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External sources (not reviewed)

As the phrase “floating world” suggests, with its roots in the ephemeral worldview of Buddhism, ukiyo-e captured the fleeting dynamics of contemporary urban life.

[...] [...] effort to bring about a society in the Congo where people can live, think, express their views, move and [...]

Teacher education is a crucial component of the challenge of making progress in Education for All in Africa and IICBA is approaching it in imaginative ways.

Support was expressed for a continuation of the “other” priority “Philosophical reflection and prospective and anticipatory studies” which would help fulfil the intellectual function of the Organization in all its fields of competence.

Five major themes of convergence between these three authors were identified during that first informal reflectionprocess: (i) the place of pedagogy in their work, especially through education, experimentation and learning; (ii) nature, in the form of the desire for the search for a new covenant of solidarity between humanity and its environment; (iii) scientific and technological progress, enriched by dialogue with all forms of knowledge; (iv) human rights and democracy in response to colonialism, discrimination and political, economic, social and cultural exclusion; and, lastly (v) art and, in particular, poetry as a form of unique mediation between people and nature, and between individuals and their fellows.

These are the right of the individual to life, liberty, security of the person and enjoyment of property and the right not to be deprived thereof except by due process of law; the right of equality before the law and the protection of the law; the right of respect for private and family life; the right of equality of treatment from any public authority in the exercise of any functions; the right to join political parties and to express political views; the right of a parent or guardian to access a school of his own choice for the education of his child or ward; freedom of movement; freedom of conscience and religious belief and observance; freedom of thoughtand expression; freedom of association and assembly; and freedom of the press.

However, as she packs to return to Canterlot, Spike coughs up letters from Princess Celestia, all being Twilight’s old friendship reports.

[...] Mandela is at the twilight of his life, [...][...]

After being trapped in an underground cavern,Twilight Sparkle finds another Princess Cadence, and learns that the Princess Cadence that Shining Armor is about to marry is actually an impostor.

The owls, carrying Mrs. P inTwilight’s lute, are guided to a shrine run by an oracular echidna (Barry Otto), who provides comic, but accurate, descriptions of the quintet and guidance to the object of their quest.

Some scholars also believed that the other side of the "honeymoon period" is the "lame-duck period", during which nobody seems to bother the outgoing leaders during their final days in office.

[...] [...] help generate new ideas, and undertaking [...]

[...] been saved by Twilight Sparkle and [...][...]

If anyonetruly wants the peaceful resolution [...][...]

Over approximately the last fifteen years, the concept of inclusive education has evolved towards the idea that all children and young people, despite different cultural, social and learning backgrounds, should have equivalent learning opportunities in all kinds of schools.

Everybody can imaginethe threatof nuclear [...]

The stunning architecture of the Sydney Opera House, the glow of Uluru (Ayers Rock) at dusk, a wave curled above a colourful reef – these are only part of the experience that unfolds once your feet touch the soil of this awesome country-continent.

With respect to SouthKorea,the firstthingwe want to know is [...][...]