يعرض 1 - 20 نتائج من 481 نتيجة بحث عن '"entusiasmo"', وقت الاستعلام: 0.79s تنقيح النتائج
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    Academic Journal
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    Academic Journal

    المؤلفون: Vélez Sainz, Julio

    المصدر: Studia aurea: revista de literatura española y teoría literaria del Renacimiento y Siglo de Oro; Vol. 10 (2016): «Auctor in fabula». Imágenes y representaciones autoriales en el Siglo de Oro; p. 221-237

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    المصدر: The Education and science journal; Принято в печать ; EDUCACIÓN Y CIENCIA; Принято в печать ; Образование и наука; Принято в печать ; 2310-5828 ; 1994-5639

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    Relation: https://www.edscience.ru/jour/article/view/3974/1262; Đerić I., Elezović I., Brese F. Teachers, teaching and student achievement. In: Japelj Pavešić B., Koršňáková P., Meinck S., eds. Dinaric Perspectives on TIMSS 2019: Teaching and Learning Mathematics and Science in South-Eastern Europe. Cham: Springer International Publishing; 2022:151–174. doi:10.1007/978-3-030-85802-5_7; Creemers B.P.M., Kyriakides L. The Dynamics of Educational Effectiveness: A Contribution to Policy, Practice, and Theory in Contemporary Schools. London: Routledge; 2008. 320 p.; Baumert J., Kunter M. The COACTIV model of teachers’ professional competence. In: Kunter M., Baumert J., Blum W., Klusmann U., Krauss S., Neubrand M., eds. Cognitive Activation in the Mathematics Classroom and Professional Competence of Teachers. Boston: Springer; 2013:25–48. doi:10.1007/978-1-4614-5149-5_2; Fauth B., Decristan J., Decker A.-T., Büttner G., Hardy I., Klieme E., Kunter M. The effects of teacher competence on student outcomes in elementary science education: The mediating role of teaching quality. Teaching and Teacher Education. 2019;86:102882. doi:10.1016/j.tate.2019.102882; Hattie J. Visible Learning. A Synthesis of Over 800 Meta-Analyses Relating to Achievement. New York: Routledge; 2009. 392 p.; Blömeke S., Jentsch A., Ross N., Kaiser G., König J. Opening up the black box: teacher competence, instructional quality, and students’ learning progress. Learning and Instruction. 2022;79:101600. doi:10.1016/j.learninstruc.2022.101600; Rimm-Kaufman S.E., Hamre B.K. The role of psychological and developmental science in efforts to improve teacher quality. Teachers College Record. 2010;112(12):2988–3023. doi:10.1177/016146811011201204; Rivkin S.G., Hanushek E.A., Kain J.F. Teachers, schools, and academic achievement. Econometrica. 2005;73(2):417–458.; Fauth B., Decristan J., Rieser S., Klieme E., Büttner G. Student ratings of teaching quality in primary school: dimensions and prediction of student outcomes. Learning and Instruction. 2014;29:1–9. doi:10.1016/j.learninstruc.2013.07.001; Cao C., Shang L., Meng Q. Applying the job demands-resources model to exploring predictors of innovative teaching among university teachers. Teaching and Teacher Education. 2020;89:103009. doi:10.1016/j.tate.2019.103009; Xu L. Teacher-researcher role conflict and burnout among Chinese university teachers: a job demand-resources model perspective. Studies in Higher Education. 2017;44(6):903–919. doi:10.1080/03075079.2017.1399261; Yin H., Han J., Lu G. Chinese tertiary teachers’ goal orientations for teaching and teaching approaches: the mediation of teacher engagement. Teaching in Higher Education. 2017;22(7):766–784. doi:10.1080/13562517.2017.1301905; Demerouti E., Bakker A.B., Nachreiner F., Schaufeli W.B. The job demands-resources model of burnout. Journal of Applied Psychology. 2001;86(3):499–512. doi:10.1037/0021-9010.86.3.499; Schaufeli W.B., Taris T.W. A critical review of the job demands-resources model: implications for improving work and health. In: Hämmig G.F.B.O., ed. Bridging Occupational, Organizational and Public Health: A Transdisciplinary Approach. Dordrecht: Springer Netherlands; 2014:43–68.; Bakker A.B., Demerouti E. The job demands-resources model: state of the art. Journal of Managerial Psychology. 