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Books on the topic 'Chaîne grasse'

Author: Grafiati

Published: 4 June 2021

Last updated: 13 February 2022

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1

Chains around the grass. [New Milford, CT]: Toby Press, 2002.

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2

Colvin-Macdormand, Deb. Combined grades manual. Edmonton, Alta: Edmonton Public Schools, Resource Development Services, 1999.

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3

Eliminating grades in schools: An allegory for change. Milwaukee, Wis: ASQC Quality Press, 1995.

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4

Erickson, Lawrence G. Supervision of literacy programs: Teachers as grass-roots change agents. Boston: Allyn and Bacon, 1995.

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5

Prairie grass roots: An Iowa small town in the early twentieth century. Ames: Iowa State University Press, 1988.

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6

Buzan, Tony. Grass roots leaders: The brainSmart revolution in business. Hants, England: Ashgate Pub. Co., 2007.

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7

Hatch, Holly. Mobilizing resources for district-wide middle-grades reform. Columbus, Ohio: National Middle School Association, 1997.

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8

Ellsworth, James. Grass roots III: Curriculum design for the 90's. Toronto: Ontario Secondary School Teachers' Federation, Educational Services Committee, 1995.

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9

Yee-Han, Joong Peter A., Shallhorn Jack, and Ontario Secondary School Teachers' Federation. Educational Services Committee., eds. Grass roots II: More practical strategies for the transition years. Toronto: OSSTF, 1993.

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10

P, Lipka Richard, ed. Middle grades curriculum: Voices and visions of the self-enhancing school. Charlotte, North Carolina: Information Age Publishing, Inc., 2013.

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11

Fried, Sue. Grass roots up: A practical guide to the transition years. Toronto: Ontario Secondary School Teachers' Federation, 1992.

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12

Reform doesn't work: Grass roots efforts can provide answers to school improvement. Lanham, Md: Rowman & Littlefield Publishers, 2012.

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13

Education, Ontario Ministry of. The Common curriculum: Policies and outcomes, grades 1-9. Toronto: Ministry of Education, 1995.

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14

Education, Ontario Ministry of. The common curriculum: Policies and outcomes, grades 1-9. [Toronto]: The Ministry, 1995.

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15

L, Mapp Karen, ed. A match on dry grass: Community organizing as a catalyst for school reform. New York: Oxford University Press, 2011.

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16

Education, Ontario Ministry of. The common curriculum: Policies and outcomes, grades 1-9, 1995. Toronto, Ont: Ministry of Education and Training, 1995.

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17

Johnson, Donald James. Mao and Gandhi, alternate paths to national independence and social change: A unit of study for grades 9-12. Los Angeles, Calif: National Center For History in the Schools, University of California, 1999.

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18

Wheelock, Anne. Safe to be smart: Building a culture for standards-based reform in the middle grades. Columbus, Ohio: National Middle School Association, 1998.

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19

Carleton Roman Catholic School Board. The transition years project, grades 7,8,9: English, mathematics, science, career education, 1990-1992. [Nepean , ON]: The Board, 1993.

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20

Education, Ontario Ministry of. Choices into action: Guidance and career education policy grades 1 to 12 (1988). Toronto: Ministry of Education, 1996.

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21

Education, Ontario Ministry of. The common curriculum: Grades 1-9 : version for parents and the general public: working document. [Toronto]: Ontario Ministry of Education and Training, 1993.

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22

Carleton Roman Catholic School Board. The transition years, grades 7,8,9 : core curriculum English, mathematics, science, career education. Implementation manual. [Nepean , ON]: The Board, 1993.

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23

Education, Ontario Ministry of. Choices into action: Guidance and career education policy, grades 1 to 12 (1998) : detailed discussion document. [Toronto]: The Ministry, 1996.

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24

Runyon, Brent. Surface tension: A novel in four summers. New York: Alfred A. Knopf, 2009.

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25

Runyon, Brent. Surface tension: A novel in four summers. New York: Alfred A. Knopf, 2009.

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26

Sika, Nadine Mourad. Educational reform in Egyptian primary schools since the 1990s: A study of the political values and behavior of sixth grade students. Lewiston: Edwin Mellen Press, 2010.

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27

Hamilton, Myrlene L. J. Turning points: Moments of grace, steps toward wholeness. Valley Forge: Judson Press, 1997.

