Model supervisi klinis berfokus multikultural: supervisi hubungan interpersonal konselor dan staf kependidikan by Rezki Hariko, Indriyana Rachmawati

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Neutrosophic augmented Lagrange multipliers method Nonlinear Programming Problems Constrained by Inequalities by Florentin Smarandache, Maissam Jdid, Takaaki Fujita

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The Role of Design Education in Designers’ Pursuit of Entrepreneurial Opportunities by Pinar Kaygan, İrem Dilek Alptekin, Nimet Başar Kesdi

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Teacher training literacy teachers: the prospect of alfabetizar. Letrando-advances and challenges by Vera Souto Alves

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Social Learning Theory in Clinical Setting: Connectivism, Constructivism, and Role Modeling Approach by Amir Khushk, Muhammad Ihsan Dacholfany, Dindin Abdurohim, Nasir Aman

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Experience of Approbation of Scientific-Research Module in Magistracy Profile "Teacher of Elementary General Education" by Zakharova I.M.

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Software and Hardware Support of the Project “Library of a New Generation in Creative University” at the Kemerovo State Institute of Culture by E. I. Bobrova

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Decision rule for stratification of patients with chronic heart failure of functional class II and III by E. V. Samoilova, M. A. Fatova, D. R. Mindzaev, I. V. Zhitareva, C. N. Nasonova, I. V. Zhirov, C. N. Tereschenko, A. A. Korotaeva

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Marketing research of the attractiveness of universities by A. Sukha, J. Kripka, A. Bezmenko, N. Chupryna, V. Sazonova, O. Chernysheva

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The Dilemma of Special vs. Inclusive Education in Tanzanian Public Primary Schools: Stakeholders' Perspectives by Ben Sanga

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A New Method for Inducing Mental Fatigue: A High Mental Workload Task Paradigm Based on Complex Cognitive Abilities and Time Pressure by Lei Ren, Lin Wu, Tingwei Feng, Xufeng Liu

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Sobre a circulação de livros e a leitura na colônia brasileira by Raylane Andreza Dias Navarro Barreto, Ester Fraga Vilas-Bôas Carvalho do Nascimento, Tâmara Regina Reis Sales

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An evaluation of the compression strength of gypsum according to proportion and manipulation by Paulo E. C. Cardoso, Paulo A. Burmann, Luciano Anziliero, Jomara M. F. S. Cardoso, Andréa U. Tavares, Fernanda T. Sadek

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Nationalism Edition Interactive Textbook: Solution to Enhance National Insight of Migrant Worker’s Children in Malaysia by Jennie Nabilah, Tsabitah Nuril Adzronnida, Putri Ismukhanah Ayu Alifia

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The effectiveness of immersed in extract viscera of sea cucumber Holothuria sp on growth, consumption level and feed efficiency in tilapia larvae Oreochromis niloticus by Andi Aliah Hidayani, Marlina Achmad, Dody Dharmawan Trijuno, Jitima Suwanmala, Alifah Nurul Jannati, Atira Rewa, A. Dyar Fadya Auliah

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The Pedagogical Use of Animated Themes in Teaching English Fiction at University Level by Hana Anwar Sher Ali, Alan Ali Saeed

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Design and Implementation of a Virtual Laboratory for the Analysis and Synthesis of Mechanisms by Luz Adriana Mejia Calderón, Carlos Alberto Romero Piedrahita

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Associations between GoSmart Channel, health literacy and health behaviours in adolescents: A population‐based study by Junjie Huang, Sze Chai Chan, Vera M. W. Keung, Calvin K. M. Cheung, Amelia S. C. Lo, Vincent T. C. Lau, Lancelot W. H. Mui, Albert Lee, Martin C. S. Wong

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The Effects of Input Flooding vs. Visual Input Enhancement Techniques on EFL Learners’ Grammar Uptake by Zafer Susoy, Elham Zarfsaz

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Evaluating the impact of interactive video-based case-based learning in clinical medical education: a randomized controlled trial by Jing Wang, Yang Jiang, Xinghua Fu, Ruiqiang Gou, Zhijing Sun, Ge Li, Wei Zhang, Jin Nie, Wenling Wang, Kun Zhao, Li Wang, Ruihong Zhang

“…In response, interactive video-based CBL integrates decision tree scenarios with interactive technology, offering a novel approach to enhance students’ clinical reasoning and learning outcomes.ObjectiveThis study aims to evaluate the effectiveness of an interactive video-based CBL teaching method in improving clinical knowledge, thinking ability, course experience and satisfaction among undergraduate medical students.MethodsA single-center, single-blind, randomized controlled trial was conducted with 64 fourth-year clinical medicine undergraduates, who were randomly assigned to either the intervention group (interactive video-based CBL, n = 32) or the control group (traditional CBL, n = 32). …”
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