| 1. | Illich and freire speak from experience of the impoverished third world of latin america .
伊利奇和弗雷尔从贫穷的拉丁美洲的第三世界的经历出发进行阐述。 |
| 2. | 1949 antonio caetano de abreu freire egas moniz portugal
1949年埃加斯莫尼斯葡萄牙 |
| 3. | Nobel : medicine : antonio caetano de abreu freire egas moniz
诺贝尔生理学或医学奖-埃加斯莫尼斯 |
| 4. | Paulo freire is a representative of the pedagogy of the oppressed
摘要弗莱雷是被压迫教育学的代表人物。 |
| 5. | Re - commenting the suitability of using freire ' s educational theory in moral lessons
论弗莱雷教育哲学在德育教学中的价值 |
| 6. | She learns from paulo freire the pedagogy of the oppressed and adds a feminist perspective to it
她借鉴了弗莱雷的贫困人口教育方法，又采用了女性主义的视角。 |
| 7. | 4 bohannon p , freire j , roy p , simeon j . from xml schema torelations : a cost - based approach to xml storage
因此，我们采用了一种极端的启发式方法，即完全采用变换的方法来处理xml查询表达式。 |
| 8. | The final option is for the already capitalized investor and may become limited by pests and diseases ( andrade & cardoso 1984 , freire & ponte 1976 ) in the future
最后的选择是为已投资的出资人准备的，巴西坚果在未来由于害虫和疾病（安德拉德卡多佐说， 1984年，弗莱雷蓬特1976年）变得稀有。 |
| 9. | Part three , the theories on which english dialogue instructional approach in high school bases , the philosophy of dialogue from martin buber and paulo freire ; the language theory from william moulton j . brunner hatch s . krashen hymes and grice ; the cultural and educational theory
第三部分，中学英语对话教学的立论依据。界定了本质特征的英语对话教学，有一定的理论依据作支撑。这些依据主要有：对话哲学、结构主义语言学、文化学和教育学。 |
