tag:open.umn.edu,2005:/opentextbooks/textbooks?page=58&term=Plae8+Online+Jackpots+en+Filipinas+%F0%9F%8C%8F+%28+peraplayOpen Textbook Library - Search results for "Plae8 Online Jackpots en Filipinas 🌏 ( peraplay.pp.ua ) 🌏 Kumuha ng 13% na bonus sa unang deposito 💶"2018-09-07T17:21:46Zhttps://open.umn.edu/assets/common/favicon/favicon-1594c2156c95ca22b1a0d803d547e5892bb0e351f682be842d64927ecda092e7.icohttps://open.umn.edu/assets/library/otl_logo-f9161d5c999f5852b38260727d49b4e7d7142fc707ec9596a5256a778f957ffc.png1602018-09-07T17:21:46Z2024-01-22T14:51:55ZApplied Discrete Structures<img alt="Read more about Applied Discrete Structures" title="Applied Discrete Structures cover image" class="cover " width="384" height="497" data-controller="common--cover" data-placeholder="/assets/common/placeholder-0e0607cbc50663ddb9e8fd188058bcd2630c730ef6ee322801278607b7d5af8e.png" src="/rails/active_storage/blobs/redirect/eyJfcmFpbHMiOnsiZGF0YSI6MjQ1MSwicHVyIjoiYmxvYl9pZCJ9fQ==--8df3306afe8c3f0bb9594b5c490e00535bdad937/125mzegz-front-shortedge-384.jpg" />In writing this book, care was taken to use language and examples that gradually wean students from a simpleminded mechanical approach andmove them toward mathematical maturity. We also recognize that many students who hesitate to ask for help from an instructor need a readable text, and we have tried to anticipate the questions that go unasked. The wide range of examples in the text are meant to augment the "favorite examples" that most instructors have for teaching the topcs in discrete mathematics. To provide diagnostic help and encouragement, we have included solutions and/or hints to the odd-numbered exercises. These solutions include detailed answers whenever warranted and complete proofs, not just terse outlines of proofs. Our use of standard terminology and notation makes Applied Discrete Structures a valuable reference book for future courses. Although many advanced books have a short review of elementary topics, they cannot be complete. The text is divided into lecture-length sections, facilitating the organization of an instructor's presentation.Topics are presented in such a way that students' understanding can be monitored through thought-provoking exercises. The exercises require an understanding of the topics and how they are interrelated, not just a familiarity with the key words. An Instructor's Guide is available to any instructor who uses the text. It includes: Chapter-by-chapter comments on subtopics that emphasize the pitfalls to avoid; Suggested coverage times; Detailed solutions to most even-numbered exercises; Sample quizzes, exams, and final exams. This textbook has been used in classes atCasper College (WY), Grinnell College (IA), Luzurne Community College (PA), University of the Puget Sound (WA).1592018-09-07T17:21:46Z2024-01-22T14:51:46ZThe Adventure of Physics - Vol. VI: The Strand Model - A Speculation on Unification<img alt="Read more about The Adventure of Physics - Vol. VI: The Strand Model - A Speculation on Unification" title="The Adventure of Physics - Vol. VI: The Strand Model - A Speculation on Unification cover image" class="cover " width="398" height="566" data-controller="common--cover" data-placeholder="/assets/common/placeholder-0e0607cbc50663ddb9e8fd188058bcd2630c730ef6ee322801278607b7d5af8e.png" src="/rails/active_storage/blobs/redirect/eyJfcmFpbHMiOnsiZGF0YSI6MTM0LCJwdXIiOiJibG9iX2lkIn19--860cf39723ea0398367aafce8cdd4c4ac7fd7447/0000AdPhysSix.png" />This book is written for anybody who is intensely curious about nature and motion. Have you ever asked: Why do people, animals, things, images and empty space move? The answer leads to many adventures, and this book presents one of the best of them: the search for a precise, unified and final description of all motion. The wish to describe all motion is a large endeavour. Fortunately, this large endeavour can be structured in the simple diagram shown in Figure 1. The final and unified descrip- tion of motion, the topic of this book, corresponds to the highest point in the diagram. Searching for this final and unified description is an old quest. In the following, I briefly summarize its history and then present an intriguing, though speculative solution to the riddle. The search for the final, unified description of motion is a story of many surprises. For example, twentieth-century research has shown that there is a smallest distance in nature. Research has also shown that matter cannot be distinguished from empty space at those small distances. A last surprise dates from this century: particles and space are best described as made of strands, instead of little spheres or points. The present text explains how to reach these unexpected conclusions. In particular, quantum field theory, the standard model of particle physics, general relativity and cosmology are shown to follow from strands. The three gauge interactions, the three particle generations and the three dimensions of space turn out to be due to strands. In fact, all the open questions of twentieth-century physics about the foundations of motion, all the millennium issues, can be solved with the help of