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Libros sobre el tema "Consumer grade"

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Publicado: 14 de marzo de 2023

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1

Saskatchewan. Saskatchewan Consumer and Commercial Affairs., ed. Consumer education for grade one [to six] social studies, 1987. [Regina, Sask.]: Saskatchewan Consumer and Commercial Affairs, 1987.

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2

L, Gall Timothy y Gall Susan B, eds. Consumers' guide to product grades and terms: From grade A to VSOP--definitions of 8,000 terms describing food, housewares, and other everyday items. Detroit: Gale Research, 1993.

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3

Narayanan, Ramachandran y George C. Marshall Space Flight Center., eds. A photometric technique for determining fluid concentration using consumer-grade hardware. [Marshall Space Flight Center, Ala.]: National Aeronautics and Space Administration, Marshall Space Flight Center, 1999.

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4

Linda, Bain y Grand Valley Mathematics Association, eds. Grade 11 general business math resource package: A teacher's resource for grade 11 general business and consumer mathematics. [Guelph, ON]: Grand Valley Mathematics Association, 1986.

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5

Bornecke, Jürgen. Verbraucherorganisationen in der Bundesrepublik Deutschland, eine kritische Analyse: Inaugural-Dissertation zur Erlangung des Grades eines Doktors der Wirtschafts- und Sozialwissenschaften der Wirtschafts- und Sozialwissenschaftlichen Fakultät der Christian-Albrechts-Universität zu Kiel. Bonn: [s.n.], 1986.

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6

The economics of quality, grades, and brands. London: Routledge, 1992.

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7

T, Elliot A., ed. Health physics. Cambridge: Cambridge UniversityPress, 1996.

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8

McCormick, Andrew K. Health physics. Cheltenham, [Eng.]: Stanley Thornes, 1989.

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9

Education, Ontario Ministry of. Business studies: The Ontario curriculum, grades 11 and 12, 2000. [Toronto, Ont.]: The Ministry, 2000.

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10

Khalfani, Lynnette. Zero debt for college grads: From student loans to financial freedom. New York: Kaplan Publishing, 2007.

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11

West Virginia. State Dept. of Education., ed. Parenting education: A semester consumer and homemaking course for students in grades 10, 11, and 12. Ripley, W. Va: Curriculum Technology Resource Center, Vocational Curriculum Lab Component, 1990.

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12

Bamboo fly rod suite: Reflections on fishing and the geography of grace. Athens: University of Georgia Press, 1999.

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13

Khalfani, Lynnette. Zero debt for college grads: From student loans to financial freedom / Lynnette Khalfani. New York: Kaplan Publishing, 2007.

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14

Paula, Baird-Colt y McAllister David 1963-, eds. Ballet-fit workout: Develop strength, control, flexibility, & grace. Berkeley, CA: Ulysses Press, 2005.

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15

Zero debt for college grads: From student loans to financial freedom. New York: Kaplan Pub., 2007.

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16

Vatel, Smith. Kettlebells: Strength training for power and grace. New York: Sterling Pub, 2005.

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17

Credit card practices: Fees, interest charges, and grace periods : hearing before the Permanent Subcommittee on Investigations of the Committee on Homeland Security and Governmental Affairs, United States Senate, One Hundred Tenth Congress, first session, March 7, 2007. Washington: U.S. G.P.O., 2007.

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18

Hopper, Christopher A. Health-related fitness for grades 3 and 4. Champaign, IL: Human Kinetics, 1997.

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19

Woods, Michael. Air disasters. Minneapolis: Lerner, 2008.

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20

Nigro, Giampiero, ed. Il commercio al minuto. Domanda e offerta tra economia formale e informale. Secc. XIII-XVIII / Retail Trade. Supply and demand in the formal and informal economy from the 13th to the 18th century. Florence: Firenze University Press, 2015. http://dx.doi.org/10.36253/978-88-6655-751-7.

