Fordham University & the United States: A History, Caruso Marrone Debra J.

Автор: Caruso Gregg
Название: Free Will and Consciousness
ISBN: 0739184407 ISBN-13(EAN): 9780739184400
Издательство: Bloomsbury
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Описание: This book argues two main things: The first is that there is no such thing as free will--at least not in the sense most ordinary folk take to be central or fundamental; the second is that the strong and pervasive belief in free will can be accounted for through a careful analysis of our phenomenology and a proper theoretical understanding of consciousness.

Автор: Caruso, Dorothy J
Название: Motivations from the heart
ISBN: 1462847463 ISBN-13(EAN): 9781462847464
Издательство: Неизвестно
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Автор: Caruso, Michael P.
Название: When the sisters said farewell
ISBN: 1610486536 ISBN-13(EAN): 9781610486538
Издательство: Rowman & Littlefield Publishers
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Описание: This book discusses a wide variety of generally taboo or ignored topics such as the multiple benefits of testing and grading beyond the obvious, realities of standardized exams, open book exams, teaching exam-taking, exam subjectivity and relevance, `test wiley` students, cheating, parent conferences, grading methods that make sense, and lots more.

Автор: Caruso
Название: Architecture_factory
ISBN: 8862421605 ISBN-13(EAN): 9788862421607
Издательство: Неизвестно
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Цена: 5544.00 р.
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Описание: The Economic Crisis has refocused attention on the central nature of the real economy. Industry is once more seen as an opportunity for the future.

Автор: Caruso Marcelo
Название: Classroom Struggle
ISBN: 3631629257 ISBN-13(EAN): 9783631629253
Издательство: Peter Lang
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Цена: 11192.00 р.
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Описание: During the institutionalization of mass schooling in the 19th century, teaching large groups of children became both a necessity and a matter of regulation. For officials and inspectors the systematization of classroom interactions was important for effective results. However, while systematization could bring about the constant attention of children and their uninterrupted work, interactions themselves were difficult to control. Rationalized models of classroom organization provided alternatives for managing large groups before age grading became the dominant pattern of organizing interactions. The contributions in this volume explore diverse paths of transition towards modern classroom organization in different countries, allowing transnational perspectives and comparisons.