Perspective. 1.2)Rear perspective view; 1.3)Front; 1.4)Back; 1.5)Left; 1.6)Right; 1.7)Top; 1.8)Bottom １．１ １．２ １．３ １．４ １．５ １．６ １．７
Perspective. This design is a vaporizer cartridge, and the intended use of the vaporizer includes electronic cigarettes, herbs, and medicated substances. ３．１ ３．２ ３．３ ３．４ ３．５ ３．６ ３．７
Perspective. 1.2)Side elevation view; 1.3)Front elevation view １．１ １．２
Perspective. 1.2)First side; 1.3)Second side; 1.4)Third side; 1.5)Fourth side; 1.6)Top; 1.7)Bottom; 1.8)Perspective view in alternate position １．１ １．２ １．３ １．４ １．５ １．６ １．７
Perspective. 3.1. What are the next steps that need to be taken so that your country can become a full DARIAH member?
Perspective. 1.3)Cross sectional; 1.4)Cross sectional; 1.5)Cross sectional; 1.6)
Perspective. For the study of the way in which students deal with theory, it is essential to probe the characteristics of theory and their meaning for teacher training. For that reason, for the theory of learning and teaching to multiply we have considered the characteristics we found from the perspective of theory in training. We have not (yet) considered the question of how teachers (in training) can deal with theory or theoretical knowledge. As a prelude to that exploration, there are some suitable statements from Xxxxxxxxxxx, who was not only a designer of groundwork for pure mathematics, but also a developer of didactics. He tried to bring attention to essential elements of theory through the use of stories from practice. He believed that you cannot comprehend theories from hypotheses and theorems, but from concrete examples21. He thought the selection of those examples was of eminent significance, as can be seen from his statement: “It is much less difficult to overwhelm the learner with a shower of countless examples, than to look for that one – paradigmatic – example that works.” (Xxxxxxxxxxx, 1984b, p. 102). Those who want to familiarize themselves with theory can learn from this in so far that practice itself, or typical stories and other representations of practice, form a rich source and a useful starting point. Translating this to teacher training, that starting point can be elaborated into an approach in which students develop a repertoire of ‘theory-enriched practical knowledge.’ The focal points for the use of theory in training serve as benchmarks for designing and improving the learning environment of the student teachers in the different stages of the research process.
Perspective. The funding supporting the teledentistry project is composed of societal resources, first allocated by the legislature to HRSA, and then from HRSA to successful applicants. A societal perspective is the most appropriate for this economic analysis, since the researcher is attempting to analyze the allocation of societal resources.
Perspective. As early as the mid-1980s, researchers observed that the bulk of the work in randomized Byzan- tine Agreement actually introduced two twists in the original setting of Byzantine Agreement: (a) Allowing randomization (and a probabilistic analysis, consequently), and (b) Using cryptographic primitives and computational assumptions (either explicitly, or implicitly by using a physical as- sumption such as the existence of point-to-point “private channels”). A natural question raised then was whether both these elements are essential. That is, can Byzantine Agreement be sped up significantly by relying only on randomization, without using cryptographic techniques ? Theorem 1 provides a positive answer to this question.
Perspective. 3.2. How do you see your relationship with DARIAH developing in the next period?
