Gotowe bibliografie tematyczne / Currere

Gotowa bibliografia na temat „Currere”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 31 stycznia 2023

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Artykuły w czasopismach na temat "Currere"

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Jack-Malik, Sandra. "Understanding Tension-Filled Tenure Track Stories: Currere, Autobiographical Scholarship, and Photography". LEARNing Landscapes 12, nr 1 (31.05.2019): 139–53. http://dx.doi.org/10.36510/learnland.v12i1.984.

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In this paper I utilized the currere method and my experiences as a tenure track hire. Currere provided a framework that allowed me to remember and then engage my ways of knowing and immerse myself in supportive contexts. Specifically, I was able to deepen my understandings, learn, imagine up, and over time shift my tenure track stories. The complex, sometimes hegemonic institutional narratives embedded along my tenure track, regularly resulted in tension. In response to the tension and because of my enactment of the currere, I was able to remember and reflect on what I know and value, think about who I am and who I am becoming, including who I want to be as a professor. This work includes photographs because once I gave myself permission to play, taking, viewing, and manipulating pictures became part of my shifting tenure track identity stories.
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김다영 i 이지은. "Reflection on Experience in class Through Currere approach". SECONDARY EDUCATION RESEARCH 65, nr 2 (czerwiec 2017): 301–24. http://dx.doi.org/10.25152/ser.2017.65.2.301.

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Chung Ho Jin i 박성실. "Teaching Korean Living through the Method of Currere". Cross-Cultural Studies 19, nr ll (kwiecień 2010): 339–58. http://dx.doi.org/10.21049/ccs.2010.19..339.

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심은주 i Kyeonghwa Lee. "Two Private Kindergarten Teachers' Life Histories via Currere". Journal of Korean Teacher Education 32, nr 3 (wrzesień 2015): 327–55. http://dx.doi.org/10.24211/tjkte.2015.32.3.327.

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Suarez, Mario I., Ebony Lai Hing i Patrick Slattery. "A brief exercise in currere and bathroom bills". Journal of Curriculum and Pedagogy 15, nr 3 (2.09.2018): 278–83. http://dx.doi.org/10.1080/15505170.2018.1525449.

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Lyle, Ellyn, i Celeste Snowber. "Walking as Attunement: Being With/In Nature as Currere". Journal of the Canadian Association for Curriculum Studies 18, nr 2 (16.03.2021): 6–20. http://dx.doi.org/10.25071/1916-4467.40514.

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Being physically and spiritually attuned to the world around us forms the loom on which we weave our curricular understandings. Here, we strive to find the extraordinary in the ordinary and make room for a poetic way of attending to the lived curriculum. More than a way of doing research, we regard this way of being as a deep and disciplined presence with/in the world we inhabit. Through our own individual practices of walking the earth, our physicality explores the relationships between flesh and stone, and rain and tears, and the immediacy of the poetic takes form. Our walking practices open up the space not only to mindfulness, but bodyfulness, where the present moment has the capacity for the infinite. This type of active contemplation invites us into an expansive place where we can consider the very nature of education and its potential to foster or impede holistic teaching, learning, living, and being. Through writing together, we lift ourselves and each other out of the metaphorical and literal containment of our current contexts and find an invitation to walk and write into wonder.
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Ayala, Ángela Camila, i Maria Roseli Gomes Brito de Sá. "NARRATIVAS Y MEMORIA SOCIAL: una aproximación desde el currículo currere". PLURAIS - Revista Multidisciplinar 4, nr 1 (17.04.2019): 150. http://dx.doi.org/10.29378/plurais.2447-9373.2019.v4.n1.150-163.

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El presente trabajo esboza los resultados de una investigación en que pretendió abordar el proceso de enseñanza de la historia reciente, desde una perspectiva de diálogo entre las narrativas y la memoria social en el desarrollo de un currículo en “recorrido” trayendo a escena el relato del estudiante como protagonista del proceso de construcción del currículo. Se exponen puntos principales sobre el currículo escolar colombiano y como los estudiantes narran la forma en que conciben el conflicto armado del país. La narrativa estimulada en el aula, se desarrolla por medio de los aportes de currículo como currere, la experiencia como elemento generador de situaciones, es un elemento característico del proceso. Se considera este tipo de trabajos como un aporte que enriquece el campo educativo y los estudios que se realizan en esta perspectiva, además de contribuir reflexiones y anhelos que realizan los estudiantes sobre su proceso formador.
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Schubert, William H. "Currere and Disciplinarity in Curriculum Studies: Possibilities for Education Research". Educational Researcher 38, nr 2 (marzec 2009): 136–40. http://dx.doi.org/10.3102/0013189x09332136.