2007;22(3):309–328. doi:10.1108/02683940710733115; Fauth B., Atlay C., Dumont H., Decristan J. Does what you get depend on who you are with? Effects of student composition on teaching quality. Learning and Instruction. 2021;71:101355. doi:10.1016/j.learninstruc.2020.101355; Baier F., Decker A.-T., Voss T., Kleickmann T., Klusmann U., Kunter M. What makes a good teacher? The relative importance of mathematics teachers’ cognitive ability, personality, knowledge, beliefs, and motivation for instructional quality. British Journal of Educational Psychology. 2019;89(4):767–786. doi:10.1111/bjep.12256; Baumert J., Kunter M. The effect of content knowledge and pedagogical content knowledge on instructional quality and student achievement. In: Kunter M., Baumert J., Blum W., Klusmann U., Krauss S., Neubrand M., eds. Cognitive Activation in the Mathematics Classroom and Professional Competence of Teachers: Results from the COACTIV Project. Boston, MA: Springer US; 2013:175–205. doi:10.1007/978-1-4614-5149-5_9; Kelcey B., Hill H.C., Chin M.J. Teacher mathematical knowledge, instructional quality, and student outcomes: a multilevel quantile mediation analysis. School Effectiveness and School Improvement. 2019;30(4):398–431. doi:10.1080/09243453.2019.1570944; König J., Blömeke S., Jentsch A., Schlesinger L., née Nehls C. F., Musekamp F., Kaiser G. The links between pedagogical competence, instructional quality, and mathematics achievement in the lower secondary classroom. Educational Studies in Mathematics. 2021;107(1):189–212. doi:10.1007/s10649-020-10021-0; Lazarides R., Fauth B., Gaspard H., Göllner R. Teacher self-efficacy and enthusiasm: Relations to changes in student-perceived teaching quality at the beginning of secondary education. Learning and Instruction. 2021;73:101435. doi:10.1016/j.learninstruc.2020.101435; Lazarides R., Schiefele U. The relative strength of relations between different facets of teacher motivation and core dimensions of teaching quality in mathematics – a multilevel analysis. Learning and Instruction. 2021;76:101489. doi:10.1016/j.learninstruc.2021.101489; Praetorius A.-K., Lauermann F., Klassen R.M., Dickhäuser O., Janke S., Dresel M. Longitudinal relations between teaching-related motivations and student-reported teaching quality. Teaching and Teacher Education. 2017;65:241–254. doi:10.1016/j.tate.2017.03.023; Thommen D., Sieber V., Grob U., Praetorius A.-K. Teachers’ motivational profiles and their longitudinal associations with teaching quality. Learning and Instruction. 2021;76:101514. doi:10.1016/j.learninstruc.2021.101514; Künsting J., Neuber V., Lipowsky F. Teacher self-efficacy as a long-term predictor of instructional quality in the classroom. European Journal of Psychology of Education. 2016;31(3):299–322. doi:10.1007/s10212-015-0272-7; Praetorius A.-K., Klieme E., Herbert B., Pinger P. Generic dimensions of teaching quality: the German framework of three basic dimensions. ZDM. 2018;50(3):407–426. doi:10.1007/s11858-018-0918-4; Stefanou C.R., Perencevich K.C., DiCintio M., Turner J.C. Supporting autonomy in the classroom: ways teachers encourage student decision making and ownership. Educational Psychologist. 2004;39(2):97–110. doi:10.1207/s15326985ep3902_2; Lazarides R., Gaspard H., Dicke A.-L. Dynamics of classroom motivation: teacher enthusiasm and the development of math interest and teacher support. Learning and Instruction. 2019;60:126–137. doi:10.1016/j.learninstruc.2018.01.012; Evertson C.M., Weinstein C.S. Handbook of Classroom Management: Research, Practice, and Contemporary Issues. New York: Routledge; 2013. 1368 p.; Hochweber J., Hosenfeld I., Klieme E. Classroom composition, classroom management, and the relationship between student attributes and grades. Journal of Educational Psychology. 