TERMIUM Plus^®

Record 1,  Textual support,  English

Record number: 1, Textual support number: 1 DEF

... a model of the set of target knowledge and possible misconceptions. Thus the generic student model contains rules which a particular student may know less well than others and rules which the student may not possess at all.  1, record 1, English, - generic%20student%20model

Record 1,  Textual support,  French

Record number: 1, Textual support number: 1 DEF

Modèle regroupant les connaissances cibles et les failles de raisonnement éventuelles d'un apprenant.  2, record 1, French, - profil%2Dtype

Record number: 1, Textual support number: 1 CONT

Le profil-type contient les informations sur les connaissances que l'élève doit posséder ou acquérir dans la phase courante d'apprentissage; il est à distinguer du «profil de l'élève» qui contient les informations sur les connaissances que l'élève a (évaluation de l'élève par le système).  1, record 1, French, - profil%2Dtype

Record 1,  Textual support,  Spanish

Record 2,  Textual support,  English

Record number: 2, Textual support number: 1 CONT

A consensus was reached that sampling techniques and designs will always be species specific and may also vary between areas or habitats under investigation. Developing a useful index for recruitment based upon juvenile surveys is a function of appropriate sampling and of the extent of knowledge of life history of the target species.  1, record 2, English, - juvenile%20survey

Record 2,  Textual support,  French

Record 2,  Textual support,  Spanish

Record 3,  Textual support,  English

Record number: 3, Textual support number: 1 CONT

To calculate the security verification requirement..., the terminal kill probabilities(TKPs) of all types of strategic missiles possessed by [country A] and [country B] should first be computed. Ideally a calculation of the terminal kill probabilities of warheads attacking a set of different silos requires detailed knowledge of which particular silo is to be targeted and by what warhead.... The TKP value of a warhead indicates the chances that this warhead will destroy a known hardened target. When a certain number of a given type of warheads are used against a known number of silos, the TKP value indicates the percentage of these silos to be destroyed.  2, record 3, English, - terminal%20kill%20probability

Record 3,  Textual support,  French

Record 3,  Textual support,  Spanish

Record 4,  Textual support,  English

Record number: 4, Textual support number: 1 CONT

SBVS uses the knowledge of the target protein structure to select the lead compound with which it is likely to interact.  3, record 4, English, - structure%2Dbased%20virtual%20screening

Record 4,  Textual support,  French

Record number: 4, Textual support number: 1 CONT

Criblage virtuel basé sur la structure de la cible. Le criblage virtuel consiste à filtrer les molécules in silico afin de rejeter celles qui n'ont a priori que peu de chances d'avoir un effet [...]. Pour cela, on utilise des logiciels d'arrimage moléculaire pour simuler la pose du ligand à l'intérieur du site choisi. [...] Un [...] problème est la nécessité absolue de connaître la structure atomique de la cible, ce qui n'est pas forcément chose aisée.  1, record 4, French, - criblage%20virtuel%20bas%C3%A9%20sur%20la%20structure%20de%20la%20cible

Record 4,  Textual support,  Spanish

Record 5,  Textual support,  English

Record number: 5, Textual support number: 1 DEF

Didactic level to be reached by tutoring, or concept teaching.  1, record 5, English, - target%20level

Record number: 5, Textual support number: 1 CONT

From the target level perspective, hints or pieces of advice are fundamentally different from explanations, and correction are likewise different from remediation, in that they only address behavior. Similarly, simple demonstration and traces of reasoning are restricted to exposing behavior in the domain without providing other forms of support for learning. Finally, simulations only expose the behavior of objects. Such didactic operations all require a good deal of interpretation by the student in order to be converted into useful knowledge.  1, record 5, English, - target%20level

Record 5,  Textual support,  French

Record number: 5, Textual support number: 1 DEF

Niveau de connaissances à atteindre par l'apprenant suite à une session d'apprentissage.  1, record 5, French, - niveau%20cible

Record 5,  Textual support,  Spanish

Record 6,  Textual support,  English

Record number: 6, Textual support number: 1 DEF

The difference between an existing capability and an identified capability requirement.  2, record 6, English, - capability%20gap

