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- Modeling and Numerical Analysis of the Cholesteric Landau-de Gennes Mo . . .
The simulations are consistent with experiments, illustrate the richness of the cholesteric model, and demonstrate the importance of the mesh size restriction
- Achieving Environmentally Responsible Behavior for Tourists and . . .
Abstract Applying Norm Activation Theory to tourism, this study develops a conceptual model for both tourists and residents starting from their awareness of the negative environmental consequences of tourism, addressing ascription of responsibility, environmental sensitivity, place attachment, and environmentally responsible behavior This research shows that ascription of responsibility
- (PDF) On the Identification of the Middle Class - ResearchGate
class and the rich: by taking the 125 per c ent cut- off to be a quarter less than the income level that identifies the rich, then the implicit “richness line” would be equal to 167 per cent
- Implicit Knowledge and Work Performance | SpringerLink
Implicit knowledge is quite a heterogeneous concept comprising different aspects and research areas, such as experiential knowledge, tacit knowledge or incidental learning paradigms Starting with some examples for the phenomenon, the main concepts of this research
- (PDF) Presentation and Representation of Implicit Knowledge in the . . .
point at the implicit knowledge It is extremely interesting that the early Mosaic browser from NCSA supported collaborative annotation of Web documents, and
- Modelling and simulation of the cholesteric Landau-de Gennes model
This paper discusses modelling and numerical issues in the simulation of the Landau-de Gennes (LdG) model of nematic liquid crystals (LCs) with cholesteric effects We propose a fully implicit, (weighted) L 2 gradient flow for computing energy minimizers of the LdG model, and note a time-step restriction for the flow to be energy decreasing Furthermore, we give a mesh size restriction, for
- Tacit and Codified Knowledge in Economics | SpringerLink
Tacit knowledge as implicit cognitive rules : this form of knowledge does not represent, in a strict sense, a form of skill , but must be considered as an actual cognitive system, defined in terms of mental states and structures that cannot be articulated in words nor described in a complete formal language
- ERIC - EJ992336 - Implicit Word Learning Benefits from Semantic . . .
Here, we provide initial evidence demonstrating that implicit learning in repetition priming is influenced by the amount of semantic features associated with a given word Electroencephalographic recordings were obtained while participants performed a visual lexical decision task; the complete stimulus set was repeated once
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