2014;106:289–300. doi:10.1037/a0033829; Rakoczy K., Klieme E., Drollinger-Vetter B., Lipowsky F., Pauli C., Reusser K. Structure as a quality feature in mathematics instruction: cognitive and motivational effects of a structured organisation of the learning environment vs. a structured presentation of learning content. In: Prenzel M., ed. Studies on the Educational Quality of Schools. The Final Report on the DFG Priority Program. Waxmann; 2007:102–121.; Seidel T., Shavelson R.J. Teaching effectiveness research in the past decade: the role of theory and research design in disentangling meta-analysis results. Review of Educational Research. 2007;77(4):454–499. doi:10.3102/0034654307310317; Dicke T., Stebner F., Linninger C., Kunter M., Leutner D. A longitudinal study of teachers’ occupational well-being: applying the job demands-resources model. Journal of Occupational Health Psychology. 2018;23(2):262–277. doi:10.1037/ocp0000070; Bakker A.B., Demerouti E. Job demands-resources theory: taking stock and looking forward. Journal of Occupational Health Psychology. 2017;22(3):273–285. doi:10.1037/ocp0000056; Richards K.A.R., Levesque-Bristol C., Templin T.J. Initial validation of the teacher/coach role conflict scale. Measurement in Physical Education and Exercise Science. 2014;18(4):259–272. doi:10.1080/1091367X.2014.932283; Jencks C., Riesman D. The Academic Revolution. New York: Routledge; 2002. 580 p. doi:10.4324/9781315130811; Kingman J. The pursuit of truth. In: The Times Higher Education Supplement. London: TSL Education Ltd; 1993. 78 p.; Moore W. Man, Time, and Society. New York: Wiley; 1963. 163 p.; Creary S.J., Gordon J.R. Role conflict, role overload, and role strain. In: Shehan C. L., ed. The Wiley Blackwell Encyclopedia of Family Studies. New York: John Wiley & Sons, Inc; 2016:1–6. doi:10.1002/9781119085621.wbefs012; Netemeyer R.G., Boles J.S., McMurrian R. Development and validation of work-family conflict and family–work conflict scales. Journal of Applied Psychology. 1996;81(4):400–410. doi:10.1037/0021-9010.81.4.400; Rafsanjani M.A., Hakim L., Laily N., Wijaya P.A., Irwansyah M.R. Exploring the predictor of innovative teaching using the job demands-resources model. Obrazovanie i nauka = The Education and Science Journal. 2021;23(3):58–74. doi:10.17853/1994-5639-2021-3-58-74; Rafsanjani M.A., Ghofur M.A., Fitrayati D., Dewi R.M. does perceived organizational support mitigate the negative effect of teacher-researcher role conflict among lecturers? (evidence from Indonesia). Pedagogika. 2020;138(2):25–36. doi:10.15823/p.2020.138.2; Ababneh K.I., Hackett R.D. The direct and indirect impacts of job characteristics on faculty organizational citizenship behavior in the United Arab Emirates (UAE). Higher Education. 2019;77(1):19–36. doi:10.1007/s10734-018-0252-3; Kellogg K. When Less is More: Exploring the Relationship Between Employee Workload and Innovation Potential. Boston: CGO Insights; 2002. 4 p.; Chen Y., Jiang Y.J., Tang G., Cooke F.L. High-commitment work systems and middle managers’ innovative behavior in the Chinese context: the moderating role of work-life conflicts and work climate. Human Resource Management. 2018;57(5):1317–1334. doi:10.1002/hrm.21922; Choi S.B., Cundiff N., Kim K., Akhatib S.N. The effect of work-family conflict and job insecurity on innovative behaviour of Korean workers: the mediating role of organisational commitment and job satisfaction. International Journal of Innovation Management. 2017;22(01):1850003. doi:10.1142/S1363919618500032; Ezeh Leonard N., Chukwuemeka E.E., Stephen E.I., Collins Nnaebue I., Rachael A.O. Association of Innovative work behaviour, organizational frustration and work-family conflict among private sector employees. Asian Journal of Advanced Research and Reports. 2020;8(2):20–29. doi:10.9734/ajarr/2020/v8i230195; Holzberger D., Philipp A., Kunter M. How teachers’ self-efficacy is related to instructional quality: a longitudinal analysis. Journal of Educational Psychology. 2013;105(3):774–786. doi:10.1037/a0032198; Bandura A., Freeman W.H., Lightsey R. Self-efficacy: the exercise of control. Journal of Cognitive Psychotherapy. 1999;13(2). doi:10.1891/0889-8391.13.2.158; Burić I., Kim L.E. Teacher self-efficacy, instructional quality, and student motivational beliefs: an analysis using multilevel structural equation modeling. Learning and Instruction. 