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Results: 218,493
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Molochieva, Z., Faghiri, P., & van Lier, E. (2022). Biabsolutive constructions in Chechen. Folia Linguistica, 56(2), 325-349. https://doi.org/10.1515/flin-2022-2036 -
Wagemaker, J., Foster, N., Kappé, T., Kozen, D., Rot, J., & Silva, A. (2022). Concurrent NetKAT: Modeling and analyzing stateful, concurrent networks. In I. Sergey (Ed.), Programming Languages and Systems : 31st European Symposium on Programming, ESOP 2022, held as part of the European Joint Conferences on Theory and Practice of Software, ETAPS 2022, Munich, Germany, April 2–7, 2022 : proceedings (pp. 575-602). (Lecture Notes in Computer Science; Vol. 13240), (Advanced Research in Computing and Software Science). Springer. https://doi.org/10.48550/arXiv.2201.10485, https://doi.org/10.1007/978-3-030-99336-82_1 -
Abdollahpouri, H., Sahebi, S., Elahi, M., Mansoury, M., Loni, B., Nazari, Z., & Dimakopoulou, M. (2022). MORS 2022: The Second Workshop on Multi-Objective Recommender Systems. In RecSys' 22: Proceedings of the Sixteenth ACM Conference on Recommender Systems : Seattle, WA, USA, September 18-23, 2022 (pp. 658-660). Association for Computing Machinery. https://doi.org/10.1145/3523227.3547410 -
Schellingerhout, R., Medentsiy, V., & Marx, M. (2022). Explainable Career Path Predictions using Neural Models. In M. Kaya, T. Bogers, D. Graus, S. Mesbah, C. Johnson, & F. Gutiérrez (Eds.), Proceedings of the 2nd Workshop on Recommender Systems for Human Resources (RecSys-in-HR 2022): co-located with the 16th ACM Conference on Recommender Systems (RecSys 2022) : Seattle, USA, 18th-23rd September 2022 Article 7 (CEUR Workshop Proceedings; Vol. 3218). CEUR-WS. https://ceur-ws.org/Vol-3218/RecSysHR2022-paper_7.pdf -
Taminiau, F., & van der Zwaan, B. (2022). The Physical Potential for Dutch Offshore Wind Energy. Journal of Energy and Power Technology, 4(4), Article 032. https://doi.org/10.2139/ssrn.4109358, https://doi.org/10.21926/jept.2204032 -
Castells, N., Minguela, M., Solé, I., Miras, M., Nadal, E., & Rijlaarsdam, G. (2022). Improving questioning–answering strategies in learning from multiple complementary texts: An intervention study. Reading Research Quarterly, 57(3), 879-912. https://doi.org/10.1002/rrq.451
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