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Computer Graphics: Principles and Practice is a textbook written by James D. Foley, Andries van Dam, Steven K. Feiner, John Hughes, Morgan McGuire, David F. Sklar, and Kurt Akeley and published by Addison–Wesley. First published in 1982 as Fundamentals of Interactive Computer Graphics, it is widely considered a classic standard reference book ...
The Fifth Discipline: The Art and Practice of the Learning Organization is a book by Peter Senge (a senior lecturer at MIT) focusing on group problem solving using the systems thinking method in order to convert companies into learning organizations that learn to create results that matter as an organization.
Computer programming or coding is the composition of sequences of instructions, called programs, that computers can follow to perform tasks. [1] [2] It involves designing and implementing algorithms, step-by-step specifications of procedures, by writing code in one or more programming languages.
A boxer's training depends largely on the point in their career at which they are situated. If the boxer is just a beginner, a minimal training routine might consist of learning how to hit a heavy bag, a speed bag, or a double end bag (a small bag with a cord on top and bottom connecting it to the floor and ceiling) as well as doing shadowboxing in front of a mirror, skipping rope ...
BASIC continues to this day to be frequently self-taught with excellent tutorials and implementations. See also List of BASIC dialects by platform. BASIC offers a learning path from learning-oriented BASICs such as Microsoft Small Basic, BASIC-256 and SiMPLE, to more full-featured BASICs like Visual Basic .NET and Gambas.
Inquiry-based learning. Inquiry-based learning (also spelled as enquiry-based learning in British English) [a] is a form of active learning that starts by posing questions, problems or scenarios. It contrasts with traditional education, which generally relies on the teacher presenting facts and their knowledge about the subject.
Worked-example effect. The worked-example effect is a learning effect predicted by cognitive load theory. [1][full citation needed] Specifically, it refers to improved learning observed when worked examples are used as part of instruction, compared to other instructional techniques such as problem-solving [2][page needed] and discovery learning ...
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