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heihei_111木虫 (著名写手)
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[求助]
求助一段英译汉，谢谢
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Each element of the conceptual framework informed and defined the others. These four components (i.e., data life cycle, information acquisition process, knowledge acquisition, and use of information) were sustained by the underlying beliefs regarding the creation and use of the information as a product of education. All these elements were used as discussed in research design. The theoretical framework of this research was based on the perception and use of technology as the administrative element of providing supplementary, administrative services in a school institution developed by Kalay and Chen (2002), Walk (2003), Clinchy (2004), Roberts (2003), and Steward (2002). The service-like element introduced by these authors, separated the use of technology as strictly academic and use of technology as strictly administrative. The early work of Kalay and Chen (2002), pointed out at the typical-for-business-environment advantages that technology could bring. |
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quzuoyin
至尊木虫 (小有名气)
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【答案】应助回帖
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爱与雨下(金币+1): ！~ 2011-08-30 08:45:47
heihei_111(金币+40, 翻译EPI+1): 2011-08-31 07:32:50
爱与雨下(金币+1): ！~ 2011-08-30 08:45:47
heihei_111(金币+40, 翻译EPI+1): 2011-08-31 07:32:50
| 基本概念的每个元素提供其它元素的信息并定义它们。这四个组成（比如,数据生命周期、信息获取过程、知识的获取和信息的使用）通过对于潜在信念的的创造和作为教育产品的信息的使用而被维持。所有的这些元素在研究设计中被讨论。这项研究的理论框架基于感知和技术的使用，这些技术是在学校机构提供支持和管理服务的管理元素，这一理论由Kalay， Chen (2002), Walk (2003), Clinchy (2004), Roberts (2003), 和Steward (2002)所发展。 这些作者引入了像服务一样的元素，把使用严格的学术技术与严格的管理技术所区别。Kalay 和Chen (2002)早期的工作指出技术会带来商业环境特有的优势。 |
2楼2011-08-30 08:12:40
