bc7332.
Pełny tekst źródłaAll, Anita C., i LaRae I. Huycke. "Serial Concept Maps: Tools for Concept Analysis". Journal of Nursing Education 46, nr 5 (1.05.2007): 217–24. http://dx.doi.org/10.3928/01484834-20070501-05.
Pełny tekst źródłaAciole, Douglas de Souza Braga, Anne Albuquerque Filgueira, Thiago Jesus da Silva Xavier, Guilherme Marques Da Cunha, Maria Tereza Mendes Vieira, Ruann Ramires Nunes Paiva, Roberto Lima Santos i Elineí Araújo-de-Almeida. "Enfoques aos mapas conceituais e ao esqueleto de mapa na aprendizagem sobre biodiversidade / Approaches to concept maps and skeleton concept maps in biodiversity learning". Brazilian Journal of Development 7, nr 12 (29.12.2021): 116880–94. http://dx.doi.org/10.34117/bjdv7n12-443.
Pełny tekst źródłaButer, R. K., E. C. M. Noyons, M. Van Mackelenbergh i T. Laine. "Combining concept maps and bibliometric maps: First explorations". Scientometrics 66, nr 2 (luty 2006): 377–87. http://dx.doi.org/10.1007/s11192-006-0027-y.
Pełny tekst źródłaSlotte, Virpi, i Kirsti Lonka. "Spontaneous concept maps aiding the understanding of scientific concepts". International Journal of Science Education 21, nr 5 (maj 1999): 515–31. http://dx.doi.org/10.1080/095006999290552.
Pełny tekst źródłaCzenky, Márta, i János Kormos. "Concept systematization with concept maps in data modelling". Teaching Mathematics and Computer Science 12, nr 2 (2014): 149–66. http://dx.doi.org/10.5485/tmcs.2014.0364.
Pełny tekst źródłaGallenstein, Nancy L. "Mathematics concept maps: assessing connections". Teaching Children Mathematics 17, nr 7 (marzec 2011): 436–40. http://dx.doi.org/10.5951/teacchilmath.17.7.0436.
Pełny tekst źródłaWitmer, Jeffrey A. "Concept maps in introductory statistics". Teaching Statistics 38, nr 1 (23.07.2015): 4–7. http://dx.doi.org/10.1111/test.12083.
Pełny tekst źródłaRozprawy doktorskie na temat "Concept maps"
Marshall, Byron, i Therani Madhusudan. "Element Matching in Concept Maps". ACM, 2004. http://hdl.handle.net/10150/105657.
Pełny tekst źródłaConcept maps (CM) are informal, semantic, node-link conceptual graphs used to represent knowledge in a variety of applications. Algorithms that compare concept maps would be useful in supporting educational processes and in leveraging indexed digital collections of concept maps. Map comparison begins with element matching and faces computational challenges arising from vocabulary overlap, informality, and organizational variation. Our implementation of an adapted similarity flooding algorithm improves matching of CM knowledge elements over a simple string matching approach.
AGUIAR, C. Z. "Concept Maps Mining for Text Summarization". Universidade Federal do Espírito Santo, 2017. http://repositorio.ufes.br/handle/10/9846.