strands. The strand model, as presented in this text, is an unexpected result from a threefold aim that I have pursued since 1990, in the five previous volumes of this series: to present the basics of motion in a way that is up to date, captivating and simple. In retrospect, the aim for maximum simplicity has been central in deducing this speculation. While the previous volumes introduced, in an entertaining way, the established parts of physics, this volume presents, in the same entertaining and playful way, a speculation about uni- fication. Nothing in this volume is established knowledge – yet. The text is the original presentation of the topic. The search for a final theory is one of the great adventures of life: it leads to the limits of thought. The search overthrows our thinking habits about nature. A change in think- ing habits can produce fear, often hidden by anger. But by overcoming our fears we gain strength and serenity. Changing thinking habits thus requires courage, but it also pro- duces intense and beautiful emotions. Enjoy them!1532018-09-07T17:21:46Z2024-01-22T14:51:55ZEducational Psychology - Second Edition<img alt="Read more about Educational Psychology - Second Edition" title="Educational Psychology - Second Edition cover image" class="cover " width="558" height="792" data-controller="common--cover" data-placeholder="/assets/common/placeholder-0e0607cbc50663ddb9e8fd188058bcd2630c730ef6ee322801278607b7d5af8e.png" src="/rails/active_storage/blobs/redirect/eyJfcmFpbHMiOnsiZGF0YSI6NjM4LCJwdXIiOiJibG9iX2lkIn19--941ae02e96adff6b6f47335f600f6a9a5e5b767c/0000EducatPsy.png" />Chapters in the text can be assigned either from beginning to end, as with a conventional printed book, or they can be selected in some other sequence to meet the needs of particular students or classes. In general the first half of the book focuses on broader questions and principles taken from psychology per se, and the second half focuses on somewhat more practical issues of teaching. But the division between “theory” and “practice” is only approximate; all parts of the book draw on research, theory, and practical wisdom wherever appropriate. Chapter 2 is about learning theory, and Chapter 3 is about development; but as we point out, these topics overlap with each other as well as with the concerns of daily teaching. Chapter 4 is about several forms of student diversity (what might be called individual differences in another context), and Chapter 5 is about one form of diversity that has become prominent in schools recently—students with disabilities. Chapter 6 is about motivation, a topic that is heavily studied by psychological researchers, but that also poses perennial challenges to classroom teachers. Following these somewhat more basic psychological chapters, we turn to several lasting challenges of classroom life—challenges that seem to be an intrinsic part of the job. Chapter 7 offers ideas about classroom management; Chapter 8, ideas about communicating with students; Chapter 9, about ways to assist students' complex forms of thinking; and Chapter 10, about planning instruction systematically. The book closes with two chapters about assessment of learning: Chapter 11 focuses on teachers' own efforts to assess students, and Chapter 12 focuses on standardized measures of assessment. We have organized material and features in ways that we hope will allow for a variety of students, instructors, and institutions to use the book. For instructors and courses that seek a strong focus on research and the research process, for example, we have included an extra “chapter” on research methods—Appendix C, “The Reflective Practitioner”—that discusses the nature of research and the research process. We have also included a set of research-related case studies in Appendix B, “Deciding for yourself about the research”, that describe a number of particular educational research programs or topics in detail and that invite students to reflect on the quality and implications of the research. Whether or not a strong focus on research is a priority in your particular course, there are additional features of the book that are intended to help students in learning about educational psychology. In particular, each chapter ends with a “Chapter summary”, a list of “Key terms”, and links to Internet sites (called “Further resources”) relevant to the themes of the chapter. One of the sites that is cited frequently and that may be particularly helpful to instructors is the teachingedpsych wiki (http://teachingedpsych.wikispaces.com/), an archive of hundreds of teaching and learning materials that supports the teaching of introductory educational psychology. Teachingedpsych is a project of the Special Interest Group on the Teaching of Educational Psychology (TEP SIG), affiliated with the American Educational Research Association. All in all, we hope that you find Educational Psychology a useful and accessible part of your education. If you are preparing to be a teacher, good luck with your studies and your future! If you are an instructor, good luck with helping your students learn about this subject!1502018-09-07T17:21:46Z2024-01-22T14:51:55ZAlgorithms