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Kang, Kyeong-Mi. "Pre-service early childhood teacher’s experience through Currere(autobiographical method)". Journal of Educational Studies 50, nr 3 (30.09.2019): 81–106. http://dx.doi.org/10.15854/jes.2019.9.50.3.81.

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Cho, Kyu Sung. "Study on Meaning of Learning from ‘Currere’ Writing for College Student". Journal of Humanities and Social sciences 21 7, nr 6 (31.12.2016): 967–84. http://dx.doi.org/10.22143/hss21.7.6.56.

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Rozprawy doktorskie na temat "Currere"

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Meier, Lori T. "On Regret: Currere as Catharsis". Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/5895.

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Meier, Lori T. "Academic Identities: Confronting Liminal Spaces with Currere". Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5892.

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Meier, Lori T. "Fostering Currere: Seeking Humanity and Identity in Teacher Education". Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5890.

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Sellers, Warren William, i w. sellers@paradise net nz. "Picturing currere towards c u r a: Rhizo-imaginary for curriculum". Deakin University. School of Education, 2008. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20081010.054220.

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This critical inquiry in curriculum studies uses poststructuralist and Deleuzian rhizomatic approaches alongside an original 'picturing' methodology. The author genealogically maps historical and contemporary curriculum theorising to deconstruct curriculum 'development' and foreground currere (curriculum reconceptualising). In performing Deleuzian philosophy, his proposed c u r a reimagines curriculum via currere to envision generatively living-learning
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Webb, Mary A. "RESISTING IN THE MIDST OF CHAOS: ONE REVOLUTIONARY EDUCATOR’S CURRERE JOURNEY". Miami University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=miami1448470679.

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Martin, Karl W. "EXPLORING CURRICULUM LEADERSHIP CAPACITY-BUILDING THROUGHBIOGRAPHICAL NARRATIVE: A CURRERE CASE STUDY". Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1531829827408491.

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Young, Cheryl Denise. "Encountering the Emergence of Curiosity in a Sojourn Experience". Miami University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=miami1533113163751823.

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Lewko, Candace P., i University of Lethbridge Faculty of Education. "Migrating through Currere : a narrative inquiry into the experience of being a Canadian teacher". Thesis, Lethbridge, Alta. : University of Lethbridge, Dept. of Education, 2009, 2009. http://hdl.handle.net/10133/2466.

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The research questions of this thesis, “Migrating Through Currere: A Narrative Inquiry Into the Experience of Being a Canadian Teacher,” are three-fold: What is the experience of being a Canadian teacher? How do personal and trans/national migration histories influence this experience? How does being a teacher of English-as-a-Second/Additional- Language of adult immigrant and refugee students affect this experience? The aim of this thesis is to better understand how auto/biographical migration stories are connected to a pedagogical life and how this connection influences a teaching praxis. The following quotation sets the teacher in migration: “What is the experience of being…a stranger in a land not one’s own” (Pinar, 1975a, p. 399)? Curriculum reconceptualist theory asks the teacher to engage in processes of self-reflexivity in social, historical, and pedagogical contexts. The experience of being a Canadian teacher is reflected in my family’s and others’ migration stories during the first wave of migration of immigrants to Alberta. Four narratives of my own arose out of self-reflection on topics of identity, culture, home, location, and ethnicity. Each narrative is developed using William F. Pinar’s (1975a) method of currere. The narratives are interspersed throughout the thesis from the regressive to the synthetical moments of currere; they are juxtaposed against autobiographies written by first and second generation Canadians. A review of the literature illuminates the works of educational philosophers such as Maxine Greene and contemporary curriculum scholars including Ted T. Aoki, Dwayne Huebner, Janet L. Miller, Leah Fowler, Erika Hasebe-Ludt, and Cynthia Chambers, in addition to Pinar. The inquiry reveals how a historical return to the self can inform the teacher of the meaning of the teaching experience found in the pedagogical, lived, and historical v circumstances of the self and other. A new awareness of the teaching self emerges in the foreign and familiar of the classroom. Tensions found in dichotomies of language, culture, and ethnicity become generative spaces to reflect on the experience; home becomes a portal through which the teacher views the world with empathy. The teacher lives perceptively in a culturally diverse classroom and amongst the complexities of another’s life circumstances.
ix, 157 leaves ; 29 cm
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Meier, Lori T. "Currere Narratives with Pre-Service Elementary Teachers: Towards Transformative Social Studies Teaching and Thinking". Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/5896.

