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  • Sách/Book

  • Công tác xã hội với trẻ em và gia đình

    • Authors: Nguyễn Ngọc Lâm (2005)

  • Đối với những trẻ em không còn sống với gia đình và được chính quyền địa phương chăm sóc tại trung tâm nuôi dưỡng hay nhà nuôi hộ, nhu cầu đối với đứa trẻhiểu vềsựmất mát của trẻ và tham gia vào các kế hoạch tương lai sẽ có tác động quan trọng đối với trọng tâm công tác.Phương pháp và kỹ năng liên quan để làm việc với trẻ em được chăm sóc.
  • Sách/Book

  • Education, Arts, and Morality: Creative Journeys

    • Authors: Doris B. Wallace (2005)

  • This book is a valuable resource for undergraduate as well as graduate level students interested in creativity, development and education. In addition to the intrinsic interest of each chapter, the guiding theme of the book is the underlying theory of creativity, Gruber’s Evolving Systems Approach, and illustrates the unusual breadth and flexibility of that theory.
  • Sách/Book

  • Multiple intelligences in the elementary classroom : a teacher's toolkit

    • Authors: Susan Baum (2005)

  • This book will help teachers design effective curriculum for their students with diverse learning abilities. The authors have created a guided process to apply MI theory to the elementary school classroom. The five “pathways” or approaches examined—Exploration, Bridging, Understanding, Authentic Problems, and Talent Development—represent the ways in which MI can be implemented and nurtured across the elementary grades
  • Sách/Book

  • Intuitive Probability and Random Processes using MATLAB

    • Authors: Steven M. Kay (2005)

  • Intuitive Probability and Random Processes using MATLAB® is an introduction to probability and random processes that merges theory with practice. Based on the author’s belief that only "hands-on" experience with the material can promote intuitive understanding, the approach is to motivate the need for theory using MATLAB examples, followed by theory and analysis, and finally descriptions of "real-world" examples to acquaint the reader with a wide variety of applications. The latter is intended to answer the usual question "Why do we have to study this?"