and Data Structures With Applications to Graphics and Geometry<img alt="Read more about Algorithms and Data Structures With Applications to Graphics and Geometry" title="Algorithms and Data Structures With Applications to Graphics and Geometry cover image" class="cover " width="519" height="734" data-controller="common--cover" data-placeholder="/assets/common/placeholder-0e0607cbc50663ddb9e8fd188058bcd2630c730ef6ee322801278607b7d5af8e.png" src="/rails/active_storage/blobs/redirect/eyJfcmFpbHMiOnsiZGF0YSI6MTI4LCJwdXIiOiJibG9iX2lkIn19--65e52defbc450ae4a042b4527b2bcd3746a87021/0000AlgoDataS.png" />An introductory coverage of algorithms and data structures with application to graphics and geometry.1442018-09-07T17:21:46Z2024-01-22T18:51:41ZProgramming Fundamentals - A Modular Structured Approach using C++<img alt="Read more about Programming Fundamentals - A Modular Structured Approach using C++" title="Programming Fundamentals - A Modular Structured Approach using C++ cover image" class="cover " width="716" height="931" data-controller="common--cover" data-placeholder="/assets/common/placeholder-0e0607cbc50663ddb9e8fd188058bcd2630c730ef6ee322801278607b7d5af8e.png" src="/rails/active_storage/blobs/redirect/eyJfcmFpbHMiOnsiZGF0YSI6MTI2LCJwdXIiOiJibG9iX2lkIn19--e1adc02bd796410f8f72ede702898794c0da2506/0000ProgFundC.png" />Programming Fundamentals - A Modular Structured Approach using C++ is written by Kenneth Leroy Busbee, a faculty member at Houston Community College in Houston, Texas. The materials used in this textbook/collection were developed by the author and others as independent modules for publication within the Connexions environment. Programming fundamentals are often divided into three college courses: Modular/Structured, Object Oriented and Data Structures. This textbook/collection covers the first of those three courses. The learning modules of this textbook/collection were written as standalone modules. Students using a collection of modules as a textbook will usually view it contents by reading the modules sequentially as presented by the author of the collection. The learning modules of this textbook/collection were, for the most part, written without consideration of a speci??c programming language. In many cases the C++ language is discussed as part of the explanation of the concept. Often the examples used for C++ are exactly the same for the Java programming language. However, some modules were written speci??cally for the C++ programming language. This could not beavoided as the C++ language is used in conjunction with this textbook/collection by the author in teaching college courses.1432018-09-07T17:21:46Z2024-02-27T22:48:14ZUnderstanding Media and Culture: An Introduction to Mass Communication<img alt="Read more about Understanding Media and Culture: An Introduction to Mass Communication" title="Understanding Media and Culture: An Introduction to Mass Communication cover image" class="cover " width="683" height="1024" data-controller="common--cover" data-placeholder="/assets/common/placeholder-0e0607cbc50663ddb9e8fd188058bcd2630c730ef6ee322801278607b7d5af8e.png" src="/rails/active_storage/blobs/redirect/eyJfcmFpbHMiOnsiZGF0YSI6MTk2OSwicHVyIjoiYmxvYl9pZCJ9fQ==--749954b615c5af4d4563a26d7841fce627c00d1d/Understanding-Media-and-Culture-683x1024.jpg" />According to the author, the world did not need another introductory text in mass communication. But the world did need another kind of introductory text in mass communication, and that is how Understanding Media and Culture: An Introduction to Mass Communication was birthed. The only question was: What would be the purpose of another introductory mass communication text? Understanding Media and Culture: An Introduction to Mass Communication was written to squarely emphasize media technology. The author believes that an introduction to mass communication text should be a compelling, historical narrative sketching the *ongoing evolution* of media technology and how that technology shapes and is shaped by culture — and that is what he set out to deliver with his new textbook. Today's students are immersed in media technology. They live in a world of cell phones, smart phones, video games, iPods, laptops, Facebook, Twitter, FourSquare, and more. They fully expect that new technology will be developed tomorrow. Yet students often lack an historical perspective on media technology. They lack knowledge of the social, political and economic forces that shape media technology. This is not knowledge for knowledge's sake. It is knowledge that can help them understand, comprehend, appreciate, anticipate, shape and control media technology. With this focus, Understanding Media and Culture becomes an appropriate title. Indeed, the title has particular significance. Marshall McLuhan's Understanding Media is a key text in media studies. Written in the 1960s, Understanding Media was the subject of intense debates that continue to this day. Its central message was that the technology of media — not their content — was their most important feature. In a typically pithy phrase, McLuhan said, "The medium is the message." The