2020;66:101302. doi:10.1016/j.learninstruc.2019.101302; Tschannen-Moran M., Johnson D. Exploring literacy teachers’ self-efficacy beliefs: potential sources at play. Teaching and Teacher Education. 2011;27(4):751–761. doi:10.1016/j.tate.2010.12.005; Klassen R.M., Tze V.M.C. Teachers’ self-efficacy, personality, and teaching effectiveness: a meta-analysis. Educational Research Review. 2014;12:59–76. doi:10.1016/j.edurev.2014.06.001; Ryan A.M., Kuusinen C.M., Bedoya-Skoog A. Managing peer relations: a dimension of teacher self-efficacy that varies between elementary and middle school teachers and is associated with observed classroom quality. Contemporary Educational Psychology. 2015;41:147–156. doi:10.1016/j.cedpsych.2015.01.002; Moè A. Harmonious passion and its relationship with teacher well-being. Teaching and Teacher Education. 2016;59:431–437. doi:10.1016/j.tate.2016.07.017; Ryan R.M., Deci E.L. On happiness and human potentials: a review of research on hedonic and eudaimonic well-being. Annual Review of Psychology. 2001;52(1):141–166. doi:10.1146/annurev.psych.52.1.141; Aldrup K., Klusmann U., Lüdtke O., Göllner R., Trautwein U. Student misbehavior and teacher well-being: testing the mediating role of the teacher-student relationship. Learning and Instruction. 2018;58:126–136. doi:10.1016/j.learninstruc.2018.05.006; Rafsanjani M.A., Rahmawati E.D. Stress exposure and psychological well-being: study on beginning teacher. JABE: Journal of Accounting and Business Education. 2019;3(2):162–169. doi:10.26675/jabe.v3i2.5757; Diener E., Suh E., Lucas R.E., Smith H. Subjective well-being: three decades of progress. Psychological Bulletin. 1999;125(2):276–302. doi:10.1037/0033-2909.125.2.276; Skaalvik E.M., Skaalvik S. Motivated for teaching? Associations with school goal structure, teacher self-efficacy, job satisfaction and emotional exhaustion. Teaching and Teacher Education. 2017;67:152–160. doi:10.1016/j.tate.2017.06.006; Wright T.A., Cropanzano R. Emotional exhaustion as a predictor of job performance and voluntary turnover. Journal of Applied Psychology. 1998;83(3):486–493. doi:10.1037/0021-9010.83.3.486; Qureshi M.O., Sajjad S.R. Emotional exhaustion and its correlation with job performance and job satisfaction in the Kingdom of Saudi Arabia. Mediterranean Journal of Social Sciences. 2015;6(3):51–62. doi:10.5901/mjss.2015.v6n3s1p51; Moon T.W., Hur W.-M. Emotional intelligence, emotional exhaustion, and job performance. Social Behavior and Personality. 2011;39(8):1087–1096. doi:10.2224/sbp.2011.39.8.1087; Janssen O., Lam C.K., Huang X. Emotional exhaustion and job performance: the moderating roles of distributive justice and positive affect. Journal of Organizational Behavior. 2010;31(6):787–809. doi:10.1002/job.614; Tsouloupas C.N., Carson R.L., Matthews R., Grawitch M.J., Barber L.K. Exploring the association between teachers’ perceived student misbehaviour and emotional exhaustion: the importance of teacher efficacy beliefs and emotion regulation. Educational Psychology. 2010;30(2):173–189. doi:10.1080/01443410903494460; Aldrup K., Klusmann U., Lüdtke O. Does basic need satisfaction mediate the link between stress exposure and well-being? A diary study among beginning teacher. Learning and Instruction. 2017;50:21–30. doi:10.1016/j.learninstruc.2016.11.005; Wenström S., Uusiautti S., Määttä K. The force that keeps you going: enthusiasm in vocational education and training (VET) teachers’ work. International Journal for Research in Vocational Education and Training. 2018;54(4):244–263. doi:10.13152/IJRVET.5.4.1; Borst R.T., Kruyen P.M., Lako C.J. Exploring the job demands-resources model of work engagement in government: bringing in a psychological perspective. Review of Public Personnel Administration. 2017;39(3):372–397. doi:10.1177/0734371X17729870; Klaeijsen A., Vermeulen M., Martens R. Teachers’ innovative behaviour: the importance of basic psychological need satisfaction, intrinsic motivation, and occupational self-efficacy. Scandinavian Journal of Educational Research. 