Titlebook: Silicon Versus Carbon; Fundamental Nanoproc Yuri Magarshak,Sergey Kozyrev,Ashok K. Vaseashta Conference proceedings 2009 Springer Science+B

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書目名稱Silicon Versus Carbon影響因子(影響力)




書目名稱Silicon Versus Carbon影響因子(影響力)學(xué)科排名




書目名稱Silicon Versus Carbon網(wǎng)絡(luò)公開度




書目名稱Silicon Versus Carbon網(wǎng)絡(luò)公開度學(xué)科排名




書目名稱Silicon Versus Carbon被引頻次




書目名稱Silicon Versus Carbon被引頻次學(xué)科排名




書目名稱Silicon Versus Carbon年度引用




書目名稱Silicon Versus Carbon年度引用學(xué)科排名




書目名稱Silicon Versus Carbon讀者反饋




書目名稱Silicon Versus Carbon讀者反饋學(xué)科排名

盡管

L. Gribov,V. Baranov,Yu. Magarshakexperiences of students across multiple sites and contexts aDevelopments within the “knowledge society,” especially those resulting from technological innovation, have intensified an interest in the relationship between different contexts and multiple sites of learning across what is often termed as

CHANT

S. Kozyrev,P. Yakutseniexperiences of students across multiple sites and contexts aDevelopments within the “knowledge society,” especially those resulting from technological innovation, have intensified an interest in the relationship between different contexts and multiple sites of learning across what is often termed as

Trypsin

O. Figovsky,D. Beilin,N. Blankp between different contexts and multiple sites of learning across what is often termed as formal, non-formal and informal learning environments. The aim of this book is to trace learning and experience across multiple sites and contexts as a means to generate new knowledge about the borders and edg

BLINK

S. Usherenko,O. Figovskyp between different contexts and multiple sites of learning across what is often termed as formal, non-formal and informal learning environments. The aim of this book is to trace learning and experience across multiple sites and contexts as a means to generate new knowledge about the borders and edg

龍卷風(fēng)

擔(dān)心

A. Sosnov,S. Sadovnikov,S. Panfilov,Yu. Magarshakp between different contexts and multiple sites of learning across what is often termed as formal, non-formal and informal learning environments. The aim of this book is to trace learning and experience across multiple sites and contexts as a means to generate new knowledge about the borders and edg

Costume

E. Kapuscikp between different contexts and multiple sites of learning across what is often termed as formal, non-formal and informal learning environments. The aim of this book is to trace learning and experience across multiple sites and contexts as a means to generate new knowledge about the borders and edg

Desert

R. Tennep between different contexts and multiple sites of learning across what is often termed as formal, non-formal and informal learning environments. The aim of this book is to trace learning and experience across multiple sites and contexts as a means to generate new knowledge about the borders and edg

browbeat

A. Vaseashtap between different contexts and multiple sites of learning across what is often termed as formal, non-formal and informal learning environments. The aim of this book is to trace learning and experience across multiple sites and contexts as a means to generate new knowledge about the borders and edg