title, Understanding Media and Culture: An Introduction to Mass Communication, situates the introductory text in a large, engrossing theoretical conversation. The goal is to adopt a textbook that will support and complement your teaching of this course. Understanding Media and Culture: An Introduction to Mass Communication will support an engaging and interesting course experience for students that will not only show them the powerful social, political and economic forces will affect the future of media technology, but will challenge students to do their part in shaping that future.1422018-09-07T17:21:46Z2024-01-22T18:50:00ZThe Sustainable Business Case Book<img alt="Read more about The Sustainable Business Case Book" title="The Sustainable Business Case Book cover image" class="cover " width="300" height="391" data-controller="common--cover" data-placeholder="/assets/common/placeholder-0e0607cbc50663ddb9e8fd188058bcd2630c730ef6ee322801278607b7d5af8e.png" src="/rails/active_storage/blobs/redirect/eyJfcmFpbHMiOnsiZGF0YSI6MTI0LCJwdXIiOiJibG9iX2lkIn19--19665e9a773c9bdb44ee8bd51a706a004ad67abd/9781453346778.png" />The issue of sustainability and specifically sustainable business is of increasing interest and importance to students of business and also students in the sciences, government, public policy, planning and other fields. There can be significant benefits from students learning about sustainable business from the rich experiences of business practice. The Sustainable Business Case Book by Gittell, Magnusson and Merenda is one of the first of its kind. It combines the the theory of sustainability with key concepts, analytical information and contextual information with a collection of cases which provide insights, perspective and practical guidance on how sustainable businesses operate from different business functional area perspectives. The Sustainable Business Case Book can be used as a stand-alone text or as a supplemental textbook for undergraduate courses that have an interest in sustainable business. While the book's primary focus is on the relationship between business and sustainability, the book can also be used in courses offered in fields other than business, including environmental and earth systems sciences, environmental studies, urban planning, economics and public policy. The first part of The Sustainable Business Case Book, Chapter 1 through Chapter 3, introduces students to the meaning of sustainability, and the practice of sustainable business. The introductory chapters also describe key concepts, analytical frameworks, and contextual information relevant for the understanding of business sustainability. Chapter 1, defines sustainability and describes how and why businesses choose to engage in sustainable practices and how sustainable business practices relate to corporate profitability and social responsibility. Chapters 2 and 3 provide important background and contextual information affecting sustainable business practice. Chapter 2, The Science of Sustainability, reviews scientific evidence about climate change and the human and business influences on climate change. Chapter 3, Sustainability, Public Policy and Business, describes the significant role of government and public policy in sustainability, including setting the rules, regulations and laws that define the market and market opportunities for sustainable business practice. After presenting a framework for understanding business engagement in sustainability and helping your students develop a core background of information on sustainable business seven case studies across the business disciplines illustrating business sustainability practices are presented. At the beginning of each case study chapter Learning Objectives are listed with major sustainable business points and principles that the case will illustrate and illuminate. Each case chapter includes listing of Key Takeaways, Key Terms and Exercises for students. In each case chapter, there are four main areas of focus: Context and motivating interest in sustainability for company; Description of the sustainable business practice and how it was implemented; Results in terms of changes in sales/revenues, costs, profits and competitive positioning from the sustainable business practice; Challenges and opportunities, and future considerations as a result of the company implementing the sustainable business practice.1412018-09-07T17:21:46Z2024-03-25T13:17:25ZSocial Problems: Continuity and Change<img alt="Read more about Social Problems: Continuity and Change" title="Social Problems: Continuity and Change cover image" class="cover " width="683" height="1024" data-controller="common--cover" data-placeholder="/assets/common/placeholder-0e0607cbc50663ddb9e8fd188058bcd2630c730ef6ee322801278607b7d5af8e.png" src="/rails/active_storage/blobs/redirect/eyJfcmFpbHMiOnsiZGF0YSI6MTk2NywicHVyIjoiYmxvYl9pZCJ9fQ==--d4e2915662d8979e6a441bd5775f339fec2a1123/Social-Problems-683x1024.jpg" />Social Problems: Continuity and Change is a realistic but motivating look at the many issues that are facing our society today. As this book's subtitle, Continuity and Change, implies, social