Record number: 6, Textual support number: 1 CONT

Capabilities may include plans, procedures, personnel, equipment, infrastructure, and knowledge. A capability gap implies that a task cannot be completed with current resources, whereas a capability deficiency indicates that a capability exists, but is insufficient to meet the target level.  3, record 6, English, - capability%20gap

Record number: 6, Textual support number: 1 OBS

capability gap: term officially approved by the Air Force Terminology Panel (Trenton) and the Defence Terminology Standardization Board; term and definition officially approved by the Joint Terminology Panel.  4, record 6, English, - capability%20gap

Record 6,  Textual support,  French

Record number: 6, Textual support number: 1 DEF

Différence entre la capacité existante et la capacité requise.  2, record 6, French, - %C3%A9cart%20de%20capacit%C3%A9

Record number: 6, Textual support number: 1 CONT

Les capacités peuvent inclure des plans, des procédures, du personnel, de l'équipement, de l'infrastructure et des connaissances. Un écart de capacité signifie qu'une tâche ne peut être exécutée avec les ressources actuelles, tandis qu'une insuffisance de capacité indique qu'une capacité existe mais qu'elle est insuffisante pour atteindre le niveau visé.  3, record 6, French, - %C3%A9cart%20de%20capacit%C3%A9

Record number: 6, Textual support number: 1 OBS

écart de capacité : terme uniformisé par le Groupe d'experts en terminologie de la Force aérienne (Trenton) et par le Conseil de normalisation de terminologie de la Défense; terme et définition uniformisés par le Groupe d'experts en terminologie interarmées.  4, record 6, French, - %C3%A9cart%20de%20capacit%C3%A9

Record 6,  Textual support,  Spanish

Record 7,  Textual support,  English

Record number: 7, Textual support number: 1 CONT

Capabilities may include plans, procedures, personnel, equipment, infrastructure, and knowledge. A capability gap implies that a task cannot be completed with current resources, whereas a capability deficiency indicates that a capability exists, but is insufficient to meet the target level.  2, record 7, English, - capability%20deficiency

Record 7,  Textual support,  French

Record number: 7, Textual support number: 1 CONT

Les capacités peuvent inclure des plans, des procédures, du personnel, de l'équipement, de l'infrastructure et des connaissances. Un écart de capacité signifie qu'une tâche ne peut être exécutée avec les ressources actuelles, tandis qu'une insuffisance de capacité indique qu'une capacité existe mais qu'elle est insuffisante pour atteindre le niveau visé.  1, record 7, French, - insuffisance%20de%20capacit%C3%A9

Record 7,  Textual support,  Spanish

Record 8,  Textual support,  English

Record number: 8, Textual support number: 1 DEF

The difference between new knowledge achieved by the learning activities and target knowledge for each knowledge measure.  2, record 8, English, - knowledge%20gap

Record number: 8, Textual support number: 1 CONT

Once a need or knowledge gap has been identified, the next step is to address what type of gap it is, learning or performance. Once you understand what causes the gap, there are several things you can do. For example, a performance gap can be dealt with through a coaching session or [a] one-on-one training session. A knowledge gap can be dealt with through computer-based training, job training manuals or further courses. A learning gap, however, can only be addressed through different styles of training that address the learning needs of the individual; it must be handled on an individual basis and the solution must [fit] the learner’s specific needs.  3, record 8, English, - knowledge%20gap

Record number: 8, Textual support number: 2 CONT

[An employee] can pinpoint [his or her own] knowledge gaps, then download the learning objects required.  4, record 8, English, - knowledge%20gap

Record 8,  Textual support,  French

Record number: 8, Textual support number: 1 CONT

Découvrez quelles mesures vous devez prendre pour minimiser l'impact de l'écart des savoirs lorsque des employés ayant de l'ancienneté quittent la compagnie.  1, record 8, French, - %C3%A9cart%20des%20savoirs

Record 8,  Textual support,  Spanish

Record 9,  Textual support,  English

Record number: 9, Textual support number: 1 DEF

A learn-by-doing simulation in which students pursue a goal by practicing target skills and using relevant content knowledge to help them achieve their goal. There are seven essential components of a GBS : the learning goals, the mission, the cover story, the role, the scenario operations, the resources, and the feedback, including coaches and experts.  3, record 9, English, - goal%2Dbased%20scenario

