CRACY
发表于 2025-3-28 18:00:02
Sally Lloyd-Evans his own, those in the world, to the utmost showed his love to them. And during supper, the devil having already put it into the heart of Judas Iscariot, Simon’s son, to betray him, knowing that the Father had given all things into his hands, and that he was come forth from God and went to God, he r
Decimate
发表于 2025-3-28 22:43:40
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裂隙
发表于 2025-3-28 23:43:12
Reference work 2017 young people. Geographers of young people have reflected upon participation, power and how to approach young people, generating a vibrant and exciting methodological terrain, which this volume showcases. Understanding young people’s lives has challenged researchers to be creative in their research
Simulate
发表于 2025-3-29 03:40:35
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鸵鸟
发表于 2025-3-29 09:08:52
Research with Children Seeking Asylum in Ireland: Reflecting on Silences and Hushed Voicesatory research and the ways in which researcher may seek to “give voice” to children. Examples from research with children seeking asylum and living in Direct Provision Accommodation Centres in the Republic of Ireland are drawn upon during the discussion.
blackout
发表于 2025-3-29 15:26:57
Interviewing Children at Home: Exploring the Use of Individual and Focus Group Interviewshin the home context. Moral, emotional, and practical considerations are explored before, during, and after doing interviews with children at home. Ethical and spatial issues are examined along with the power imbalances both between child participants and between children and researchers.
Flu表流动
发表于 2025-3-29 15:51:20
Rights-Based Research with Children: Principles and Practiceioned within a society. This chapter explores the ways in which recognition of children’s human rights has influenced thinking about and approaches to research with children. It explores what rights-based research means for research ethics and methodology and for child-adult relations.
联想记忆
发表于 2025-3-29 21:48:20
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畏缩
发表于 2025-3-30 01:46:57
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美丽的写
发表于 2025-3-30 06:15:43
Priscilla Alderson, as such both “reading” and “writing” reality. In contrast to this tradition, non-semiotic dualist modernism took education on different paths, towards a utilitarian curriculum as the province of ideological education, dismissing the relevance of the body and its relation to the environment for the