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1. |
Record Nr. |
UNINA9911079838303321 |
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Titolo |
In the Senate of the United States. December 22, 1857. -- Ordered to be printed. Mr. Mason made the following report. (To accompany Bill S. 28.) The Committee on Foreign Relations, to whom was referred the memorial of Alexander J. Atocha praying that his claims against Mexico, disallowed by the commissioners under the treaty of Guadaloupe Hidalgo, may be investigated, and, if found just, paid by the United States, have had the same under consideration, and now report . |
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Pubbl/distr/stampa |
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Washington, DC : , : [publisher not identified], , 1857 |
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Descrizione fisica |
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1 online resource (5 pages) |
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Collana |
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Senate report / 35th Congress, 1st session. Senate ; ; no. 1 |
[United States congressional serial set] ; ; [serial set no. 938] |
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Altri autori (Persone) |
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MasonJ. M <1798-1871> (James Murray), (Democrat (VA)) |
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Soggetti |
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Americans - Foreign countries |
Deportation |
Government liability |
Government liability (International law) |
Claims |
Treaties |
Legislative materials. |
Mexico City (Mexico) |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Title from opening lines of text. |
Batch processed record: Metadata reviewed, not verified. Some fields updated by batch processes. |
FDLP item number not assigned. |
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2. |
Record Nr. |
UNINA9911024157203321 |
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Autore |
Gamage Kelum |
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Titolo |
Learning for Sustainability : Challenges and Progress of Embedding Sustainability into Teaching and Learning and Beyond |
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Pubbl/distr/stampa |
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MDPI - Multidisciplinary Digital Publishing Institute, 2025 |
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Descrizione fisica |
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Soggetti |
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Society and Social Sciences |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Sommario/riassunto |
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The COVID-19 pandemic has significantly impacted the education sector, disrupting traditional teaching models and prompting a rapid shift to remote and hybrid learning. Amidst these challenges, the crisis has also opened up new possibilities for embedding sustainability into education. This reprint arises from this transformative period, offering an opportunity to rethink how sustainability is integrated into higher education. Educators and institutions worldwide have shown resilience and innovation, using this disruption as a catalyst to reevaluate priorities and adopt more inclusive, digital, and environmentally conscious approaches.This reprint compiles original research, case studies, and critical reviews that examine diverse strategies for embedding sustainability into learning, teaching, and assessing. It captures the contributions of scholars, educators, policymakers, and practitioners who have embraced the opportunity to reinforce sustainability in their educational practices, even under adverse conditions. As the world moves forward, the insights offered in this reprint aim to guide the education sector in playing a key role in addressing global challenges and advancing the United Nations Sustainable Development Goals. |
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