Record number: 9, Textual support number: 1 CONT

Schank and Kass succinctly describe their design for a learning environment architecture, goal-based scenario (GBS). GBSs are courses structured as a series of scenarios, each involving the pursuit of a clear, concrete mission through a set of activities designed to teach a set of skills. For example, the GBS scenario "Broadcast News" simulates a special-purpose video production studio as well as a set of mentors and colleagues. The student’s main task is to edit text and video, which are given in rough draft form. Video clips of experts set up journalistic problems and critique the students’ work as they proceed through the scenario, providing specific challenges.  2, record 9, English, - goal%2Dbased%20scenario

Record 9,  Textual support,  French

Record number: 9, Textual support number: 1 OBS

Pluriel : des scénarios.  2, record 9, French, - sc%C3%A9nario%20orient%C3%A9%2Dbut

Record number: 9, Textual support number: 2 OBS

scénarios (pl.) : Cette graphie, puisée des Rectifications de l'orthographe recommandées par le Conseil supérieur de la langue française, est attestée dans le Petit Robert (2006).  3, record 9, French, - sc%C3%A9nario%20orient%C3%A9%2Dbut

Record 9,  Textual support,  Spanish

Record 10,  Textual support,  English

Record number: 10, Textual support number: 1 CONT

These individual knowledge objects of content are then organized and combined with other content to create individual learning programs. Learning programs can be designed based on factors such as target audience, job function, knowledge of the topic, and experience level, to name just a few. These personalized learning programs provide each user with "just enough, just-in-time" learning.  1, record 10, English, - just%20enough%2C%20just%2Din%2Dtime%20learning

Record 10,  Textual support,  French

Record number: 10, Textual support number: 1 CONT

L'apprentissage juste assez, juste à temps pour faciliter l'accès à des réponses aux problèmes pointus quotidiens.  1, record 10, French, - apprentissage%20juste%20assez%2C%20juste%20%C3%A0%20temps

Record 10,  Textual support,  Spanish

Record 11,  Textual support,  English

Record number: 11, Textual support number: 1 CONT

The first interface converts a string(the animation function value) to a unitless, canonical number(either an integer or a floating point value). This allows animation elements to interpolate between values without requiring specific knowledge of data types like CSS-length. The interface will likely require a reference to the target attribute, to determine the legal abstract values.  1, record 11, English, - convert%20a%20string

Record number: 11, Textual support number: 1 OBS

The English terminology on this record is standardized by the World Wide Web Consortium (W3C) whose role it is to establish standards relating to Internet technology. The French terminology was proposed by translators certified by the W3C and was verified by the author of this record.  2, record 11, English, - convert%20a%20string

Record 11,  Textual support,  French

Record number: 11, Textual support number: 1 CONT

La première interface convertit une chaîne (la valeur de la fonction d'animation) en un nombre sans unité canonique (un entier ou une valeur décimale). Ceci permet aux éléments d'animation d'interpoler entre des valeurs sans exiger de connaissance spécifique des types de données comme une longueur CSS. L'interface exigera probablement une référence à l'attribut cible, pour déterminer les valeurs abstraites légales.  1, record 11, French, - convertir%20une%20cha%C3%AEne

Record number: 11, Textual support number: 1 OBS

La terminologie anglaise de cette fiche est normalisée par le World Wide Web Consortium (consortium W3C) dont le rôle principal est d'établir les normes reliées aux technologies Internet. La terminologie française est proposée par des traducteurs agréés par le Consortium et elle a été vérifiée par l'auteur de cette fiche.  2, record 11, French, - convertir%20une%20cha%C3%AEne

Record 11,  Textual support,  Spanish

Record 12,  Textual support,  English

Record number: 12, Textual support number: 1 CONT

The first interface converts a string(the animation function value) to a unitless, canonical number(either an integer or a floating point value). This allows animation elements to interpolate between values without requiring specific knowledge of data types like CSS-length. The interface will likely require a reference to the target attribute, to determine the legal abstract values.  1, record 12, English, - legal%20abstract%20value