Pełny tekst źródła8 Resumo Os mapas conceituais são ferramentas gráficas para a representação e construção do conhecimento. Conceitos e relações formam a base para o aprendizado e, portanto, os mapas conceituais têm sido amplamente utilizados em diferentes situações e para diferentes propósitos na educação, sendo uma delas a represent ação do texto escrito. Mes mo um gramá tico e complexo texto pode ser representado por um mapa conceitual contendo apenas conceitos e relações que represente m o que foi expresso de uma forma mais complicada. No entanto, a construção manual de um mapa conceit ual exige bastante tempo e esforço na identificação e estruturação do conhecimento, especialmente quando o mapa não deve representar os conceitos da estrutura cognitiva do autor. Em vez disso, o mapa deve representar os conceitos expressos em um texto. Ass im, várias abordagens tecnológicas foram propostas para facilitar o processo de construção de mapas conceituais a partir de textos. Portanto, esta dissertação propõe uma nova abordagem para a construção automática de mapas conceituais como sumarização de t extos científicos. A sumarização pretende produzir um mapa conceitual como uma representação resumida do texto, mantendo suas diversas e mais importantes características. A sumarização pode facilitar a compreensão dos textos, uma vez que os alunos estão te ntando lidar com a sobrecarga cognitiva causada pela crescente quantidade de informação textual disponível atualmente. Este crescimento também pode ser prejudicial à construção do conhecimento. Assim, consideramos a hipótese de que a sumarização de um text o representado por um mapa conceitual pode atribuir características importantes para assimilar o conhecimento do texto, bem como diminuir a sua complexidade e o tempo necessário para processá - lo. Neste contexto, realizamos uma revisão da literatura entre o s anos de 1994 e 2016 sobre as abordagens que visam a construção automática de mapas conceituais a partir de textos. A partir disso, construímos uma categorização para melhor identificar e analisar os recursos e as características dessas abordagens tecnoló gicas. Além disso, buscamos identificar as limitações e reunir as melhores características dos trabalhos relacionados para propor nossa abordagem. 9 Ademais, apresentamos um processo Concept Map Mining elaborado seguindo quatro dimensões : Descrição da Fonte de Dados, Definição do Domínio, Identificação de Elementos e Visualização do Mapa. Com o intuito de desenvolver uma arquitetura computacional para construir automaticamente mapas conceituais como sumarização de textos acadêmicos, esta pesquisa resultou na ferramenta pública CMBuilder , uma ferramenta online para a construção automática de mapas conceituais a partir de textos, bem como uma api java chamada ExtroutNLP , que contém bibliotecas para extração de informações e serviços públicos. Para alcançar o objetivo proposto, direcionados esforços para áreas de processamento de linguagem natural e recuperação de informação. Ressaltamos que a principal tarefa para alcançar nosso objetivo é extrair do texto as proposições do tipo ( conceito, rela ção, conceito ). Sob essa premissa, a pesquisa introduz um pipeline que compreende: regras gramaticais e busca em profundidade para a extração de conceitos e relações a partir do texto; mapeamento de preposição, resolução de anáforas e exploração de entidad es nomeadas para a rotulação de conceitos; ranking de conceitos baseado na análise de frequência de elementos e na topologia do mapa; e sumarização de proposição baseada na topologia do grafo. Além disso, a abordagem também propõe o uso de técnicas de apre ndizagem supervisionada de clusterização e classificação associadas ao uso de um tesauro para a definição do domínio do texto e construção de um vocabulário conceitual de domínios. Finalmente, uma análise objetiva para validar a exatidão da biblioteca Extr outNLP é executada e apresenta 0.65 precision sobre o corpus . Além disso, uma análise subjetiva para validar a qualidade do mapa conceitual construído pela ferramenta CMBuilder é realizada , apresentando 0.75/0.45 para precision / recall de conceitos e 0.57/ 0.23 para precision/ recall de relações em idioma inglês e apresenta ndo 0.68/ 0.38 para precision/ recall de conceitos e 0.41/ 0.19 para precision/ recall de relações em idioma português. Ademais , um experimento para verificar se o mapa conceitual sumarizado pe lo CMBuilder tem influência para a compreensão do assunto abordado em um texto é realizado , atingindo 60% de acertos para mapas extraídos de pequenos textos com questões de múltipla escolha e 77% de acertos para m apas extraídos de textos extensos com quest ões discursivas
Sørmo, Frode. "Case-Based Tutoring with Concept Maps". Doctoral thesis, Norwegian University of Science and Technology, Department of Computer and Information Science, 2007. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-1945.
Pełny tekst źródłaThe goal of this thesis is to investigate methods for computerized tutoring support that is adapted to the individual student. In particular, we are concerned with providing such assistance to students solving exercises in domains where a complete or accurate problem-solving model is infeasible. We propose to do this by using concept maps as a means for students to model their own knowledge. Combined with results from earlier exercises, the concept map can form a student model that can be used in exercise selection, conceptualization support, and exercise solving support.
The thesis presents a framework for comparing exercise-oriented intelligent tutoring systems, and uses this framework to describe and analyze earlier systems, as well as our own system, CREEK-ILE. The CREEK-ILE system includes a formalization of a knowledge representation designed to support reasoning with concept maps, and methods for using case-based reasoning with concept maps as student models. A partial implementation of CREEK-ILE designed to support learning of basic Java computer programming is presented. This implementation is used in an experiment to test if students' concept maps, created before an exercise, can be used to predict the students' level of competence on the exercise tasks. The conclusion of these experiments is that although there is a weak correlation, it is not strong enough to serve as a good basis for exercise selection. However, concept maps in student modeling is useful for other tutoring tasks, such as conceptualization support, vocabulary learning and as basis for explanations.
