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Masoud Farhoodnea,Azah Mohamed,Hussain Shareefather hard to calculate because of frequent interruptions). Previous experience in re?ning kernels also paid o? in the sense that there was l- tle revision involved in their speci?cation or re?nement; the usual process of yo-yoing between levels of the derivation was absent. This appears to be an in
macabre
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Teacher Learning Through Dialogue: The Cases of Vietnamese Teachersr and identity—the students became co-generators of knowledge. Further, disappointment with current practices, rather than their efficacy, and the search for better ones motivated the two teachers to change their pedagogies.
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