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This paper examines the curricular intersection of social studies teacher education with Pinar’s (2012) seminal currere process. Woven together in an undergraduate elementary methods course, currere inquiry served as a beginning, yet cogent lens to explore the nature of students’ social studies lived experiences, to interrogate normative and conventional views of teaching elementary social studies, and to begin to understand and challenge hegemonic narratives in the social studies curriculum and alternatively promote classroom experiences that are culturally responsive (Gay, 2002; Banks, 2007).
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Meier, Lori T. "Outside Curriculum, Currere, and Spaces of Learning: Embracing Tensions at the Margins of Teacher Education". Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/5885.

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Książki na temat "Currere"

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Wang, Wanying. Chinese Currere, Subjective Reconstruction, and Attunement. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-41061-2.

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Casemore, Brian. Dialogical Engagement with the Mythopoetics of Currere. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003231547.

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The character of curriculum studies: Bildung, Currere, and the recurring question of the subject. New York: Palgrave Macmillan, 2011.

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Nicholson-Goodman, JoVictoria. Autobiography of a democratic nation at risk: The currere of culture and citizenship in post-9/11 America wilderness. New York: Peter Lang, 2009.

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Kipp, Robert. Currier's price guide to Currier & Ives prints: Current average retail prices of over 5000 original lithographs of the Currier & Ives Firm. Brockton, MA: Currier Publications, 1989.

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Hamilton, Feona. Current awareness, current techniques. Aldershot, Hampshire: Gower, 1995.

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Current. Anderson, South Carolina: Parlor Press, 2011.

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Doll, Mary Aswell. Mythopoetics of Currere. Taylor & Francis Group, 2019.

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Knox, Shauna. Engaging Currere Toward Decolonization. Taylor & Francis Group, 2021.

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McNulty, Morna McDermott. Blood's Will: Speculative Fiction, Existence, and Inquiry of Currere. Lang Publishing, Incorporated, Peter, 2018.

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Części książek na temat "Currere"

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Paul, W. James, i Susan Beierling. "Currere 2.0". W Through a Distorted Lens, 3–17. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-017-2_1.

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Jung, Jung-Hoon. "Resolve Through Currere". W At the Intersection of Selves and Subject, 125–32. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-113-1_13.

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Stewart, Alistair. "Living Curriculum: Currere". W International Explorations in Outdoor and Environmental Education, 29–36. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-40320-1_3.

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Knox, Shauna. "Currere toward Decolonizing". W Engaging Currere Toward Decolonization, 86–126. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003203186-4.

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Pinar, William F. "Currere and Cosmopolitanism". W The Character of Curriculum Studies, 105–21. New York: Palgrave Macmillan US, 2011. http://dx.doi.org/10.1057/9781137015839_8.

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Wallin, Jason J. "The Conceptual Powers of Currere". W A Deleuzian Approach to Curriculum, 1–13. New York: Palgrave Macmillan US, 2010. http://dx.doi.org/10.1057/9780230115286_1.

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Roofe, Carmel. "Currere and Teacher Professional Development". W The Lived Curriculum Experiences of Jamaican Teachers, 53–68. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-99450-1_4.

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Roofe, Carmel. "How Schools Shape Teachers’ Currere". W The Lived Curriculum Experiences of Jamaican Teachers, 25–38. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-99450-1_2.

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Knox, Shauna. "A Brief History of the Colonization of Subjectivity". W Engaging Currere Toward Decolonization, 33–64. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003203186-2.

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Knox, Shauna. "The Essential Elements of My Decolonization". W Engaging Currere Toward Decolonization, 1–32. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003203186-1.

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Streszczenia konferencji na temat "Currere"

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Leal, Hugo. "Unexpected Journeys in Curriculum Leadership: Currere in Three Parts". W 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1688585.

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Raymond-Carter, Tina. "Running With Currere: Challenging Traditional Curriculum to Transform the Learning Experience". W 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1686414.

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Miller, Kurtz. "UNDERGROUND RIVERS IN OHIO? A NARRATIVE, CURRERE JOURNEY EXPLORING ALTERNATIVE CONCEPTIONS IN THE GEOSCIENCES". W Joint 56th Annual North-Central/ 71st Annual Southeastern Section Meeting - 2022. Geological Society of America, 2022. http://dx.doi.org/10.1130/abs/2022nc-372944.

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Leafgren, Sheri. "Testimonies and Counternarratives in Early Childhood: An Intersection of Critical Race/Currere and Critical Witnessing". W 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1440823.

