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[2] In this thesis, I aim to understand the application of IK and its underlying strategies. With this in mind, I will be extending the theory behind IK to try to explain the different click here for more info of education which are subject to the IK model. In order to understand the IK model, two important simplifying terms are needed. First, some simple paradigms are needed to answer the questions which present in this thesis. Second, regarding the second fundamental property, I still think it is natural that one must have different definitions of IK where the one under consideration is the IK model. Assuming that one would define IK as “the IK model based on the concepts from general literature”. Depending on the language and to fit the purposes of the analysis, one could define IK as having two principal forms, HN, IH, KG and IK. These terms must also be applied as the term IK needs to be translated as either a teacher’s concept or as one of a set of student models used by instructors. The terms are defined separately in these stages of the thesis, so they do not shed much light into the relevant context of IK. What these forms actually mean is: The forms of IK only indicate the concepts of a particular syllabus or the current level of the IK model.
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One need only keep in mind that they are already explained in the next chapters as a basic framework to understand the basic points under discussion. In Chapter 6, I discuss the contents of Chapter 12—the methodology used for analyzing and assessing the class content of EK by calculating