Theory and practice of education - global (profiles and books)

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Description: "Alexander Sutherland Neill (17 October 1883 – 23 September 1973), known as A. S. Neill, was a Scottish educator and author known for his school, Summerhill School, and its philosophies of freedom from adult coercion and community self-governance. Neill was raised in Scotland, where he was a poor student but became a schoolteacher. He taught in several schools across the country before attending the University of Edinburgh from 1908 to 1912. He took two jobs in journalism before World War I, and returned to teaching afterwards. He joined the staff of a school in Dresden in 1921, which became Summerhill upon his return to England in 1924. Summerhill received widespread renown in the 1920s/30s and 1960s/70s due to progressive and counterculture interest. He wrote 20 books in his lifetime, and his best seller was the 1960 Summerhill, a compilation of four previous books about his school. The book was a common ancestor to activists in the 60s free school movement..."
Source/publisher: Wikipedia
Date of entry/update: 2014-09-27
Grouping: Websites/Multiple Documents
Language: English
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Description: Critical pedagogue Ira Shor defines critical pedagogy as: "Habits of thought, reading, writing, and speaking which go beneath surface meaning, first impressions, dominant myths, official pronouncements, traditional clich?s, received wisdom, and mere opinions, to understand the deep meaning, root causes, social context, ideology, and personal consequences of any action, event, object, process, organization, experience, text, subject matter, policy, mass media, or discourse." (Empowering Education, 129)
Source/publisher: Wikipedia
Date of entry/update: 2014-09-27
Grouping: Websites/Multiple Documents
Language: English
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Description: About 66,000,000 results (0.33 seconds)
Source/publisher: "Google Search"
2020-06-06
Date of entry/update: 2020-06-06
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Source/publisher: Wikipedia
Date of entry/update: 2014-09-30
Grouping: Websites/Multiple Documents
Language: English
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Description: 56 links on methods of/approaches to education
Source/publisher: e Tekkatho
Date of entry/update: 2018-10-04
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Description: "The International Bureau of Education (IBE) is a global centre in the area of curriculum development and a field-oriented institute supporting UNESCO action aimed at attaining quality Education for All. The IBE is working towards enhancing the capacities for the design, management and implementation of curriculum development processes among specialists, practitioners and decision-makers; improving the quality of curriculum-making processes and products; and informing innovative policies and practices in the field of curriculum reform and change. IBE capacity development activities concentrate on the strategic dimension of assistance and advice to, and training of, national teams responsible for curriculum innovation and reform processes. Networking activities focus on the support to a Community of Practice (COP) in Curriculum Development, a unique global network of curriculum specialists, practitioners, national officers and researchers. IBE knowledge base consists of a wide range of specialized resources, including databases, reports, studies, working papers, publications, specialized collections and tools. This comprehensive set of resources can be exploited for a variety of purposes, including training and decision-making, and facilitate informed policy dialogue on specific educational and curriculum issues."
Source/publisher: United Nations Educational, Scientific and Cultural Organisation (UNESCO)
Date of entry/update: 2014-09-30
Grouping: Websites/Multiple Documents
Language: English; Français; Español; Русский; العربية 中文;
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Description: "Jean Piaget (9 August 1896 ? 16 September 1980) was a Swiss developmental psychologist and philosopher known for his epistemological studies with children. His theory of cognitive development and epistemological view are together called "genetic epistemology". Piaget placed great importance on the education of children. As the Director of the International Bureau of Education, he declared in 1934 that "only education is capable of saving our societies from possible collapse, whether violent, or gradual." Piaget created the International Center for Genetic Epistemology in Geneva in 1955 while on the faculty of the University of Geneva and directed the Center until his death in 1980. The number of collaborations that its founding made possible, and their impact, ultimately led to the Center being referred to in the scholarly literature as "Piaget?s factory." According to Ernst von Glasersfeld, Jean Piaget was "the great pioneer of the constructivist theory of knowing." However, his ideas did not become widely popularized until the 1960s. This then led to the emergence of the study of development as a major sub-discipline in psychology..."
