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Table 1: Representative areas and knowledge expected for IS graduates Organizational theory The organizational theory sub-area intends to give students knowledge to explore the ways in which organizations are analysed as entities within an environment, as subjects of strategic action, as technologies, as social structures, as cultures, and as physical structures. It also covers important topics such as knowledge management, change management and decision-making. Systems theory Systems theory should provide the basic concepts of general system theory, together with some well- known laws and principles, as well as other related topics such as viable systems and information theory. The application of systems theory to information systems is another important topic to consider.

in unknown title
by unknown authors
"... In PAGE 4: ... Technology involves the creative use of hardware and software platforms to support the information systems. Those areas were further subdivided in significant sub-areas as presented in Table1 . Each sub-area was developed through consideration of the roles that IS professionals must play in organizations, for instance as CIO, systems analyst, IS project manager and IS consultant.... In PAGE 8: ...hain and electronic commerce. Their role and impact in the organization should be studied. Figure 2 presents the curriculum sub-areas related to the activities model, which was the basis of our curriculum proposal. Although Table1 only presents the main areas of organization and technology, the curricula also includes other complementary and interleaved topics and areas such as mathematics, economy, law, ethics, leadership and communication. Modules are the building blocks of our curriculum.... ..."

Table 3. Recurring factors between two design approaches We used the design model of Romme (2003) as a basis for explaining how the factors relate for designing tailorable technologies. The Romme model acts as a way to deductively package the set of factors for describing the design of tailorable technologies. The model comprises a set of factors that collectively portray a unique configuration that defines the purpose of a system, describes its outcomes, and focuses on the development of design theory (Romme, 2003). The factors represent proposed, not governing principles about designing tailorable technologies. The factors are intended to control the complexity of the design process as well as create usable technology. Specifically, the factors operationalize two design environments: the reflective and the active environments. The reflective environment describes how knowledge and content are used in the service of action. The active environment employs the knowledge and content in the form of action (Romme, 2003). Table 4 defines the nine factors and their relationship to both the reflective and active environments.

in Designing Tailorable Technologies
by Matt Germonprez, Fred Collopy
"... In PAGE 9: ...Table3... ..."

Table 1. Combinations produced for TCAS example 2-way 3-way 4-way 5-way 6-way

in Abstract Pseudo-Exhaustive Testing
by unknown authors

Table 1 in the following way:

in A Bagging Method using Decision Trees in the Role of Base Classifiers
by Kristína Machová, František Barčák, Peter Bednár

Tables is one way to

in Hitting The Relational Wall
by Andrew E. Wade, Ph. D

TABLE I. PROCESSOR CONFIGURATIONS Parameter 8-way (baseline) 16-way

in Efficiently evaluating speedup using sampled processor simulation
by Yue Luo, Lizy K. John 2004
Cited by 4

Table V. Sensitivity to Associativity: Delay 4-way 2-way

in Coupling Compiler-Enabled and Conventional Memory Accessing for Energy Efficiency
by Raksit Ashok, Saurabh Chheda, Csaba Andras Moritz
Cited by 1

Table V. Sensitivity to Associativity: Delay 4-way 2-way

in Coupling compiler-enabled and conventional memory accessing for energy efficiency
by Raksit Ashok, Saurabh Chheda, Bluerisc Inc, Csaba Andras Moritz
Cited by 1

Table VI. Sensitivity to Associativity: Energy 4-way 2-way

in Coupling compiler-enabled and conventional memory accessing for energy efficiency
by Raksit Ashok, Saurabh Chheda, Bluerisc Inc, Csaba Andras Moritz
Cited by 1

Table 2 Ways of Defining Statistics

in Date
by Learning Statistics, Kimberly D. Gardner, Christine Thomas, Ph. D. Stephen Harmon, Ph. D, Christine Thomas Ph. D, R. W. Kamphaus, Ph. D
"... In PAGE 73: ... learning statistics are discussed in reference to the two components of learning as described by Marton and Booth (1997) The quot;What quot; Aspect of Learning By analyzing the direct object of learning, the first focus question of the study (what are the different ways participants define statistics) is investigated. In reference to Figure 3 from chapter 2, the structural and referential aspects of the meaning of statistics are presented in Table2 . The term background is used instead of external horizon and foreground replaces internal horizon.... In PAGE 78: ... statisticians which include the norms and standards for quality research as well as the rules and standards for making inferences and decisions for the purposes of improving processes and seeing the world in a different way. Table2 summarizes the structural and referential parts of the presented categories. From the quot;what quot; aspect of learning, three definitions of what statistics is understood to be or mean emerged from the group.... ..."
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