2018;62(5):769–782. doi:10.1080/00313831.2017.1306803; Li M., Wang Z., Gao J., You X. Proactive personality and job satisfaction: the mediating effects of self-efficacy and work engagement in teachers. Current Psychology. 2017;36(1):48–55. doi:10.1007/s12144-015-9383-1; Schwarzer R., Schmitz G. S. Skalen zur Erfassung von Lehrerund Schülermerkmalen. Berlin: Freie Universitat Berlin; 1999. 103 p. (In German); Schmitz G.S., Schwarzer R. Selbstwirksamkeitserwartung von Lehrern: Längsschnittbefunde mit einem neuen Instrument. Zeitschrift für Pädagogische Psychologie. 2000;14(1):12–25. (In German) doi:10.1024//1010-0652.14.1.12; Maslach C., Jackson S.E., Schwab R.L. Maslach Burnout Inventory Educators Survey (MBI-ES). In: Maslach C., Jackson S.E., Schwab R.L., eds. MBI Manual. 3rd ed. Palo Alto, CA: Consulting Psychologists Press; 1996. https://www.mindgarden.com/316-mbi-educators-survey; Widhianingtanti L.T., Luijtelaar G.V. The Maslach-Trisni Burnout Inventory: adaptation for Indonesia. JP3I (Jurnal Pengukuran Psikologi Dan Pendidikan Indonesia). 2022;11(1):1–21. doi:10.15408/jp3i.v11i1.24400; Kunter M., Tsai Y.-M., Klusmann U., Brunner M., Krauss S., Baumert J. Students’ and mathematics teachers’ perceptions of teacher enthusiasm and instruction. Learning and Instruction. 2008;18(5):468–482. doi:10.1016/j.learninstruc.2008.06.008; Kunter M., Frenzel A., Nagy G., Baumert J., Pekrun R. Teacher enthusiasm: dimensionality and context specificity. Contemporary Educational Psychology. 2011;36(4):289–301. doi:10.1016/j.cedpsych.2011.07.001; Schlesinger L., Jentsch A., Kaiser G., König J., Blömeke S. Subject-specific characteristics of instructional quality in mathematics education. ZDM. 2018;50(3):475–490. doi:10.1007/s11858-018-0917-5; Hair J.F., Sarstedt M., Hopkins L., Kuppelwieser G.V. Partial least squares structural equation modeling (PLS-SEM). European Business Review. 2014;26(2):106–121. doi:10.1108/EBR-10-2013-0128; Hair J.F., Hult G.T.M., Ringle C.M., Sarstedt M. A Primer on Partial Least Squares Structural Equation Modeling (PLS-SEM), 2nd ed. Thousand Oaks: Sage; 2022. 384 p.; Fornell C., Larcker, D.F. Structural equation models with unobservable variables and measurement error: algebra and statistics. Journal of Marketing Research. 1981;18(3):382–388. doi:10.2307/3150980; Ladd E.C. The work experiences of american college professors. In: Edgerton R., ed. Current Issues in Higher Education. Washington, D.C.: American Association of Higher Education; 1979:3–12.; Troesch L.M., Bauer C.E. Second career teachers: job satisfaction, job stress, and the role of self-efficacy. Teaching and Teacher Education. 2017;67:389–398. doi:10.1016/j.tate.2017.07.006; Wong V.W., Ruble L.A., Yu Y., McGrew J.H. Too stressed to teach? Teaching quality, student engagement, and IEP outcomes. Exceptional Children. 2017;83(4):412–427. doi:10.1177/0014402917690729; Karatepe O.M., Beirami E., Bouzari M., Safavi H.P. Does work engagement mediate the effects of challenge stressors on job outcomes? Evidence from the hotel industry. International Journal of Hospitality Management. 2014;36:14–22. doi:10.1016/j.ijhm.2013.08.003; Skaalvik E.M., Skaalvik S. Teacher self-efficacy and teacher burnout: a study of relations. Teaching and Teacher Education. 2010;26(4):1059–1069. doi:10.1016/j.tate.2009.11.001; Skaalvik E.M., Skaalvik S. Dimensions of teacher self-efficacy and relations with strain factors, perceived collective teacher efficacy, and teacher burnout. Journal of Educational Psychology. 2007;99:611–625. doi:10.1037/0022-0663.99.3.611; Çetin F., Aşkun D. The effect of occupational self-efficacy on work performance through intrinsic work motivation. Management Research Review. 2019;41(2):186–201. doi:10.1108/MRR-03-2017-0062; Razak N. How self-efficacy drives job performance: the role of job anxiety and intrinsic motivation. Jurnal Manajemen. 2021;25(2):190–205. doi:10.24912/jm.v25i2.735; https://www.edscience.ru/jour/article/view/3974