Record number: 12, Textual support number: 1 OBS

The English terminology on this record is standardized by the World Wide Web Consortium (W3C) whose role it is to establish standards relating to Internet technology. The French terminology was proposed by translators certified by the W3C and was verified by the author of this record.  2, record 12, English, - legal%20abstract%20value

Record 12,  Textual support,  French

Record number: 12, Textual support number: 1 CONT

La première interface convertit une chaîne (la valeur de la fonction d'animation) en un nombre sans unité canonique (un entier ou une valeur décimale). Ceci permet aux éléments d'animation d'interpoler entre des valeurs sans exiger de connaissance spécifique des types de données comme une longueur CSS. L'interface exigera probablement une référence à l'attribut cible, pour déterminer les valeurs abstraites légales.  1, record 12, French, - valeur%20abstraite%20l%C3%A9gale

Record number: 12, Textual support number: 1 OBS

La terminologie anglaise de cette fiche est normalisée par le World Wide Web Consortium (consortium W3C) dont le rôle principal est d'établir les normes reliées aux technologies Internet. La terminologie française est proposée par des traducteurs agréés par le Consortium et elle a été vérifiée par l'auteur de cette fiche.  2, record 12, French, - valeur%20abstraite%20l%C3%A9gale

Record 12,  Textual support,  Spanish

Record 13,  Textual support,  English

Record number: 13, Textual support number: 1 CONT

The animate element can interpolate unitless scalar values, and both animate and set elements can handle String values without any semantic knowledge of the target element or attribute. The animate and set elements must support unitless scalar values and string values.  1, record 13, English, - set%20element

Record number: 13, Textual support number: 1 OBS

The English terminology on this record is standardized by the World Wide Web Consortium (W3C) whose role it is to establish standards relating to Internet technology. The French terminology was proposed by translators certified by the W3C and was verified by the author of this record.  2, record 13, English, - set%20element

Record 13,  Textual support,  French

Record number: 13, Textual support number: 1 CONT

L'élément animat peut interpoler des valeurs scalaires sans unité, et les deux éléments animate et set peuvent manipuler des valeurs de chaîne sans aucune connaissance sémantique de l'élément ou de l'attribut cible. Les éléments animate et set doivent gérer les valeurs scalaires sans unité et les valeurs de chaîne.  1, record 13, French, - set

Record number: 13, Textual support number: 1 OBS

La terminologie anglaise de cette fiche est normalisée par le World Wide Web Consortium (consortium W3C) dont le rôle principal est d'établir les normes reliées aux technologies Internet. La terminologie française est proposée par des traducteurs agréés par le Consortium et elle a été vérifiée par l'auteur de cette fiche.  2, record 13, French, - set

Record 13,  Textual support,  Spanish

Record 14,  Textual support,  English

Record number: 14, Textual support number: 1 CONT

Animation only manipulates attributes and properties of the target elements, and so does not require any knowledge of the target element semantics beyond basic type information.  1, record 14, English, - target%20element

Record number: 14, Textual support number: 1 OBS

The English terminology on this record is standardized by the World Wide Web Consortium (W3C) whose role it is to establish standards relating to Internet technology. The French terminology was proposed by translators certified by the W3C and was verified by the author of this record.  2, record 14, English, - target%20element

Record 14,  Textual support,  French

Record number: 14, Textual support number: 1 CONT

Une animation manipule seulement les attributs et les propriétés des éléments cibles, et donc ne requiert aucune connaissance de la sémantique de l'élément cible au-delà de l'information de base.  1, record 14, French, - %C3%A9l%C3%A9ment%20cible

Record number: 14, Textual support number: 1 OBS

La terminologie anglaise de cette fiche est normalisée par le World Wide Web Consortium (consortium W3C) dont le rôle principal est d'établir les normes reliées aux technologies Internet. La terminologie française est proposée par des traducteurs agréés par le Consortium et elle a été vérifiée par l'auteur de cette fiche.  2, record 14, French, - %C3%A9l%C3%A9ment%20cible

