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Titlebook: Notfallmedizin; Workshop April 1975 Friedrich Wilhelm Ahnefeld,Hans Bergmann,Erich Rüg Conference proceedings 1976 Springer-Verlag Berlin ·

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樓主: 落后的煤渣
21#
發(fā)表于 2025-3-25 06:15:58 | 只看該作者
22#
發(fā)表于 2025-3-25 09:18:42 | 只看該作者
J. Vollmar number of countries were part of the pioneering effort to develop core concepts and prove that the data could be produced. Eurostat and the OECD are moving ahead with the programme and invite all others to join.
23#
發(fā)表于 2025-3-25 13:25:29 | 只看該作者
lculate the net present discounted value of school improvements and then to choose those investments with the highest value per government dollar spent. The remainder of the book applied this method using data from the 1988–89 Ghana Living Standards Survey.
24#
發(fā)表于 2025-3-25 17:44:59 | 只看該作者
F. W. Ahnefeldlculate the net present discounted value of school improvements and then to choose those investments with the highest value per government dollar spent. The remainder of the book applied this method using data from the 1988–89 Ghana Living Standards Survey.
25#
發(fā)表于 2025-3-25 21:19:12 | 只看該作者
26#
發(fā)表于 2025-3-26 01:32:27 | 只看該作者
27#
發(fā)表于 2025-3-26 07:30:22 | 只看該作者
F. W. Ahnefeldlculate the net present discounted value of school improvements and then to choose those investments with the highest value per government dollar spent. The remainder of the book applied this method using data from the 1988–89 Ghana Living Standards Survey.
28#
發(fā)表于 2025-3-26 10:10:32 | 只看該作者
W. Dicklculate the net present discounted value of school improvements and then to choose those investments with the highest value per government dollar spent. The remainder of the book applied this method using data from the 1988–89 Ghana Living Standards Survey.
29#
發(fā)表于 2025-3-26 13:31:07 | 只看該作者
30#
發(fā)表于 2025-3-26 18:10:49 | 只看該作者
W. Dick ends, described by ó Buachalla (1988: 22) as a system which was ‘undenominational in theory but denominational in practice’. The opposition to national schools from the churches, according to Irvine (2014: 1), was based on the argument that education was ‘a(chǎn)n extension of pastoral care and, as such, cannot be separated from religion’.
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