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    Academic Journal

    المؤلفون: Olguín-Guzmán, Perla V.

    المصدر: Uno Sapiens Boletín Científico de la Escuela Preparatoria No. 1; Vol 6 No 12 (2024): Uno Sapiens Boletín Científico de la Escuela Preparatoria No. 1; 5-7 ; Uno Sapiens Boletín Científico de la Escuela Preparatoria No. 1; Vol. 6 Núm. 12 (2024): Uno Sapiens Boletín Científico de la Escuela Preparatoria No. 1; 5-7 ; 2683-2054 ; 10.29057/prepa1.v6i12

    مصطلحات موضوعية: Estrategias, Entusiasmo, Autodidacta, Aprendizaje

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    Academic Journal

    المؤلفون: Hernández Fernández, Antonio

    المساهمون: Universitat Politècnica de Catalunya. Institut de Ciències de l'Educació, Universitat Politècnica de Catalunya. LQMC - Lingüística Quantitativa, Matemàtica i Computacional

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    Relation: https://educationalevidence.com/entre-la-vocacion-y-la-profesion/; Hernandez-Fernandez, A. Entre la vocación y la profesión. "educational EVIDENCE", 30 Abril 2024.; http://hdl.handle.net/2117/408413

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    المصدر: Revista Digital de Investigación en Docencia Universitaria [Digital Journal of University Teaching Research]; Vol. 17 No. 2 (2023): July - December; e1623 ; Revista Digital de Investigación en Docencia Universitaria; Vol. 17 Núm. 2 (2023): julio - diciembre; e1623 ; Revista Digital de Investigación en Docencia Universitaria [Revista Digital de Pesquisa em Docência Universitária]; v. 17 n. 2 (2023): julho - dezembro; e1623 ; 2223-2516

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    المؤلفون: Attala, Daniel

    المساهمون: Héritage et Création dans le Texte et l'Image (HCTI), Université de Bretagne Sud (UBS)-Université de Brest (UBO)-Institut Brestois des Sciences de l'Homme et de la Société (IBSHS), Université de Brest (UBO)-Université de Brest (UBO)

    المصدر: ISSN: 1594-378X ; Artifara. Revista de lenguas y literaturas ibéricas y latinoamericanas ; https://hal.science/hal-04766638 ; Artifara. Revista de lenguas y literaturas ibéricas y latinoamericanas, 2023, 23 (1), pp.205-236. ⟨10.13135/1594-378X/7171⟩.

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    المؤلفون: Rebelles del valle, Santiago

    المصدر: Ideas y Valores; Vol. 71 No. Suplemento 9 (2022): El arte y lo humano; 203-224 ; Ideas y Valores; Vol. 71 Núm. Suplemento 9 (2022): El arte y lo humano; 203-224 ; Ideas y Valores; v. 71 n. Suplemento 9 (2022): El arte y lo humano; 203-224 ; 2011-3668 ; 0120-0062

    وصف الملف: application/pdf

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