Record 14,  Textual support,  Spanish

Record 15,  Textual support,  English

Record number: 15, Textual support number: 1 CONT

The first interface converts a string(the animation function value) to a unitless, canonical number(either an integer or a floating point value). This allows animation elements to interpolate between values without requiring specific knowledge of data types like CSS-length. The interface will likely require a reference to the target attribute, to determine the legal abstract values.  1, record 15, English, - CSS%2Dlength

Record number: 15, Textual support number: 1 OBS

The English terminology on this record is standardized by the World Wide Web Consortium (W3C) whose role it is to establish standards relating to Internet technology. The French terminology was proposed by translators certified by the W3C and was verified by the author of this record.  2, record 15, English, - CSS%2Dlength

Record 15,  Textual support,  French

Record number: 15, Textual support number: 1 CONT

La première interface convertit une chaîne (la valeur de la fonction d'animation) en un nombre sans unité canonique (un entier ou une valeur décimale). Ceci permet aux éléments d'animation d'interpoler entre des valeurs sans exiger de connaissance spécifique des types de données comme une longueur CSS. L'interface exigera probablement une référence à l'attribut cible, pour déterminer les valeurs abstraites légales.  1, record 15, French, - longueur%20CSS

Record number: 15, Textual support number: 1 OBS

La terminologie anglaise de cette fiche est normalisée par le World Wide Web Consortium (consortium W3C) dont le rôle principal est d'établir les normes reliées aux technologies Internet. La terminologie française est proposée par des traducteurs agréés par le Consortium et elle a été vérifiée par l'auteur de cette fiche.  2, record 15, French, - longueur%20CSS

Record 15,  Textual support,  Spanish

Record 16,  Textual support,  English

Record number: 16, Textual support number: 1 CONT

The animate element can interpolate unitless scalar values, and both animate and set elements can handle String values without any semantic knowledge of the target element or attribute. The animate and set elements must support unitless scalar values and string values.  1, record 16, English, - unitless%20scalar%20value

Record number: 16, Textual support number: 1 OBS

The English terminology on this record is standardized by the World Wide Web Consortium (W3C) whose role it is to establish standards relating to Internet technology. The French terminology was proposed by translators certified by the W3C and was verified by the author of this record.  2, record 16, English, - unitless%20scalar%20value

Record 16,  Textual support,  French

Record number: 16, Textual support number: 1 CONT

L'élément animat peut interpoler des valeurs scalaires sans unité, et les deux éléments animate et set peuvent manipuler des valeurs de chaîne sans aucune connaissance sémantique de l'élément ou de l'attribut cible. Les éléments animate et set doivent gérer les valeurs scalaires sans unité et les valeurs de chaîne.  1, record 16, French, - valeur%20scalaire%20sans%20unit%C3%A9

Record number: 16, Textual support number: 1 OBS

La terminologie anglaise de cette fiche est normalisée par le World Wide Web Consortium (consortium W3C) dont le rôle principal est d'établir les normes reliées aux technologies Internet. La terminologie française est proposée par des traducteurs agréés par le Consortium et elle a été vérifiée par l'auteur de cette fiche.  2, record 16, French, - valeur%20scalaire%20sans%20unit%C3%A9

Record 16,  Textual support,  Spanish

Record 17,  Textual support,  English

Record number: 17, Textual support number: 1 CONT

The first interface converts a string(the animation function value) to a unitless, canonical number(either an integer or a floating point value). This allows animation elements to interpolate between values without requiring specific knowledge of data types like CSS-length. The interface will likely require a reference to the target attribute, to determine the legal abstract values.  1, record 17, English, - canonical%20number

Record number: 17, Textual support number: 1 OBS

The English terminology on this record is standardized by the World Wide Web Consortium (W3C) whose role it is to establish standards relating to Internet technology. The French terminology was proposed by translators certified by the W3C and was verified by the author of this record.  2, record 17, English, - canonical%20number