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La distribuzione dei beni di consumo nell’Europa medievale e moderna era multiforme e coinvolgeva spazi e attori diversi. Nelle fiere e nei mercati, nelle botteghe più o meno grandi delle città si vendeva ogni tipo di derrate alimentari e di oggetti necessari alla vita quotidiana. Erano anche innumerevoli i piccoli ambulanti che tenevano banco per strada, i contadini che raggiungevano la città per offrire i prodotti dei loro orti o del pollaio, della caccia o della raccolta spontanea, passando di casa in casa. Mercanti ambulanti percorrevano con le loro balle e casse anche le vie meno frequentate, raggiungendo villaggi e frazioni disperse. Una grande molteplicità di attori economici che concorrevano assieme a raggiungere ogni tipo di consumatore, dai più agiati ai più umili. L’obiettivo del progetto di ricerca è stato quello di comprendere l’organizzazione economica e l’evoluzione di queste diverse forme di commercio al minuto. Sul piano dei risultati, i contributi raccolti in questo volume costituiscono la risposta storiograficamente più aggiornata ad alcune delle questioni proposte, come l’analisi dei legami tra le diverse scale spaziali (dalla bottega alle reti europee di mercanti ambulanti), del commercio formale e informale tra regola e pratica, della circolazione dei beni fra città e campagna, delle tensioni fra gli attori di questi scambi, le loro rivalità e i loro accordi, ma anche le attese dei consumatori e le esigenze dello stato, e degli effetti sull’organizzazione istituzionale e dei mestieri della distribuzione nel periodo compreso fra il Medioevo e il XVIII secolo.
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21

Michael, Woods. Space disasters. Minneapolis, MN, U.S.A: Lerner Pub. Co., 2008.

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22

King, Stephen. Needful Things. London, England: BCA, 1991.

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23

King, Stephen. Needful Things. New York, USA: Viking, 1991.

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24

King, Stephen. La Tienda de los Deseos Malignos. Mexico: Grijalbo, 1993.

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25

King, Stephen. Needful Things. New York, USA: Penguin USA, Inc., 2009.

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26

King, Stephen. Needful Things. New York, NY, USA: Signet, 1992.

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27

King, Stephen. Needful Things. [Place of publication not identified]: New English Library / Hodder and Stoughton, 1992.

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28

King, Stephen. Samoe neobkhodimoe: [roman]. Moskva, Russia: Mir, 1997.

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29

Consumer Math Workbook: Counting Money Workbook 1st Grade, 2nd Grade, 3rd Grade. Independently Published, 2022.

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30

Totally Awesome Health Grade 3. Meeks Heit Publishing Co, 1996.

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31

Heit, Philip, Randy Page y Linda B. Meeks. Totally Awesome Health: Grade 4. Meeks Heit Publishing Company, 1996.

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32

Totally Awesome Health - Grade 1 - Teacher Resource Binder. Meeks Heit Publishing Company, 1996.

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33

Gall, Susan B. y Timothy L. Gall. Consumers' Guide to Product Grades and Terms: From Grade a to Vsop-Definitions of 8,000 Terms Describing Food, Housewares, and Other Everyday Items (Consumers' Guide to Product Grades and Terms). Thomson Gale, 1993.

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34

Totally Awesome Health, Teacher's Lesson Plan Binder, Grade 5. Meeks Heit Publishing Company, 1996.

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35

Grade 12 general business math resource package: A teacher's resource for grade 12 general level business and consumer mathematics. [Guelph, Ont.]: Grand Valley Mathematics Association, 1987.

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36

Foresman, Scott. History Social Science 2006 Content Reader 6-Pack Grade 2: The Consumer Producer Connection. Savvas Learning Company, 2005.

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37

Cauthen, LeiLani. Consumerization of Learning: How Educators Can Co-Opt Consumer-grade Digital Courseware to Transform Learning in the Age of Experience. Outskirts Press, Incorporated, 2017.

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38

Kerridge, George y Angela Gackle. Vines for Wines. CSIRO Publishing, 2004. http://dx.doi.org/10.1071/9780643092181.

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Riesling, Chardonnay, Shiraz and Cabernet Sauvignon grapes can make magnificent wines but there are also many other excellent wine varieties that for many of us are rarely experienced. Vines for Wines will expand the wine lover’s knowledge and appreciation of a great range of wines and help to explore their individual preferences for specific varieties, blends, flavours and styles. This book is based on the highly successful Wine Grape Varieties, which is an aid to identifying grape vines. Vines for Wines, however, focuses on wines from the average consumer’s point-of-view, introducing the different wine grape varieties and the wines made from them, including blends. Each variety is represented by a colour photograph of the grape variety, its current world plantings, wine produced and notes describing the varietal characters for each wine grape variety. The tasting terms and wine notes for each variety provide a benchmark for the consumer to assess the quality of wines they drink, and to allow them to share and compare their experiences confidently with other wine lovers.
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39

Economics of Quality, Grades and Brands. Routledge, 2014.