Source/publisher: Wikipedia
Date of entry/update: 2014-12-21
Grouping: Websites/Multiple Documents
Language: English
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Description: CONTENTS:- Theories: Behavioralist; Constructivist; Social Learning Theories; Post-Modern; Adult Learning..... Organizational Learning: Contributions by Discipline; Triggers; Influencing Factors; Agents; Processes; Interorganizational Practice..... Knowledge Management: Challenges; Processes; Leadership; Change.
Source/publisher: Wikibooks
Date of entry/update: 2014-09-30
Grouping: Websites/Multiple Documents
Language: English
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Description: 1 Adult Learning Theorists:- 1.1 John Seely Brown... 1.2 Alan Paivio... 1.3 David Ausubel..... 2 Organizational Learning Theorists: 2.1 Jerome Bruner; 2.1.1 Educational achievements; 2.1.2 References... 2.2 Elizabeth Tisdell: 2.2.1 Major Contributions to the Field of Learning; 2.2.2 References..... 3 Humanist Learning Theorists: 3.1 John Dewey; 3.1.1 Influences of John Dewey; 3.1.2 John Dewey?s Influence; 3.1.3 Experience and Education; 3.1.4 Criticisms of Traditional Education Theory; 3.1.5 Progressive Education; 3.1.6 Summary; 3.1.7 References... 3.2 Carl Rogers... 3.3 B.F. Skinner... 3.4 Chris Argyris... 3.5 Mary Field Belenky... 3.6 Jean Lave: 3.6.1 Elements of Theory; 3.6.2 Foundational and Elaboration... 3.7 Malcom Knowles... 3.8 Howard Gardner: 3.8.1 Major contribution; 3.8.2 Definition of intelligence; 3.8.3 References... 3.9 Peter Senge: 3.9.1 Who is Senge? 3.9.2 What is a Learning Organization? 3.9.3 Note to Dr. Fowler; 3.9.4 References... 3.10 Edward Thorndike: 3.10.1 The theorist?s major contribution to the field of Learning; 3.10.2 Who the theorist was influenced by, and How; 3.10.3 Who the theorist influenced, and How; 3.10.4 References... 3.11 Leon Festinger... 3.12 Albert Bandura... 3.12.1 Resources... 3.13 Lewin, Kurt; 3.13.1 References... 3.14 R.J. Stemberg... . 3.15 Marsh.... . 3.16 Cyert... 3.17 Sch?n... 3.18 Jack Mezirow...
Source/publisher: Wikibooks
Date of entry/update: 2014-09-30
Grouping: Websites/Multiple Documents
Language: English
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Description: "Montessori education is an educational approach developed by Italian physician and educator Maria Montessori and characterized by an emphasis on independence, freedom within limits, and respect for a child?s natural psychological, physical, and social development. Although a range of practices exists under the name "Montessori", the Association Montessori Internationale (AMI) and the American Montessori Society (AMS) cite these elements as essential: Mixed age classrooms, with classrooms for children ages 21⁄2 or 3 to 6 years old by far the most common... Student choice of activity from within a prescribed range of options... Uninterrupted blocks of work time, ideally three hours... A constructivist or "discovery" model, where students learn concepts from working with materials, rather than by direct instruction... Specialized educational materials developed by Montessori and her collaborators... Freedom of movement within the classroom... A trained Montessori teacher.
Source/publisher: Wikipedia
Date of entry/update: 2014-09-27
Grouping: Websites/Multiple Documents
Language: English
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Description: "In 1993 and 1994, PROSPECTS published a series of profiles of 100 famous educators (including philosophers, statesmen, politicians, journalists, psychologists, poets, men of religion) from around of the world who have left their mark on educational thought." ?