An initial qualitative study on the effect of using inference on concept maps is also performed. This study is done by using the concept maps drawn by students in the experiment, and shows that inference can reveal implicit knowledge in students' concept maps. We demonstrate how this implicit knowledge can be used in various tutoring tasks supported by concept maps, for instance by increasing the quality of concept map similarity measures.
Moore, Jacob Preston. "Promoting Conceptual Understanding via Adaptive Concept Maps". Diss., Virginia Tech, 2013. http://hdl.handle.net/10919/23678.
Pełny tekst źródłaThis study seeks to answer the research question: "How can a large-scale concept map visualization tools be realized in a way that promotes conceptual understanding and manages cognitive load?" To answer the research question, a prototype tool, labeled the "Adaptive Map tool", was developed and populated with engineering statics content. This prototype contains content that is similar to the material in a traditional statics textbook, but the information is accessed through the proposed adaptive concept map visualization. The tool was then given to students in engineering statics class to be used as a supplemental textbook. The effects of the Adaptive Map tool were evaluated through a multiple case study approach that allowed researchers to understand how this tool fit into the larger learning context of a class. Results indicated that some students did integrate the Adaptive Map tool into the learning process, and furthermore that the tool did promote meaningful learning behaviors that lead to better conceptual understanding of the material.
Ph. D.
Yue, Hong. "Concept maps as assessment tools in mathematics comparison with clinical interviews /". To access this resource online via ProQuest Dissertations and Theses @ UTEP, 2008. http://0-proquest.umi.com.lib.utep.edu/login?COPT=REJTPTU0YmImSU5UPTAmVkVSPTI=&clientId=2515.
Pełny tekst źródłaSchilawa, Jörg. "The value of concept maps in knowledge management". Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/50199.
Pełny tekst źródłaThis study project investigates the use of concept maps in knowledge management and takes a look at both the people, and the technology sides of knowledge management. The report discusses critical aspects and theories of knowledge management. Attention is focused on the importance of human beings in creating and being of value to organisations. While some theories of knowledge management view knowledge as a further developed stage of information, there are other theories, which view tacit or individual knowledge as the most basic source of knowledge. Despite this difference, and other dissimilarities, certain issues concerning knowledge creation and amplification through communication appear in both theories. A detailed discussion of the conversion process, and the knowledge spiral, explains and reinforces the importance of communication. The discussion touches on issues such as the influence of company culture towards the facilitation of sharing attitudes, supportive leadership styles and organisational structure. The continuous exchange of knowledge and the acceptance of new methods, such as best practise, promote the creation of a learning organisation that concentrates on the value of human beings, their needs, and their individual fulfilment. Challenges and obstacles of knowledge management such as experts seeing their sharing of knowledge as a hindrance of personal competitive advantage or work security will be examined. Although the logistics of knowledge management are very complex it is extremely beneficial for organisations for creation of extra value, the speeding up of processes, and the creation of a better work environment. Despite the importance of the people side of knowledge management, a technical infrastructure and a sophisticated knowledge management system are essential. General information about knowledge management systems and information are given, including objectives, trends, and an example of a standard technical infrastructure. Concept map technology is the interface between the computer system and the user. Although concept maps are not a new invention, they are becoming more popular due to new technical possibilities. All kinds of knowledge can be saved in concepts, connections, links and underlying documents. Their cognitive structure enables instant use without extensive guidelines or instructions. A further advantage is the generality of concept maps, making them applicable to various environments and industries. To increase awareness for concept map applications, differences between two concept mapping software tools are briefiy discussed. One application concentrates on maps, the other application aims to enable further functionality. The empirical part of the study project evaluates the use of concept maps in the banking and insurance environment of Sparkasse Sudholstein. The company currently has about 1400 employees and provides a knowledge based service, which made it very suitable for the research project. The