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Hybner FIORD URZĄDZENIE KOMPAKTOWE z odpływem poziomym

agd

Cena Sztuk
390.00 PLN

Cechy produktu
Opis produktu
FIORD URZĄDZENIE KOMPAKTOWE z odpływem poziomym

Miska kompaktowa lejowa z odpływem poziomym
-zasilanie boczne, przycisk chromowany z funkcją Stop INDEX 9700
-zasilanie dolne, przycisk chromowany z funkcją Stop INDEX 9720
-zasilanie boczne, przycisk chromowany z funkcją 3/6 litra INDEX 9742
-zasilanie dolne, przycisk chromowany z funkcją 3/6 litra INDEX 9762

Czas dostawy:
Plik do pobrania: Aktualnie brak pliku

Wróć

 

 Jeśli potrzebują Państwo sprzęt do zabudowy to proszę wybrane modele wysłać do wyceny na maila robert@agdhurt.pl

Telefony

32 622 93 79

12 641 70 25

607 617 811



gg 1520221

 


robert@agdhurt.pl

 

 

Czas realizacji zamówień średnio wynosi od 2-7 dni roboczych.Przy części modeli może wynieść około 14 dni


 

 

 

 

 
 
                   

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Zobacz opinie innych użytkowników

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Gość 2012-07-10 07:01:00
Please! This is an example of one of the pro-technology auemrgnts that gets my goat. Again, the idea is peddled that if a teacher is not using technology, they are not worth their salt. That ain't necessarily so.The difference between a cardiologist and a teacher is that medicine is an evidence-based profession underpinned by heavy ethical scrutiny. I would agree with Tom if it could be demonstrated beyond reasonable doubt that his central assertion good teachers MUST use technology- were correct. In fact, if we look at most of the responses here -and elsewhere- we find that most of us are quite happy to put words in the mouths of our teachers. Craig Nansen's response is based around the difference in his school's approach when they moved from just surmising to looking at the hard evidence. Tom's original post suggests that the teachers are failing; Craig's research indicates that it is more likely that the institutions are failing the teachers.The argument that funding should no longer be an issue is revealed for what it is by the inclusion of that modal verb five words into the sentence. What should happen is not always what does happen and when money is concerned, this can pretty much be taken as a general rule. I have yet to work in an institution that has decided to redirect its money away from profit to investment in providing a 21st century workplace. Perhaps I can't pick my employers?And time if I have understood Tom's implication, teachers should take on more than they get paid to because this is what professionalism means. Now, to some extent I agree, although I might quibble, once again, with the inclusion of the modal. But I'd like to point out that the average salary for a lawyer in the UK is a370K; the average salary for a doctor in the UK is a338K; the average salary for an accountant in the UK is a335K; the average salary for a teacher -NB not an EFL teacher- in the UK is a329K; of course, the average salary for an EFL teacher in the UK is a322K. To put that into perspective, if you put the words fast food into the same tool that I am using to check these average salaries, it returns a324K. Now, I'm a bit more reluctant to tell teachers that they should or that they must give up their already unpaid free time to teach themselves about a tool that they may fear or have doubts about. Because they are professional. I suspect that their response may be considerably unprofessional.I am also concerned with the way that Tom, a Professor in Education, appears to have blurred the boundaries between knowledge and information. He writes of how knowledge grows hourly and doubles every six months or so. It seems to me that he is referring to information. It also seems to me that he appears to be implying that the presence of information leads to the presence of knowledge. This is so at odds with what all of us know about education that I cannot believe that Tom would stand by this assertion. It may be that he has not considered this distinction before in this context; it may be that he was writing in a less-considered manner than usual; or, of course, it may be that I have radically misunderstood the point he was making.If this is the case, then I apologise in advance!Of greatest concern is the unquestioning response that such flawed auemrgnts find in the world of education. We who should be experts in the area of critical thought accept them unquestioningly more often than not because they meet our fundamental criteria: I agree because this is how I feel. This is more damning for education than the absence of technology in a teacher's daily practice. I like technology. I use technology. But I am critical about technology and I am a long way from ever telling a colleague that unless they are using technology, they are a failing teacher. On the other hand, I am more than happy to stick my neck out and suggest that a teacher who fails to approach the world from a critical perspective needs to look long and hard at themself and ask themself on what grounds do they lay claim to the title of educator?
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