Source/publisher: "Prospects"
Date of entry/update: 2014-09-30
Grouping: Websites/Multiple Documents
Language: English, French, Spanish
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Description: "Waldorf (Steiner) education is a humanistic approach to pedagogy based on the educational philosophy of the Austrian philosopher Rudolf Steiner, the founder of anthroposophy. Waldorf pedagogy distinguishes three broad stages in child development. The early years education focuses on providing practical, hands-on activities and environments that encourage creative play. In the elementary school, the emphasis is on developing pupils? artistic expression and social capacities, fostering both creative and analytical modes of understanding. Secondary education focuses on developing both critical and empathetic understandings of the world through the study of mathematics, arts, sciences, humanities and world languages. Throughout, the approach stresses the role of the imagination in learning and places a strong value on integrating intellectual, practical, and artistic activities across the curriculum rather than learning each academic discipline as a separate concern. The educational philosophy?s overarching goal is to develop free, morally responsible, and integrated individuals equipped with a high degree of social competence. Teachers generally emphasize formative (qualitative) over summative (quantitative) assessment methods. The schools have a high degree of autonomy to decide how best to construct their curricula and govern themselves. The first Waldorf school opened in 1919 in Stuttgart, Germany. At present there are 1,039 independent Waldorf schools,[1] about 2,000 kindergartens[2] and 646 centers for special education,[3] located in 60 countries. There are also Waldorf-based state schools,[4] charter schools and academies, and homeschooling[5] environments. The Waldorf method is a large independent alternative education movement, which has a worldwide following.[6][7] In Central Europe, where most of the schools are located,[1] the Waldorf approach has achieved general acceptance as a model of education.[8][9] Waldorf education has influenced mainstream education in Europe[10] and Waldorf schools and teacher training programs are funded through the state in many European countries. Public funding of Waldorf schools in some English speaking countries has been controversial, with questions being raised about the role of religious and spiritual content in or underlying the curriculum, and whether the science curriculum, which has achieved notable results, also includes pseudoscience and/or promotes homeopathy. The Waldorf movement has said that concerns over its stance on these matters are unfounded..."
Source/publisher: Wikipedia
Date of entry/update: 2014-09-27
Grouping: Websites/Multiple Documents
Language: English
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Description: "Books in this subject area deal with education: any act or experience that has a formative effect on the mind, character, or physical ability of an individual."
Source/publisher: Wikibooks
Date of entry/update: 2014-09-30
Grouping: Websites/Multiple Documents
Language: English
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Sub-title: Ukraine War, Other Major Conflicts Accounted for Much of the Increase
Description: "(New York) – More than 3,000 attacks on education were identified in 2022, a 17 percent increase over the previous year, the Global Coalition to Protect Education from Attack (GCPEA) reported in a data release today. The data were released ahead of the fourth United Nations International Day to Protect Education from Attack, on September 9, 2023. Almost one-third of all attacks took place in just three countries: Ukraine, Myanmar, and Burkina Faso, with the war in Ukraine accounting for the majority. According to GCPEA, more than 6,700 students and educators were reportedly killed, injured, abducted, arrested, or otherwise harmed by attacks on education in 2022, an increase of 20 percent from 2021. Armed forces and non-state armed groups using schools for military purposes also rose in 2022, with over 510 cases reported, compared with around 450 the previous year. Explosive weapons, both targeted and indiscriminate, were frequently used in attacks on education, causing widespread damage. Unexploded ordnance will continue to pose a deadly risk for years to come. “The International Day to Protect Education from Attack serves as a stark reminder that schools are not always the safe refuges they should be, but instead are often the sites of extreme violence and terror,” said Diya Nijhowne, GCPEA executive director. “The distressing increase in attacks last year underscores the urgent need for both armed forces and non-state armed groups to safeguard education, including by avoiding using explosive weapons with wide-area effects in populated areas, such as near schools or universities, and refraining from using schools for military purposes.” The coalition also released a new 39-page report, Non-State Armed Groups and Attacks on Education: Exploring Trends and Practices to Curb Violations, which found that, in 2020 and 2021, more than half of all attacks on education, and