Titlebook: National Income and Nature: Externalities, Growth and Steady State; J. J. Krabbe,W. J. M. Heijman Book 1992 Springer Science+Business Medi

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书目名称National Income and Nature: Externalities, Growth and Steady State影响因子(影响力)




书目名称National Income and Nature: Externalities, Growth and Steady State影响因子(影响力)学科排名




书目名称National Income and Nature: Externalities, Growth and Steady State网络公开度




书目名称National Income and Nature: Externalities, Growth and Steady State网络公开度学科排名




书目名称National Income and Nature: Externalities, Growth and Steady State被引频次




书目名称National Income and Nature: Externalities, Growth and Steady State被引频次学科排名




书目名称National Income and Nature: Externalities, Growth and Steady State年度引用




书目名称National Income and Nature: Externalities, Growth and Steady State年度引用学科排名




书目名称National Income and Nature: Externalities, Growth and Steady State读者反馈




书目名称National Income and Nature: Externalities, Growth and Steady State读者反馈学科排名

intelligible

BORE

a range of perspectives and draws on studies from around the world. The work discusses fundamental topics such as how we conceptualize diversity as well as examining the ways in which heterogeneous cultural constructs influence the teaching and learning of science in a range of contexts.. .Including

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unstable-angina

Roefie HuetingSDGs) were set, positioning education at the heart of their strategy. In Mongolia, within Education for Sustainable Development (ESD) framework, policy documents such as “Mongolia Sustainable Development Vision 2030” and “Guidelines and Requirements to Implement the Concept of Sustainable Developmen

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Frank den Buttering and help people find solutions to environmental, economic, and social problems. This approach can be infused into the curriculum in three ways: (1) as a contextual framework for predetermined lesson content (ESD on the curriculum), (2) as a contextual framework with the inclusion of limited ESD

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Neil Adger,Martin Whitbyas three purposes: first, to identify requirements in developing the curriculum through a literature review; second, to survey elementary school students’ perceptions of alien species, and, third, to develop and evaluate the curriculum. The developed 90-minute intervention lesson included a case stu

仪式

Geert Thijssen,Anna Laanores the case of an informal education project named the Malaysian International Young Inventors Olympiad (MIYIO), which the Regional Centre of Expertise, Penang (RCE Penang), used as an entry point for developing university–school partnerships to enhance the quality of science education. The MIYIO

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记成蚂蚁

tion is governed by the Education Act, which sets out the responsibilities of the Ontario Ministry of Education, school boards, educators, and students. Science curriculum is prescribed by the ministry for all K–12 students in publicly funded schools. Science curricula are organized according to gra