Titlebook: Sports Science Research and Technology Support; International Congre Jan Cabri,Pedro Pezarat Correia,João Barreiros Conference proceedings

小天使

书目名称Sports Science Research and Technology Support影响因子(影响力)




书目名称Sports Science Research and Technology Support影响因子(影响力)学科排名




书目名称Sports Science Research and Technology Support网络公开度




书目名称Sports Science Research and Technology Support网络公开度学科排名




书目名称Sports Science Research and Technology Support被引频次




书目名称Sports Science Research and Technology Support被引频次学科排名




书目名称Sports Science Research and Technology Support年度引用




书目名称Sports Science Research and Technology Support年度引用学科排名




书目名称Sports Science Research and Technology Support读者反馈




书目名称Sports Science Research and Technology Support读者反馈学科排名

pester

精确

Incorporate

Hans Weghornyes.” Nowhere in the practice of education do we need to see through new eyes than in the domain of assessment. We have been trapped by our collective experiences to see a limited array of things to be assessed, a very few ways of assessing them, limited strategies for communicating results and infl

wangle

Erick Martins Ratameroere in the practice of education do we need to see through new eyes than in the domain of assessment. We have been trapped by our collective experiences to see a limited array of things to be assessed, a very few ways of assessing them, limited strategies for communicating results and inflexible rol

显微镜

Angelina Thiers,Annett l’Orteye,Katja Orlowski,Thomas Schraderere in the practice of education do we need to see through new eyes than in the domain of assessment. We have been trapped by our collective experiences to see a limited array of things to be assessed, a very few ways of assessing them, limited strategies for communicating results and inflexible rol

EWER

DIS

Ladislav Havaš,Vladimir Medved,Zoran Skočir not used simultaneously.The algorithms developed are inspirAppendices A Rotastore A. l Tabular Results for Different Models A. 2 Tabular Results for Different Algorithms B OptiTrans B. l Input Data B. l. l Input Data Common to all Solution Approaches B. 1. 2 Specific Input Data for the MILP Model a

存在主义

ut Data Common to all Solution Approaches B. 1. 2 Specific Input Data for the MILP Model and the Column Enumeration Approach B. 1. 3 Specific Input Data for the Heuristic Methods B. 1. 3. 1 Penalty Criteria B. 1. 3. 2 Control Parameters of the OptiTrans Software B. 2 Tabular Results B. 2. 1 Tabular

Interdict

ollecting and communicating evidence of learning, and a fundamental redefinition of both students’ and teachers’ roles in the assessment process.978-1-4020-1357-7978-0-306-48125-3Series ISSN 1572-1957 Series E-ISSN 2542-9957