technology infrastructure of Sparkasse Sudholstein contains certain distinctive features due to security reasons. The company has a user interface with different applications, various internal databases, external databases for the discretion of customer data, and several other external information and knowledge services. All the factors above make Sparkasse Sudholstein to an ideal candidate for the use of concept map applications. A survey by means of a questionnaire was undertaken at the headquarters of the company to determine the current situation of their knowledge management system. The most popular knowledge sources in use were the Lotus Notes "info-tiles", as well as direct communication amongst colleagues. It was further recognised that concept maps are known by almost half the participants of the questionnaire and that people are very open to new techniques of knowledge management. Various concept maps were created with company experts to evaluate the value and possible applications of concept maps in the company. The results showed that concept maps are not able to fulfil all the tasks of a knowledge management system, because they do not yet provide enough functionality. However, concept maps do have an essential significance in knowledge gathering, job descriptions, trainings and seminars, presentations, as discussion support tools, and project work such as workflow management. The advantages of concept maps are their cognitive use and understanding, their self-explanatory structure, the interactivity with the user, and the implementation of multi-media in combination with special layout features. In conclusion, it can be said that concept maps can be successfully applied to selective areas in companies. Concept maps should be implemented into a broader knowledge management system and combined with other traditional methods of knowledge management. The use of concept maps will create value for companies by increasing efficiency, effectiveness, as well as the overall performance of the company. If concept maps are combined successfully with other knowledge management measures, sustainable competitive advantage could be created for the organisation.
Yilmazoglu, Candan. "Effect Of Analogy-enhanced Instruction Accompanied With Concept Maps On Understanding Of Acid-base Concept". Master's thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/12605247/index.pdf.
Pełny tekst źródłalogical thinking ability levels. Research data were analyzed by using (SPSS 12.0) ANCOVA and t-test. As a result of the research, it was obviously seen that analogy-enhanced instruction accompanied with concept maps caused a significantly better acquisition of scientific conception related to acid-base and produced significantly higher positive attitudes toward chemistry as a school subject than the traditionally designed chemistry instruction.
Hansson, Örjan. "Preservice teachers' views on the concept of function : a study including the utilization of concept maps". Licentiate thesis, Kristianstad University College, Department of Mathematics and Science, 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-6025.
Pełny tekst źródłaHansson, Örjan. "Preservice teachers' view on the concept of function : a study including the utilization of concept maps /". Luleå, 2004. http://epubl.luth.se/1402-1757/2004/49.
Pełny tekst źródłaHansson, Örjan. "Preservice teachers' view on the concept of function : a study including the utilization of concept maps". Licentiate thesis, Luleå tekniska universitet, 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-26416.
Pełny tekst źródłaGodkänd; 2004; 20070131 (ysko)
Książki na temat "Concept maps"
Wick, Michael. Quantenmechanik mit Concept-Maps. Berlin, Heidelberg: Springer Berlin Heidelberg, 2019. http://dx.doi.org/10.1007/978-3-662-59424-7.
Pełny tekst źródłaTalbot, Shawn. Gateways to psychology: Concept maps and concept reviews. Australia: Wadsworth, 2010.
Znajdź pełny tekst źródłaWick, Michael. Klassische Mechanik mit Concept-Maps. Berlin, Heidelberg: Springer Berlin Heidelberg, 2021. http://dx.doi.org/10.1007/978-3-662-62544-6.
Pełny tekst źródłaO'Neil, Harold F. Feasibility of machine scoring of concept maps. Los Angeles, CA: Center for the Study of Evaluation, National Center for Research on Evaluation, Standards, and Student Testing, Graduate School of Education & Information Studies, University of California, Los Angeles, 1997.
Znajdź pełny tekst źródłaNursing concept care maps for providing safe patient care. Philadelphia: F.A. Davis Co., 2013.
Znajdź pełny tekst źródłaNaso, Karen. Learning to learn through concept definition maps: A junior science curriculum guide. Vancouver, BC: Vancouver School Board, Program Services, 1992.
Znajdź pełny tekst źródłaTertiary Educators Workshop on "Learning to Use Concept Maps & Vee Maps" (1998 Apia, Samoa). New strategies for solving problems: Proceedings of the Tertiary Educators Workshop on "Learning to Use Concept Maps & Vee Maps". Redaktorzy Afamasaga-Fuata'i Karoline i National University of Samoa. Science Faculty. Apia, Samoa: National University of Samoa, 1999.
