Understanding the entirety of modern informatics

dc.creator	Lillian N. Cassel
dc.date	2007-07-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:17:18Z
dc.date.available	2015-07-20T22:17:18Z
dc.identifier	1473-7507
dc.identifier	https://doaj.org/article/c385d8b15e6744dea4bb78cd7b2a1c03
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/18939
dc.description	The field of informatics challenges our ability to classify and describe ourselves. It is both complex and ever changing. In recent years distinct sub areas have identified themselves and begun to specify their place independent of other areas. There are both advantages and disadvantages to this trend. This paper presents the rationale for an effort to keep a comprehensive view of the entirety of informatics, even while the various components continue to develop.
dc.language	English
dc.publisher	Higher Education Academy Subject Network for Information & Computer Sciences
dc.relation	http://www.ics.heacademy.ac.uk/italics/vol6iss3/cassel.pdf
dc.relation	https://doaj.org/toc/1473-7507
dc.source	ITALICS, Vol 6, Iss 3, Pp 3-11 (2007)
dc.subject	computing ontologies
dc.subject	computing knowledge
dc.subject	computing topics
dc.subject	curriculum models
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.title	Understanding the entirety of modern informatics
dc.type	article