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Titlebook: Risk-Informed Management of European River Basins; Jos Brils,Werner Brack,Jan E. Vermaat Book 2014 Springer-Verlag Berlin Heidelberg 2014

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31#
發(fā)表于 2025-3-26 20:56:27 | 只看該作者
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發(fā)表于 2025-3-27 04:00:23 | 只看該作者
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發(fā)表于 2025-3-27 10:31:36 | 只看該作者
35#
發(fā)表于 2025-3-27 14:33:47 | 只看該作者
Fritz A. Hellmann,Hans de Moele as a welcome, more effective player on the international scene. This was a so-called transition by transaction (.) (Gillespie 2017) and was approached by the political elites, from both inside and outside the regime, with much improvization and even expeditiously under pressure regarding the new a
36#
發(fā)表于 2025-3-27 18:16:25 | 只看該作者
Jan E. Vermaat,Sabine E. Apitz,Winfried Blum,Bob Harris,Fritz A. Hellmann,Wim Salomons,Tijs van Maas chaos or tightening control in suffocation (“Yifang Jiuluan, Yishou Jiusi” “一放就亂 一收就死”). Solutions are suggested as exploring appropriate tensions among education institutional factors and stimulating the vitality of educational elements and institutions under appropriate tensions.
37#
發(fā)表于 2025-3-28 00:53:38 | 只看該作者
chaos or tightening control in suffocation (“Yifang Jiuluan, Yishou Jiusi” “一放就亂 一收就死”). Solutions are suggested as exploring appropriate tensions among education institutional factors and stimulating the vitality of educational elements and institutions under appropriate tensions.
38#
發(fā)表于 2025-3-28 06:05:06 | 只看該作者
Dietmar Müller-Grabherr,Marie Valentin Florin,Bob Harris,Damian Crilly,Goran Gugic,Joop Vegter,Adriae as a welcome, more effective player on the international scene. This was a so-called transition by transaction (.) (Gillespie 2017) and was approached by the political elites, from both inside and outside the regime, with much improvization and even expeditiously under pressure regarding the new a
39#
發(fā)表于 2025-3-28 10:00:28 | 只看該作者
40#
發(fā)表于 2025-3-28 14:20:02 | 只看該作者
Mattijs van Maasakkers,Michael Duijn,Britta Kastensus education traditions, history of education, school and higher education, political economy of education, knowledge and curriculum, teachers and teacher education, as well as learner diversities and educational marginality in South Asia. The chapter concludes by drawing attention to the challenges
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