Znajdź pełny tekst źródłaLearning, creating, and using knowledge: Concept maps as facilitative tools in schools and corporations. Wyd. 2. New York, NY: Routledge, 2010.
Znajdź pełny tekst źródłaLearning, creating, and using knowledge: Concept maps as facilitative tools in schools and corporations. Mahwah, N.J: L. Erlbaum Associates, 1998.
Znajdź pełny tekst źródłaNovak, Joseph Donald. Learning, creating, and using knowledge: Concept maps as facilitative tools in schools and corporations. New York, NY: Routledge, 2010.
Znajdź pełny tekst źródłaCzęści książek na temat "Concept maps"
Novak, Joseph. "Concept Maps". W Encyclopedia of Science Education, 1–8. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-6165-0_98-2.
Pełny tekst źródłaJin, Haiyue. "Concept Maps". W The Creative Enterprise of Mathematics Teaching Research, 213–28. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-549-4_19.
Pełny tekst źródłaGurlitt, Johannes. "Concept Maps". W Encyclopedia of the Sciences of Learning, 730–32. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_158.
Pełny tekst źródłaWick, Michael. "Mathematische Grundlagen". W Quantenmechanik mit Concept-Maps, 1–35. Berlin, Heidelberg: Springer Berlin Heidelberg, 2019. http://dx.doi.org/10.1007/978-3-662-59424-7_1.
Pełny tekst źródłaWick, Michael. "Physikalische Grundlagen". W Quantenmechanik mit Concept-Maps, 37–69. Berlin, Heidelberg: Springer Berlin Heidelberg, 2019. http://dx.doi.org/10.1007/978-3-662-59424-7_2.
Pełny tekst źródłaWick, Michael. "Lösungen der Schrödinger-Gleichung in einer Dimension". W Quantenmechanik mit Concept-Maps, 71–101. Berlin, Heidelberg: Springer Berlin Heidelberg, 2019. http://dx.doi.org/10.1007/978-3-662-59424-7_3.
Pełny tekst źródłaWick, Michael. "Ket-Formalismus". W Quantenmechanik mit Concept-Maps, 103–29. Berlin, Heidelberg: Springer Berlin Heidelberg, 2019. http://dx.doi.org/10.1007/978-3-662-59424-7_4.
Pełny tekst źródłaWick, Michael. "Lösungen der Schrödinger-Gleichung in drei Dimensionen". W Quantenmechanik mit Concept-Maps, 131–61. Berlin, Heidelberg: Springer Berlin Heidelberg, 2019. http://dx.doi.org/10.1007/978-3-662-59424-7_5.
Pełny tekst źródłaWick, Michael. "Näherungsmethoden". W Quantenmechanik mit Concept-Maps, 163–69. Berlin, Heidelberg: Springer Berlin Heidelberg, 2019. http://dx.doi.org/10.1007/978-3-662-59424-7_6.
Pełny tekst źródłaFaily, Shamal, John Lyle, Andre Paul, Andrea Atzeni, Dieter Blomme, Heiko Desruelle i Krishna Bangalore. "Requirements Sensemaking Using Concept Maps". W Human-Centered Software Engineering, 217–32. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-34347-6_13.
Pełny tekst źródłaStreszczenia konferencji na temat "Concept maps"
Anohina, Alla, i Janis Grundspenkis. "Scoring concept maps". W the International Conference. New York, New York, USA: ACM Press, 2009. http://dx.doi.org/10.1145/1731740.1731824.
Pełny tekst źródłaBerges, Marc, i Peter Hubwieser. "Concept specification maps". W the 18th ACM conference. New York, New York, USA: ACM Press, 2013. http://dx.doi.org/10.1145/2462476.2462503.
Pełny tekst źródłaPadilla, Stefano, Thomas S. Methven, David A. Robb i Mike J. Chantler. "Understanding Concept Maps". W CHI '17: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3025453.3025977.
Pełny tekst źródłaMechlova, E., i M. Malcik. "Testing concept maps electronically". W 2011 IEEE 9th International Conference on Emerging eLearning Technologies and Applications (ICETA). IEEE, 2011. http://dx.doi.org/10.1109/iceta.2011.6112602.