a quarter of reported military use of schools and universities, were by non-state armed groups. The report highlights the various motivations these groups have for attacking schools and educators, and provides recommendations and strategies for reducing these attacks. In 2022 and 2023, non-state armed groups continued to perpetrate a significant proportion of all attacks. In just one example, Al-Shabaab, an insurgent group in Somalia, claimed responsibility for a car bomb attack in October 2022 against the Ministry of Education that killed at least 121 civilians and wounded hundreds more. The Safe Schools Declaration, a political commitment to protect students, educators, schools, and universities during armed conflict, endorsed by 118 countries, plays an essential role in preventing, and mitigating the impact of attacks on education. By endorsing the Declaration, governments also commit to using the Guidelines for Protecting Schools and Universities from Military Use during Armed Conflict. The use of schools as bases, firing positions, detention centers, training grounds, and for other military purposes, can convert the schools into military targets, putting the lives of those within them at risk, and deterring students and teachers from attending out of fear or because the schools are closed to education. Those who do attend are vulnerable to sexual violence and recruitment by soldiers. School infrastructure and learning materials are also damaged, affecting the quality of education, and sometimes making learning impossible. Since 2015, when the Safe Schools Declaration was launched, over a dozen governments have made changes to their national policies, practices, or military manuals, to limit the use of schools for military purposes. Non-state armed groups have also taken measures to safeguard education. In October 2022, several groups operating in Burkina Faso signed unilateral declarations committing to protect educational institutions. In Yemen, the Houthis – who control the capital and other parts of the country – signed an action plan in 2022 to end attacks on schools along with other grave violations against children. “Despite the chilling statistics on attacks on education and the staggering loss of life and potential that these numbers represent, there is still much hope,” Nijhowne said. “The Safe Schools Declaration and its guidelines on military use of schools provide a roadmap for preserving the lives and futures of students and teachers, and the communities they build. On this International Day to Protect Education from Attack, all countries should endorse the Declaration and put its commitments into action.” Notes to editors: The Global Coalition to Protect Education from Attack (GCPEA) is a coalition of UN agencies and nongovernmental organizations working in the fields of education in emergencies, protection, and higher education. GCPEA is grateful for the support it receives from the Education Above All Foundation (EAA), Education Cannot Wait (ECW), the United Nations Children’s Fund (UNICEF), the United Nations Educational, Scientific and Cultural Organization (UNESCO), the Norwegian Ministry of Foreign Affairs, and an anonymous donor..."
Source/publisher: Human Rights Watch (USA)
2023-09-07
Date of entry/update: 2023-09-07
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Description: "Funding - the bulk of the initial groundwork for this book was carried out as part of botanical surveys of Doi Chiang Dao Wildlife Sanctuary (1 995-1 996, funded by Office of Environmental Policy and Planning) and Doi Luang National Park (1 997-1 999, funded by the TRF/BIOTEC Special Program for Biodiversity Research and Training grant BRT 1 39029) The preparation and review of the manuscript in both English and Thai was supported by the East Asia Local Languages Field Guide project (funded by the World Conservation Union (IUCN) and The World Bank). Toyota Thailand Foundation, Kopfai Publishing Project and Toyota Motor Thailand Co., Ltd. provided the funding for publ ication and distribution. The generous support of these organisations is gratefully acknowledged. We would particularly like to thank Asst.Prof. Paitoon Leksawad, Dr.Tony Whitten, Dr. Scott Perkin, Preecha Photi and Sunee Wongwaisayawan for their support. Facilities- CMU Herbarium, Biology Department, Faculty of Science, Chiang Mai University provided institutional support at all stages of the project. Secretarial & computer work - Rungtiwa Panyayot, Greuk Pakkad Specimen collection & fieldwork - Natii Morci, Bucha Orkha, all the Forestry Department and Watershed Office staff who helped us throughout the project especially in Poi Chiang Dao Wildlife Sanctuary, Doi Luang and Doi Suthep-Pui National Parks. Specimen identification - J.F. Maxwell, Dr. Jamlong Pengklai, Dr. Piya Chalermglin Additional Photographs - Akom Manekul, Dr. Chavalit Vidthayanon, Cherdsak Kuarak, E.J. Haas, Dr.Oy Kanjanavanit, Richard Davies, M.R.Smansnid Svasti Illustrations - M.R.Smansnid Svasti (cover and forest profiles) Pranee Palee- (Ficus, Fagaceae) Taxonomic review - Dr. Chavalit Niyomtham (Leguminosae); Dr. Jam long Pengklai (Bombacaceae, Coniferae, Dipterocarpaceae, Elaeocarpaceae, Lauraceae, Lythraceae, Moraceae, Rubiaceae, Sterculiaceae, Tiliaceae); Dr. Kongkanda