Record 17,  Textual support,  French

Record number: 17, Textual support number: 1 CONT

La première interface convertit une chaîne (la valeur de la fonction d'animation) en un nombre sans unité canonique (un entier ou une valeur décimale). Ceci permet aux éléments d'animation d'interpoler entre des valeurs sans exiger de connaissance spécifique des types de données comme une longueur CSS. L'interface exigera probablement une référence à l'attribut cible, pour déterminer les valeurs abstraites légales.  1, record 17, French, - nombre%20canonique

Record number: 17, Textual support number: 1 OBS

La terminologie anglaise de cette fiche est normalisée par le World Wide Web Consortium (consortium W3C) dont le rôle principal est d'établir les normes reliées aux technologies Internet. La terminologie française est proposée par des traducteurs agréés par le Consortium et elle a été vérifiée par l'auteur de cette fiche.  2, record 17, French, - nombre%20canonique

Record 17,  Textual support,  Spanish

Record 18,  Textual support,  English

Record number: 18, Textual support number: 1 CONT

The goal of having an implemented process model of expertise is an interesting constraint for the definition of the subject matter. For a model to be operational, knowledge cannot be merely enunciated and explained : it must be put to work. Thus, all the knowledge critical to the target behavior has to be captured in the model of expertise, including the knowledge required for appropriately using knowledge. The fact that this model must be able to solve the same problems the student will eventually learn to solve ensures that, at some level of epistemic fidelity, it is complete.  3, record 18, English, - process%20model

Record number: 18, Textual support number: 2 CONT

In the representation of the subject matter, process models have been used to simulate two types of processes: 1) to model the phenomena the student has to understand, such as electronic circuits in SOPHIE and rainfall in WHY, 2) to model parts of the actual reasoning process the student learns to perform (ACTP tutors).  3, record 18, English, - process%20model

Record number: 18, Textual support number: 3 CONT

... the ideal component of the process model contains plans that describe how more complex tasks can be accomplished using a sequence of simpler tasks and commands, and have been implemented as a hierarchy of frames.  4, record 18, English, - process%20model

Record number: 18, Textual support number: 4 CONT

... a process model of the student’s decision making....  4, record 18, English, - process%20model

Record number: 18, Textual support number: 1 OBS

Compare to mental state and mental models. See knowledge state.  5, record 18, English, - process%20model

Record 18,  Textual support,  French

Record number: 18, Textual support number: 1 OBS

Voir modélisation de processus, modèle quantitatif et modèle qualitatif.  1, record 18, French, - mod%C3%A8le%20de%20processus

Record 18,  Textual support,  Spanish

Record 19,  Textual support,  English

Record number: 19, Textual support number: 1 CONT

... incorrect or suboptimal behavior does not always proceed from incomplete knowledge. It can also be due to incorrect versions of the target knowledge.  2, record 19, English, - target%20knowledge

Record number: 19, Textual support number: 2 CONT

... a central obstacle to intelligent tutoring is the fact that different learners may acquire different representations of the target knowledge.  3, record 19, English, - target%20knowledge

Record number: 19, Textual support number: 1 OBS

As opposed to "initial knowledge."  4, record 19, English, - target%20knowledge

Record 19,  Textual support,  French

Record number: 19, Textual support number: 1 DEF

Connaissance que l'étudiant est censé maîtriser à la suite d'une session EIAO.  1, record 19, French, - connaissance%20cible

Record 19,  Textual support,  Spanish

Record 20,  Textual support,  English

Record number: 20, Textual support number: 1 CONT

... one might imagine that we could program a general notion of improvement of knowledge. Such a notion would make it possible to construct a tutor which dispenses with a representation of the target knowledge, but bases its tutoring on a representation of the student's initial knowledge instead. Such a tutor would try to make the student improve his knowledge, in any direction....  2, record 20, English, - initial%20knowledge

Record 20,  Textual support,  French

Record 20,  Textual support,  Spanish

Record 21,  Textual support,  English

Record number: 21, Textual support number: 1 CONT

A model of the student's knowledge is likely to be formed out of the system's representation of the target expertise.  1, record 21, English, - target%20expertise

Record 21,  Textual support,  French

Record number: 21, Textual support number: 1 OBS

Expertise que l'étudiant est censé acquérir en se servant du tuteur intelligent.  1, record 21, French, - expertise%20cible

Record 21,  Textual support,  Spanish