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40

Bowbrick, Peter. Economics of Quality, Grades and Brands (Routledge Revivals). Taylor & Francis Group, 2015.

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41

Nefsky, Julia. Consumer Choice and Collective Impact. Editado por Anne Barnhill, Mark Budolfson y Tyler Doggett. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780199372263.013.23.

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Taken collectively, consumer food choices have a major impact on animal lives, human lives, and the environment. But it is far from clear how to move from facts about the power of collective consumer demand to conclusions about what one ought to do as an individual consumer. In particular, even if a large-scale shift in demand away from a certain product (e.g., factory-farmed meat) would prevent grave harms or injustices, it typically does not seem that it will make a difference whether one refrains from purchasing that product oneself. Most present-day food companies operate at too large a scale for a single purchase to make a difference to production decisions. If that is true, then it is not clear what point there is in refraining. This is “the problem of collective impact.” This chapter explores a range of proposals for how to solve this problem.
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42

Hisgen, Jon W. Consumer Health (Comprehensive Health for Middle Grades Series). ETR Associates, 1996.

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43

Science Now: Health Physics (Science Now!). Trans-Atlantic Publications, 1989.

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44

Economics of Quality, Grades and Brands (Routledge Revivals). Taylor & Francis Group, 2014.

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45

Bullock, Graham. Green Grades: Can Information Save the Earth? MIT Press, 2017.

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46

Green Grades: Can Information Save the Earth? MIT Press, 2017.

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47

Alonso, Antonio Eduardo. Commodified Communion. Fordham University Press, 2021. http://dx.doi.org/10.5422/fordham/9780823294121.001.0001.

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A range of contemporary theological reflection on consumer culture in the United States shares a conviction that the central task of theology is to respond, resist, or reshape consumer culture. And in many of these narratives, the location par excellence of that response is the Eucharist. Christian hope, they argue, is found in our effective cultivation of practices of everyday resistance to the market. This book argues that reducing the work of theology to resistance and centering Christian hope in a Eucharist that might better support that resistance undermines our ability to talk about the activity of God within a consumer culture, binds grace to human activity, and instrumentalizes the Eucharist into ethics. By reframing the question in terms of God’s activity in, and in spite of, consumer culture, it proposes a mode of theological reflection on consumer culture and Eucharist that sees their interrelationship in light of the unique challenges that American consumerism poses to Christian thought and practice. With an angle of vision shaped by Michel de Certeau’s insight into the tactics of everyday life and Walter Benjamin’s way of seeing “theological” wishes and desires invested in fallen commodities, it offers a lived theological account of consumer culture that recognizes not only its deceptions but also traces of truth in its broken promises and fallen hopes. And it proposes a vision of the Eucharist that takes seriously its this-worldly materiality even as it makes promises this world cannot keep.
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48

Watch Your Wallet: Grades 7-12, Consumer Math (Minneapolis General Math Project). Dale Seymour Publications, 1997.

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49

Effective Herbal Healthcare (A Consumer's Guide To Pharmaceutical Grade Herbal Formulas). Himalaya Publications, 2003.

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50

Williams, Brien R. Doing Video Oral History. Editado por Donald A. Ritchie. Oxford University Press, 2012. http://dx.doi.org/10.1093/oxfordhb/9780195339550.013.0019.

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Oral historians once tended to regard the sound recording of interviews as only the collecting stage of their enterprise. They considered the transcript as the authoritative document of record. This article focuses on the role of historians in capturing oral history through video. Later, however, aural recordings acquired more authority and began to be seen as a legitimate, if not co-equal, version of the interview. Now, oral historians are steadily adding video recording to their work. Foremost among the advantages of using video is the increased information obtained even in a simple “talking head” interview. This article enlists an extensive guideline for carrying out videohistory beginning with equipments and production techniques such as the equipment needed will include a consumer-grade video camera with at least one external microphone input, a camera tripod, and one or more quality microphones. A detailed description of video tour and ways of capturing video history concludes this article.
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