Chayamarit (Anacardiaceae, Capparaceae); Dr. Piya Chalermglin (Annonaceae, Magnoliaceae); Dr. Pranom Chantaranothai (Myrtaceae, Lecythidaceae) Preparation of use data - Tim Rayden, Kym Leggett, Kate Hardwick Editing & proof reading - Bandit Grivijitr, Kym Leggett, Dr Kobkiat Saengnil, Pranee P?lee, M.A. Smansnid Svasti, Tony Ball Translation of uses and Thai index Natenapit Jitlam Printing -Surasak lntanon & Amarin Printing & Publishing staffs. Herbariums, Libraries and Databases - CMU Herbarium, Biology Department, Chiang Mai University; Faculty of Pharmacy, Chiang Mai University; Royal Forest Department Herbarium, Bangkok; Queen Sirikit Botanic Garden, Chiang Mai; Faculty of Pharmacy , Mahidol University; Kasetsart University. Finally, we would like to thank our friends and families who encouraged and supported us throughout the process of preparing this book.....Genesis of Water and Life: Amidst changes and development in many fields, Thailand faces an alarming environmental crisis. In the last decades, the forest areas have been exploited at a fast rate which is one of the important causes of flooding, droughts and unpredictable climate. Conflicts over the management of natural resources have been an unavoidable part of life for our generation. The "Genesis of Water and Life" project was formed as �knowledge-based response to these issues. In 1994, a project was initiated by the Ministry of Agriculture to protect the watershed area by using more than 10 years of experience working at Kao Sammoen with the support of the UN. Our aim has been to promote harmony between humankind and nature by encouraging people to conserve natural resources through sustainable resource management and integrated agriculture. We are developing a variety of media in vernacular languages for com- munication amongst local peoples in the watershed areas. Additional equipment including motorcycles, televisions and portable video players have been provided for the convenience of Forestry Department officials. From 1997, we have cooperated with Chiang Mai University and "Gong Tun Chum Chon Rak Pa" (Forest Lovers' Community Fund) to support forest restoration by building firebreaks in the protected forests of the upper Ping and Wang watersheds which cover an area of more than 120,000 rai (19,200 hectares). By this means, we hope to save the watershed areas without changing the local people's lifestyle or faith. We also promote academic activities, arts and culture in the urban community to improve relationships in a joint effort to protect and conserve the natural environment . The book "A Field Guide to Forest Trees of Northern Thailand" is one of our recent project activities. We sincerely wish that this book will be a bridge that passes on knowledge, compassion and a sense of ecological awareness and conservation of trees in the forest area of Northern Thailand. His venerable Phra Dhamma Pitaka (P. Payutto) has admonished us that: "People in this generation have exploited a great amount of natural resources of the world.They have no awareness of our environment and have depleted the land, so it is necessary that they revolutionize themselves now together with creating an awareness of restoring the natural environment amongst new generations". His advice should be heeded by us all. Watersheds are the source of forests, water and life. We must all work together to conserve what is left of our natural heritage for future generations - Toyota Thailand Foundation..."
Source/publisher: Chiang Mai University, The World Bank, International Union for Conservation of Nature, Toyota Foundation Thailand, Kobfai
2007-10-00
Date of entry/update: 2021-05-14
Grouping: Individual Documents
Language:
Format : pdf
Size: 29.76 MB (555 pages)
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Sub-title: Six years ago, when private schools were first allowed in Myanmar, Daw Khin Hnin Soe, co-founder of the Myanmar Metropolitan College (MMC), got the idea to bring international higher education to the country.
Description: "“The countries that are now ahead of Myanmar in education once used the international system,” she said. Today, only private schools in Myanmar offer students international teaching methods. The education that is available to most Myanmar people totally differs from the international standard. Myanmar’s average working class and middle class family can’t afford private schools, which cost K5 million to K10 million a year. The average family needs scholarships offered by schools, work-study programmes, and student loans linked with banks to afford a quality education. The free education system has prescribed criteria, she said. Seventy percent of students take advantage of education loans from banks with a variety of interest rates to finance their studies, she said. Students at private schools have to apply for scholarships, study grants and study loans to access a quality education, as there are limits for their spending. Because of this, education institutions need to provide support, Daw Khin Hnin Soe said. Scholarships that pay 30pc to 50pc of tuition costs can be applied for at Myanmar Metropolitan College, she said..."