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Buffington-Adams, Jamie. "Working the Intersection of Currere and Collective Witnessing Through Racial Affinity Partnership: A Duoethnographic Exploration". W 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1691391.

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Nguyen, Ngan. "Currere Toward a Cultural Hybridity Curriculum in a Post-Truth Era: Asians' Experiences in American Education". W 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1434005.

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Akimova, Victoria. "COMPARATIVE ANALYSIS OF THE LEGAL REGULATION OF CITIZENS' RIGHTS AND FREEDOMS UNDER THE CONSTITUTION OF THE USSR OF 1936 AND THE CONSTITUTION OF THE RUSSIAN FEDERATION OF 1993". W Current problems of jurisprudence. ru: Publishing Center RIOR, 2020. http://dx.doi.org/10.29039/02032-6/012-020.

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The evolution of legislative thought, the study of the stages of development of the USSR, and later Russia, is impossible without knowing the stages of evolution of legislative thought in the past. It is necessary to understand what tremendous work was done to create and adopt the Constitution of 1993. The purpose of this article was to highlight the common features and differences between the norms of the Constitution of the USSR in 1936 and the Constitution of the Russian Federation in 1993.
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Aslanova, Narmin. "USE OF OFFICIAL POSITION IN THE COMMISSION OF CORRUPTION OFFENCES". W Current problems of jurisprudence. ru: Publishing Center RIOR, 2020. http://dx.doi.org/10.29039/02032-6/021-027.

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Today, corruption is one of Russia’s acute problems. In order to resolve this issue, it is necessary to consider the causes of corruption, its consequences for society, as well as the categories of abuse of their position by officials and the penalties imposed on them.
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Blinov, Dmitry. "THE PROBLEM OF ASYMMETRY OF THE RUSSIAN FEDERATION". W Current problems of jurisprudence. ru: Publishing Center RIOR, 2020. http://dx.doi.org/10.29039/02032-6/028-032.

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This article gives the concept of an asymmetric federation, discusses the provisions of the Constitution of the Russian Federation on the federal structure, analyzes and comments on the provisions in connection with which we can talk about the asymmetry of the Russian Federation and the inequality of its subjects.
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Bulygina, Natalya. "ERRORS, ALLOWED IN THE PREPARATION OF FOREIGN TRADING CONTRACTS BY RUSSIAN PARTICIPANTS OF FOREIGN ECONOMIC ACTIVITY, AND ALSO AS A RESULT OF NON-IMPLEMENTATION OR EXECUTIONS OF THE CONTRACT". W Current problems of jurisprudence. ru: Publishing Center RIOR, 2020. http://dx.doi.org/10.29039/02032-6/033-042.

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The article considers the mistakes made by Russian participants in foreign economic activity, as well as the consequences of non-performance or improper performance of the contract. Remedies of the Convention as they are established by their agreed, effective system of measures.
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Raporty organizacyjne na temat "Currere"

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Various. Current Titles. US: Ernest Orlando Lawrence Berkeley NationalLaboratory, Berkeley, CA (US), czerwiec 2006. http://dx.doi.org/10.2172/899772.

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Loescher, D. H., i K. Noren. Current limiters. Office of Scientific and Technical Information (OSTI), wrzesień 1996. http://dx.doi.org/10.2172/383667.

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Robertson, Steven H. Charged Current Review. Office of Scientific and Technical Information (OSTI), lipiec 2001. http://dx.doi.org/10.2172/787213.

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Penner, J. TN3270 Current Practices. RFC Editor, styczeń 1994. http://dx.doi.org/10.17487/rfc1576.

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Postel, J., T. Li i Y. Rekhter. Best Current Practices. RFC Editor, sierpień 1995. http://dx.doi.org/10.17487/rfc1818.

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Kuchnir, M., i J. P. Ozelis. Superconducting current transducer. Office of Scientific and Technical Information (OSTI), październik 1990. http://dx.doi.org/10.2172/6326320.

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Nguyen, Thu Thuy. Against the Current. Ames: Iowa State University, Digital Repository, 2014. http://dx.doi.org/10.31274/itaa_proceedings-180814-1055.

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Choi, Horag, i Nelson Mark. Trending Current Accounts. Cambridge, MA: National Bureau of Economic Research, sierpień 2009. http://dx.doi.org/10.3386/w15244.

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Stix, T. H., i M. Ono. Viscous current drive. Office of Scientific and Technical Information (OSTI), kwiecień 1985. http://dx.doi.org/10.2172/5761611.

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Melnyk, Yuriy. IJSA CURRENT ISSUE. KRPOCH, 2018. http://dx.doi.org/10.26697/ijsa.4.2.

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