圆柱
发表于 2025-3-27 00:02:26
Judit Hartkens1983), Artus, Laroque and Michel (1984), Kooiman and Kloek (1985), Sneessens and Drèze (1986), Lambert (1984, 1988) and Laroque (1988), among others. These models are inspired by a branch of economic theory which is associated with the names of Clower, Leijonhufvud, Barro/Grossman, Benassy, Drèze an
NUL
发表于 2025-3-27 03:59:33
Judit Hartkenstional systems are intertwined.Draws together a variety of sThis volume is an inquiry into the history of political philosophy by way of the general theme of education. Each contributor addresses the relationship between a particular political philosopher’s broad teaching on the best political order
Kidnap
发表于 2025-3-27 07:46:57
Judit Hartkenstional systems are intertwined.Draws together a variety of sThis volume is an inquiry into the history of political philosophy by way of the general theme of education. Each contributor addresses the relationship between a particular political philosopher’s broad teaching on the best political order
使混合
发表于 2025-3-27 11:17:22
Judit Hartkensfor the economic development of the USSR after 1929.. While this is a useful avenue of research, its pursuit has been accompanied by the neglect of many ‘proper’ Soviet economists from the 1920s: people such as N. D. Kondratiev, L. N. Yurovsky, N. N. Shaposhnikov, S. A. Pervushin, V. A. Bazarov, A.
Hectic
发表于 2025-3-27 17:16:47
for the economic development of the USSR after 1929.. While this is a useful avenue of research, its pursuit has been accompanied by the neglect of many ‘proper’ Soviet economists from the 1920s: people such as N. D. Kondratiev, L. N. Yurovsky, N. N. Shaposhnikov, S. A. Pervushin, V. A. Bazarov, A.
glans-penis
发表于 2025-3-27 20:15:24
https://doi.org/10.1007/978-3-658-18840-5Wissenskonstruktion; Standpunktwechsel beim Mathematiklernen; Interaktion im Mathematikunterricht; Epis
brassy
发表于 2025-3-27 23:03:56
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Deject
发表于 2025-3-28 03:42:14
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多产子
发表于 2025-3-28 08:29:41
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bibliophile
发表于 2025-3-28 11:17:08
Wissenskonstruktion im Mathematikunterricht,elche Weise im Zuge von Perspektiv- und Standpunktwechseln in argumentativ geprägten Gesprächen neue Erkenntnisse aufgebaut werden. Deshalb werden in Kapitel 2 die lerntheoretischen Grundlagen des Forschungsvorhabens dargestellt.