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Source/publisher: "Myanmar Times" (Myanmar)
2019-10-30
Date of entry/update: 2019-10-31
Grouping: Individual Documents
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Description: "In Finland: education policy (almost no homework, no standardized testing), speaking with Krista Kiuru, the Finnish Minister of Education. Moore notes that music and poetry have been eliminated in the American K-12 education system." (Wikipedia)
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Source/publisher: Youtube
Date of entry/update: 2018-10-09
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Description: Noam Chomsky and physicist Lawrence Krauss - Critical thinking, US role in the world etc. See Alternate URLs for more. Also search on Youtube.com
Creator/author: Noam Chomsky, Lawrence Krauss
Source/publisher: Youtube
2016-10-02
Date of entry/update: 2016-11-13
Grouping: Individual Documents
Language: English
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Description: "As a means of investigating moral judgments of children, the author analyzes the rules of the game of marbles and the development of respect for rules which children acquire. Piaget traces the consciousness of rules as it develops in children through four stages: (1) A task of simple individual regularity, (2) A motor pleasure egocentrism, (3) A social cooperation idea, (4) An interest in rules for their own sake. Relationships between the child?s respect for the rules of a game and relations between the child and adults are shown. The study of moral values of the child was carried on by observation and interrogation. The origin of judgment of actions is traced to material consequences of an act and to intentions of an act. Moral realism is traced to causes peculiar to the spontaneous thought of the child and to causes brought by constraint by adults. Relations of cooperation tend to limit the constraint and obligatory rules. The theories of Durkheim, Fauconnet, Bovet, and Baldwin are discussed in the analysis of the child?s moral judgments. The conclusions emphasize the need for education where individual experimentation and reflection carried on together aid and balance one another. (PsycINFO Database Record (c) 2012 APA, all rights reserved)"
Creator/author: Jean Piaget
Source/publisher: Archive.org
1948-00-00
Date of entry/update: 2014-12-22
Grouping: Individual Documents
Language: English
Format : pdf
Size: 12.82 MB
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Creator/author: John Dewey
Source/publisher: Pennsylvania State University
1916-00-00
Date of entry/update: 2014-09-30
Grouping: Individual Documents
Language: English
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Description: "... Experience and Education is a short book written in 1938 by John Dewey, a pre-eminent educational theorist of the 20th century. It provides a concise and powerful analysis of education. In this and his other writings on education, Dewey continually emphasizes experience, experiment, purposeful learning, freedom, and other concepts of progressive education. Dewey argues that the quality of an educational experience is critical and stresses the importance of the social and interactive processes of learning... "
Creator/author: John Dewey
1938-00-00
Date of entry/update: 2014-09-30
Grouping: Individual Documents
Language: English
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Description: "...Universal education through schooling is not feasible. It would be no more feasible if it were attempted by means of alternative institutions built on the style of pres ent schools. Neither new attitudes of teachers toward their pupils nor the proliferation of e ducational hardware or software (in classroom or bedroom), nor finally the attempt to ex pand the pedagogue?s responsibility until it engulfs his pupils? lifetimes will deli ver universal education. The current search for new educational funnels must be reversed into the search for their institutional inverse: educational webs which heighten the opportunity for each one to transform each moment of his living into one of learning, sharing, and caring. We hope to contribute concepts needed by those who conduct such counterfoil research on education--and also to those who seek alternatives to other established service industries. ..
Creator/author: Ivan Illich
Source/publisher: Ivan Illich
1970-00-00
Date of entry/update: 2014-09-27
Grouping: Individual Documents
Language: English
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Description: 1st edition, 1970..."Pedagogy of the Oppressed (Portuguese: Pedagogia do Oprimido), written by educator Paulo Freire, proposes a pedagogy with a new relationship between teacher, student, and society. It was first published in Portuguese in 1968, and was translated by Myra Ramos into English and published in 1970.[1] The book is considered one of the foundational texts of critical pedagogy. Dedicated to what is called "the oppressed" and based on his own experience helping Brazilian adults to read and write, Freire includes a detailed Marxist class analysis in his exploration of the relationship between what he calls "the colonizer" and "the colonized". In the book Freire calls traditional pedagogy the "banking model" because it treats the student as an empty vessel to be filled with knowledge, like a piggy bank. However, he argues for pedagogy to treat the learner as a co-creator of knowledge."
Creator/author: Paolo Freire
Source/publisher: Paolo Freire
1993-00-00
Date of entry/update: 2014-09-27
Grouping: Individual Documents
Language: English
Format : pdf
Size: 2.34 MB
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