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28

Johnson, Spencer. Quién se ha llevado mi queso? para jóvenes: Una forma sorprendente de cambiar y ganar! Argentina: Urano, 2003.

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29

Johnson, Spencer. Who moved my cheese? for teens: An a-mazing way to change and win! New York: G.P. Putnam's Sons, 2002.

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30

The omnivore's dilemma: The secrets behind what you eat. New York: Dial Books for Young Readers, 2009.

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31

Finding Grace: A true story about losing your way in life-- and finding it again. New York: St. Martin's Press, 2009.

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32

Dessen, Sarah. Along for the Ride. New York: Penguin USA, Inc., 2009.

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33

Dessen, Sarah. Along for the ride. New York: Viking, 2009.

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34

Nadeau, Isaac. Food Chains in a Meadow Habitat (The Library of Food Chains and Food Webs). PowerKids Press, 2002.

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35

Grass Castle. Allen & Unwin, 2015.

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36

Snake in the Grass. Black Swan, 1999.

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37

Blain, Georgia. Snake in the Grass. Transworld Publishers Limited, 2012.

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38

Penguin: Habitats, Life Cycles, Food Chains, Threats (Natural World (Austin, Tex.).). Raintree, 2000.

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39

What Desert Animals Eat (Mattern, Joanne, Nature's Food Chains.). Weekly Reader Early Learning Library, 2006.

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40

Erickson, Lawrence G. Supervision of Literacy Programs: Teachers as Grass-Roots Change Agents. Pearson Education, 1994.

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41

Chauvin, Nicolas Depetris, Guido Porto, and Francis Mulangu. Agricultural Supply Chains, Growth and Poverty in Sub-Saharan Africa: Market Structure, Farm Constraints and Grass-root Institutions. Springer, 2017.

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42

Bill, Honig, and California. Dept. of Education., eds. It's elementary!: Elementary Grades Task Force report. Sacramento: [California Dept. of Education], 1992.

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43

1942-, Kaput James J., Carraher David William, and Blanton Maria L, eds. Algebra in the early grades. New York: Lawrence Erlbaum Associates/National Council of Teachers of Mathematics, 2008.

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44

Buzan, Tony. Grass Roots Leaders: The Brainsmart Revolution in Business. Ashgate Pub Co, 2007.

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45

Williams, Donald C. Universal Concepts and Particular Processes. Edited by A. R. J. Fisher. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198810384.003.0005.

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This chapter is a continuing discussion on the topic of the ontology of universals, but with special focus on process and change in reality. The traditional problem of change is posed in terms of how the constant flux of the physical world can be grasped in clear, static, and intelligible ways. The theory of universals that was sketched in Chapter 3 is taken up and elaborated. It is argued that the problem of change and an explanation for how the flux can be grasped using universal concepts can be had by a trope-theoretic account of universals. The legitimacy of the intellect and of universal concepts can thereby be upheld without positing a Platonic realm of objects.

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46

Richards, James B. Grace: The Power to Change. Whitaker House, 2001.

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47

Data, chance & probability: Grades 1-3 activity book. Learning Resources, Inc, 1992.

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48

Data, chance & probability: Grades 4-6 activity book. Learning Resources, Inc, 1993.

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49

J, Kraft Richard, and Educational Resources Information Center (U.S.), eds. Grass roots middle school reform: Culturally and linguistically diverse students in a low SES districts. [Washington, DC: National Clearinghouse for Bilingual Education], 1995.

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50

Bakan, Michael B. Graeme Gibson. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190855833.003.0007.

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Graeme Gibson is a man of many talents. He curates an online museum of more than four hundred world music instruments, plays many of those instruments himself, designs and builds others, and conducts copious research on music traditions worldwide. Because “world music involves numerous traditions [up] to contemporary musics,” Graeme says, “I prefer to think of it as a spectrum that includes numerous genres.” He sees parallels between the spectrum of world music and the autism spectrum, where he states that he “also found that everyone is different from their case, to my case and so on. I do agree with the term ‘spectrum,’ ” he adds, “but we still have lots to learn.” Living with “classic autism” all his life, Graeme has faced formidable challenges. Yet he would not rid himself of his condition even given the chance: “Some symptoms I would like to have gone, like stress triggers and so on, but I fear in the end my music may be lost too.”

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