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Titlebook: Leaders in the Sociology of Education; Intellectual Self-Po Alan R. Sadovnik,Ryan W. Coughlan Book 2016 SensePublishers-Rotterdam, The Neth

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樓主: Eisenhower
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發(fā)表于 2025-3-25 05:46:27 | 只看該作者
Lois Weisomputational problems (e.g., consider Table 2.1 for some examples). Typically, in computer science, we study how to design . to automatically solve these computational problems. For example, with the invention of automated computers, multiplications can now be trivially solved by computers. Likewise
22#
發(fā)表于 2025-3-25 10:42:29 | 只看該作者
Philip Wexlerple pairs of players are asked to generate tags for any given object (e.g., image [334], music clip [190] and named entities [338]). There are many reasons why redundancy is valuable. First, the data obtained from human workers can be inaccurate: some human workers may give the wrong answers due to
23#
發(fā)表于 2025-3-25 12:52:58 | 只看該作者
Geoff Whittyd the scope of existing Artificial Intelligence (AI) algorithms. With the growth of the Web, human computation systems can now leverage the abilities of an unprecedented number of people via the Web to perform complex computation. There are various genres of human computation applications that exist
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發(fā)表于 2025-3-25 16:56:48 | 只看該作者
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發(fā)表于 2025-3-25 22:23:42 | 只看該作者
26#
發(fā)表于 2025-3-26 03:53:53 | 只看該作者
https://doi.org/10.1007/978-94-6300-717-7Sociology of Education; Intellectual Self-Portraits; Sociological Theory; Educational Inequality; Educat
27#
發(fā)表于 2025-3-26 05:24:07 | 只看該作者
SensePublishers-Rotterdam, The Netherlands 2016
28#
發(fā)表于 2025-3-26 10:56:47 | 只看該作者
rinciples that allow for the distinction between benign chromosome / DNA variation and pathogenic heteromorphisms / polymorphisms are discussed and include references to the latest organizational guidelines and978-981-10-9770-6978-981-10-3035-2
29#
發(fā)表于 2025-3-26 16:41:56 | 只看該作者
30#
發(fā)表于 2025-3-26 18:48:13 | 只看該作者
Book 20161960s. It reveals a number of important themes central to all of the authors’ work, including educational inequality; the influence of the classical sociological theorists, Karl Marx, Max Weber and Emile Durkheim; and the influence of more recent classical sociologists of education, Basil Bernstein,
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