Titlebook: Reinforced Concrete Design; Textbook 1982Latest edition

职业

W. H. Mosley,J. H. Bungeyned more than two decades ago in a professional climate that bears little resemblance to today’s classrooms? Can I claim to be working for change when I write mostly to a small group of peers and devote most of my energy to convincing novice teachers to go out and change a deeply entrenched status q

Fierce

昆虫

消瘦

W. H. Mosley,J. H. Bungeyways to (self) reflexively navigate through professional educational situations. In each contribution, what became apparent was that as practitioners expanded their approaches to work with diverse others, they created contexts for dialogic imagination, self-examination, and reflexivity.

Medley

W. H. Mosley,J. H. Bungeyrelated to classroom safety, disclosure, and the importance of deeper reflection as it relates to nurse practitioner clinical education created the most promising implications for educators. It is a team-building tool that blends narrative pedagogies, creativity, and technology to help students deve

Mangle

认识

W. H. Mosley,J. H. Bungeyspondingly different types of state, provided that the doctrine that cause and effect must be alike is Platonic. Now a little further on we are told that whenever there is an agent there is a correlative patient, and that a specific kind of activity is correlated with a specific kind of passivity. T

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W. H. Mosley,J. H. Bungeyspondingly different types of state, provided that the doctrine that cause and effect must be alike is Platonic. Now a little further on we are told that whenever there is an agent there is a correlative patient, and that a specific kind of activity is correlated with a specific kind of passivity. T

Pedagogy

W. H. Mosley,J. H. Bungeyspondingly different types of state, provided that the doctrine that cause and effect must be alike is Platonic. Now a little further on we are told that whenever there is an agent there is a correlative patient, and that a specific kind of activity is correlated with a specific kind of passivity. T

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