problems are persistent, but they have also improved in the past and can be improved in the present and future, provided that our nation has the wisdom and will to address them. It is easy for students to read a social problems textbook and come away feeling frustrated by the enormity of the many social problems facing us today. Social Problems: Continuity and Change certainly does not minimize the persistence of social problems, but neither does it overlook the possibilities for change offered by social research and by the activities of everyday citizens working to make a difference. Readers the book will find many examples of how social problems have been improved and of strategies that hold great potential for solving them today and in the future. You will find several pedagogical features help to convey the “continuity and change” theme of this text and the service sociology vision in which it is grounded: Each chapter begins with a “Social Problems in the News” story related to the social problem discussed in that chapter. These stories provide an interesting starting point for the chapter's discussion and show its relevance for real-life issues. Three types of boxes in each chapter provide examples of how social problems have been changed and can be changed. In no particular order, A first box, “Applying Social Research,” discusses how the findings from sociological and other social science research have either contributed to public policy related to the chapter's social problem or have the potential of doing so. A second box, “Lessons from Other Nations,” discusses how another nation or nations have successfully addressed the social problem of that chapter. A third box, “People Making a Difference,” discusses efforts by individuals, non-profit organizations or social change groups, or social movements relating to the chapter's social problem. Students will see many examples in this box of how ordinary people can indeed make a difference. A fourth box in each chapter, “Children and Our Future,” examines how the social problem discussed in that chapter particularly affects children, and it outlines the problem's repercussions for their lives as adolescents and adults. This box reinforces for students the impact of social problems on children and the importance of addressing these problems for their well-being as well as for the nation's well-being.Each chapter ends with a “Using What You Know” feature that presents students with a scenario involving the social problem from the chapter and that puts them in a decision-making role. This feature helps connect the chapter's theoretical discussion with potential real-life situations. Each chapter also ends with a “What You Can Do” feature that suggests several activities, strategies, or other efforts that students might undertake to learn more about and/or to address the social problem examined in the chapter. Like other aspects of the book, this feature helps counter “doom and gloom” feelings that little can be done about social problems. Other pedagogical features in each chapter include Learning Objectives at the beginning of a major section that highlight key topics to be learned; Key Takeaways at the end of a major section that highlight important points that were discussed in the section; For Your Review questions, also at the end of a major section, that have students think critically about that section's discussion; and a Summary that reviews the major points made in the chapter. The founders of American sociology a century or more ago in cities like Atlanta and Chicago wanted to reduce social inequality, to improve the lives of people of color, and more generally to find solutions to the most vexing social problems of their times. A former president of the Society for the Study of Social Problems, A. Javier Treviño, has used the term service sociology to characterize their vision of their new discipline. Social Problems: Continuity and Change is grounded in this vision by offering a sociological understanding of today's social problems and of possible solutions to these problems.1402018-09-07T17:21:46Z2024-01-22T18:50:00ZSmall Business Management in the 21st Century<img alt="Read more about Small Business Management in the 21st Century" title="Small Business Management in the 21st Century cover image" class="cover " width="300" height="391" data-controller="common--cover" data-placeholder="/assets/common/placeholder-0e0607cbc50663ddb9e8fd188058bcd2630c730ef6ee322801278607b7d5af8e.png" src="/rails/active_storage/blobs/redirect/eyJfcmFpbHMiOnsiZGF0YSI6MTIyLCJwdXIiOiJibG9iX2lkIn19--47124a5a92b6d48428f0a1f30a991949bbad0673/9781453345566.png" />Small Business Management in the 21st Century offers a unique perspective and set of capabilities for instructors. The authors designed this book with a “less can be more” approach, and by treating small business management as a practical human activity rather than as an abstract theoretical concept. The text has a format and structure that will be familiar to you if you use other books on small business management. Yet it brings a fresh perspective by incorporating three distinctive and unique