Pełny tekst źródłaGaines, Brian R., i Mildred L. G. Shaw. "Collaboration through concept maps". W The first international conference. Morristown, NJ, USA: Association for Computational Linguistics, 1995. http://dx.doi.org/10.3115/222020.222120.
Pełny tekst źródłaZvacek, Susan M., Maria Teresa Restivo i Maria Fatima Chouzal. "Visualizing understanding with concept maps". W 2012 15th International Conference on Interactive Collaborative Learning (ICL). IEEE, 2012. http://dx.doi.org/10.1109/icl.2012.6402184.
Pełny tekst źródłaMarshall, Byron, i Therani Madhusudan. "Element matching in concept maps". W the 2004 joint ACM/IEEE conference. New York, New York, USA: ACM Press, 2004. http://dx.doi.org/10.1145/996350.996391.
Pełny tekst źródłaNAVARRO, LEONEL IRIARTE, MANUEL MARCO SUCH, PEDRO PERNIAS PECO i DANIEL MORÓN MARTÍN. "CONCEPT MAPS AND LEARNING OBJECTS". W Proceedings of the 4th International Conference. WORLD SCIENTIFIC, 2005. http://dx.doi.org/10.1142/9789812701664_0008.
Pełny tekst źródłaNavarro, L. I., M. M. Such, D. M. Martin, C. P. Sancho i P. P. Peco. "Concept maps and learning objects". W Fifth IEEE International Conference on Advanced Learning Technologies (ICALT'05). IEEE, 2005. http://dx.doi.org/10.1109/icalt.2005.90.
Pełny tekst źródłaYu, Lixiu, i Jeffrey V. Nickerson. "Combining concept maps to catalyze creativity". W the 8th ACM conference. New York, New York, USA: ACM Press, 2011. http://dx.doi.org/10.1145/2069618.2069623.
Pełny tekst źródłaRaporty organizacyjne na temat "Concept maps"
Stanley, April Elisha, i Ellen McKinney. Concept Maps: Graphic Organizers for Flat Patternmaking. Ames: Iowa State University, Digital Repository, listopad 2016. http://dx.doi.org/10.31274/itaa_proceedings-180814-1531.
Pełny tekst źródłaBaader, Franz. Least common subsumers, most specific concepts, and role-value-maps in a description logic with existential restrictions and terminological cycles. Technische Universität Dresden, 2002. http://dx.doi.org/10.25368/2022.125.
Pełny tekst źródłaMitchell, Nancy. An Action Research Study to Determine the Feasibility of Using Concept Maps as Alternative Assessments by a Novice Teacher. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.603.
Pełny tekst źródłaChornodon, Myroslava. FEAUTURES OF GENDER IN MODERN MASS MEDIA. Ivan Franko National University of Lviv, luty 2021. http://dx.doi.org/10.30970/vjo.2021.49.11064.
Pełny tekst źródłaСоловйов, Володимир Миколайович, i V. Saptsin. Heisenberg uncertainty principle and economic analogues of basic physical quantities. Transport and Telecommunication Institute, 2011. http://dx.doi.org/10.31812/0564/1188.
Pełny tekst źródłaSoloviev, V., V. Solovieva i V. Saptsin. Heisenberg uncertainity principle and economic analogues of basic physical quantities. Брама-Україна, 2014. http://dx.doi.org/10.31812/0564/1306.
Pełny tekst źródłaSynchak, Bohdan. Freedom of choice and freedom of action in the Ukrainian media. Ivan Franko National University of Lviv, luty 2022. http://dx.doi.org/10.30970/vjo.2022.51.11400.
Pełny tekst źródłaHablanian, David A., Michael Bryant, Nelson Carbonell, Allan Chertok i Paul McTaggart. Modular Aircraft Support System (MASS) Proof-of-Concept Demonstrator Field Demonstration. Fort Belvoir, VA: Defense Technical Information Center, październik 2001. http://dx.doi.org/10.21236/ada413306.
Pełny tekst źródłaSoloviev, V., i V. Solovieva. Quantum econophysics of cryptocurrencies crises. [б. в.], 2018. http://dx.doi.org/10.31812/0564/2464.
Pełny tekst źródłaWittke, Helen. An analysis of geographical concepts and characteristics of maps in selected textbooks. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.695.
Pełny tekst źródła