themes and an important new feature (Disaster Watch) which is embedded throughout the entire text. These themes assure that students see the material in an integrated context rather than a stream of separate and distinct topics. First, the authors incorporate the use of technology and e-business as a way to gain competitive advantage over larger rivals. Technology is omnipresent in today's business world. Small business must use it to its advantage. We provide practical discussions and examples of how a small business can use these technologies without having extensive expertise or expenditures. Second, they explicitly acknowledge the constant need to examine how decisions affect cash flow by incorporating cash flow impact content in several chapters. As the life blood of all organizations, cash flow implications must be a factor in all business decision-making. Third, they recognize the need to clearly identify sources of customer value and bring that understanding to every decision. Decisions that do not add to customer value should be seriously reconsidered. Small Business Management in 21st Century boasts a new feature called Disaster Watch scenarios. Few texts cover, in any detail, some of the major hazards that small business managers face. Disaster Watch scenarios, included in most chapters, cover topics that include financing, bankers, creditors, employees, customers who don't pay, economic downturns, and marketing mistakes.1392018-09-07T17:21:46Z2024-03-18T13:02:28ZPrinciples of Sociological Inquiry – Qualitative and Quantitative Methods<img alt="Read more about Principles of Sociological Inquiry – Qualitative and Quantitative Methods" title="Principles of Sociological Inquiry – Qualitative and Quantitative Methods cover image" class="cover " width="300" height="391" data-controller="common--cover" data-placeholder="/assets/common/placeholder-0e0607cbc50663ddb9e8fd188058bcd2630c730ef6ee322801278607b7d5af8e.png" src="/rails/active_storage/blobs/redirect/eyJfcmFpbHMiOnsiZGF0YSI6MTIxLCJwdXIiOiJibG9iX2lkIn19--6504289b7c7d492440106bfd0e11a8d58c727bf6/9781453328897.png" />The author of Principles of Sociological Inquiry: Qualitative and Quantitative Methods, Amy Blackstone, started envisioning this textbook while sitting in her own undergraduate sociology research methods class. She enjoyed the material but wondered about its relevance to her everyday life and future plans (the idea that one day she would be teaching such a class hadn't yet occurred to her). Now that she teaches the research methods course, she realizes that students today wonder the very same thing. While the importance of understanding research methods is usually clear to those students who intend to pursue an advanced degree, Amy wanted to write a text that would assist research methods teachers in demonstrating to all types of students the relevance of this course. In addition, Amy Blackstone's experience as an active researcher who uses both qualitative and quantitative methods made her acutely aware of the need for a balanced approach in teaching methods of sociological inquiry. Together, Amy Blackstone's experiences as a student, researcher, and teacher shape the three overriding objectives of Principles of Sociological Inquiry: Qualitative and Quantitative Methods: Relevance, Balance, and Accessibility. Principles of Sociological Inquiry: Qualitative and Quantitative Methods emphasizes the relevance of research methods for the everyday lives of its readers, undergraduate students.Each chapter describes how research methodology is useful for students in the multiple roles they fill: As consumers of popular and public information As citizens As current and future employees. Connections to these roles are made throughout and directly within the main text of the book Principles of Sociological Inquiry: Qualitative and Quantitative Methods also provides balanced coverage of qualitative and quantitative approaches by integrating a variety of examples from recent and classic sociological research. The text challenges students to debate and discuss the strengths and weaknesses of both approaches. Finally, one of the most important goals Amy had for Principles of Sociological Inquiry: Qualitative and Quantitative Methods was to introduce students to the core principles of social research in a way that is straightforward and engaging. As such, the text reflects public sociology's emphasis on making sociology accessible and readable. No one can validate that claim more than a teacher or student. So, take a look for yourself today and review Principles of Sociological Inquiry: Qualitative and Quantitative Methods by Amy Blackstone to see if its approach toward relevance, balance, and accessibility are right for your course and students.
https://open.umn.edu/opentextbooks/textbooks?page=57&term=Plae8+Online+Jackpots+en+Filipinas+%F0%9F%8C%8F+%28+peraplay.pp.ua+%29+%F0%9F%8C%8F+Kumuha+ng+13%25+na+bonus+sa+unang+deposito+%F0%9F%92%B6
https://open.umn.edu/opentextbooks/textbooks?page=59&term=Plae8+Online+Jackpots+en+Filipinas+%F0%9F%8C%8F+%28+peraplay.pp.ua+%29+%F0%9F%8C%8F+Kumuha+ng+13%25+na+bonus+sa+unang+deposito+%F0%9F%92%B6