Products related to Discontinuation:
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Technologies in Decline : Socio-Technical Approaches to Discontinuation and Destabilisation
The central questions of this book are how technologies decline, how societies deal with technologies in decline, and how governance may be explicitly oriented towards parting with ‘undesirable’ technology. Surprisingly, these questions are fairly novel. Thus far, the dominant interest in historical, economic, sociological and political studies of technology has been to understand how novelty emerges, how innovation can open up new opportunities and how such processes may be supported.This innovation bias reflects how in the last centuries modern societies have embraced technology as a vehicle of progress.It is timely, however, to broaden the social study of technology and society: next to considering the rise of technologies, their fall should be addressed, too.Dealing with technologies in decline is an important challenge or our times, as socio-technical systems are increasingly part of the problems of climate change, biodiversity loss, social inequalities and geo-political tensions.This volume presents empirical studies of technologies in decline, as well as conceptual clarifications and theoretical deepening.Technologies in Decline presents an emerging research agenda for the study of technological decline, emphasising the need for a plurality of perspectives. Given that destabilisation and discontinuation are seen as a way to accelerate sustainability transitions, this book will be of interest to academics, students and policy makers researching and working in the areas of sustainability science and policy, economic geography, innovation studies, and science and technology studies. The Open Access version of this book, available at http://www.taylorfrancis.com, has been made available under a Creative Commons [Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND)] 4.0 license.
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Pioneering Progress : American Science, Technology, and Innovation Policy
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Handbook of Research on Science Teacher Education
This groundbreaking handbook offers a contemporary and thorough review of research relating directly to the preparation, induction, and career long professional learning of K–12 science teachers. Through critical and concise chapters, this volume provides essential insights into science teacher education that range from their learning as individuals to the programs that cultivate their knowledge and practices.Each chapter is a current review of research that depicts the area, and then points to empirically based conclusions or suggestions for science teacher educators or educational researchers.Issues associated with equity are embedded within each chapter.Drawing on the work of over one hundred contributors from across the globe, this handbook has 35 chapters that cover established, emergent, diverse, and pioneering areas of research, including: Research methods and methodologies in science teacher education, including discussions of the purpose of science teacher education research and equitable perspectives; Formal and informal teacher education programs that span from early childhood educators to the complexity of preparation, to the role of informal settings such as museums; Continuous professional learning of science teachers that supports building cultural responsiveness and teacher leadership; Core topics in science teacher education that focus on teacher knowledge, educative curricula, and working with all students; and Emerging areas in science teacher education such as STEM education, global education, and identity development. This comprehensive, in-depth text will be central to the work of science teacher educators, researchers in the field of science education, and all those who work closely with science teachers.
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Handbook of Research on Science Teacher Education
This groundbreaking handbook offers a contemporary and thorough review of research relating directly to the preparation, induction, and career long professional learning of K–12 science teachers. Through critical and concise chapters, this volume provides essential insights into science teacher education that range from their learning as individuals to the programs that cultivate their knowledge and practices.Each chapter is a current review of research that depicts the area, and then points to empirically based conclusions or suggestions for science teacher educators or educational researchers.Issues associated with equity are embedded within each chapter.Drawing on the work of over one hundred contributors from across the globe, this handbook has 35 chapters that cover established, emergent, diverse, and pioneering areas of research, including: Research methods and methodologies in science teacher education, including discussions of the purpose of science teacher education research and equitable perspectives; Formal and informal teacher education programs that span from early childhood educators to the complexity of preparation, to the role of informal settings such as museums; Continuous professional learning of science teachers that supports building cultural responsiveness and teacher leadership; Core topics in science teacher education that focus on teacher knowledge, educative curricula, and working with all students; and Emerging areas in science teacher education such as STEM education, global education, and identity development. This comprehensive, in-depth text will be central to the work of science teacher educators, researchers in the field of science education, and all those who work closely with science teachers.
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How can one hide the discontinuation of education?
One way to hide the discontinuation of education is to provide a plausible explanation for the gap in education on your resume or in interviews. This could include emphasizing any relevant work experience, volunteer work, or skills gained during the time away from formal education. Additionally, you could consider obtaining a certification or taking relevant courses to show continued learning and development. It's important to be honest about the gap, but framing it in a positive light and demonstrating ongoing personal and professional growth can help mitigate any potential concerns.
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How do I indicate the discontinuation of my education in my resume?
To indicate the discontinuation of your education on your resume, you can simply list the dates you attended the educational institution without specifying a graduation date. You can also mention in your education section that your studies are "incomplete" or "discontinued" to provide clarity to potential employers. It's important to be honest and transparent about your educational background to avoid any confusion during the hiring process.
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Should one mention the discontinuation of education for health reasons in a job application?
It is not necessary to mention the discontinuation of education for health reasons in a job application unless it directly impacts your ability to perform the job you are applying for. If the health reasons are relevant to the position or could potentially affect your work performance, it may be worth mentioning in a professional and concise manner. However, disclosing personal health information is a personal decision, and you should only share what you are comfortable with.
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What is the support for discontinuation in transgender therapy?
The support for discontinuation in transgender therapy lies in the understanding that not all individuals may require ongoing therapy once they have achieved their desired goals. Some individuals may reach a point where they feel comfortable and confident in their gender identity and no longer feel the need for therapy. Additionally, discontinuation may be appropriate for those who have developed effective coping mechanisms and have a strong support system in place. It is important for therapists to assess each individual's unique needs and goals to determine the appropriate time for discontinuation of therapy.
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Handbook of Research on Science Education : Volume III
Volume III of this landmark synthesis of research offers a comprehensive, state-of-the-art survey highlighting new and emerging research perspectives in science education. Building on the foundations set in Volumes I and II, Volume III provides a globally minded, up-to-the-minute survey of the science education research community and represents the diversity of the field.Each chapter has been updated with new research and new content, and Volume III has been further developed to include new and expanded coverage on astronomy and space education, epistemic practices related to socioscientific issues,design-based research, interdisciplinary and STEM education, inclusive science education, and the global impact of nature of science and scientific inquiry literacy. As with the previous volumes, Volume III is organized around six themes: theory and methods of science education research; science learning; diversity and equity; science teaching; curriculum and assessment; and science teacher education.Each chapter presents an integrative review of the research on the topic it addresses, pulling together the existing research, working to understand historical trends and patterns in that body of scholarship, describing how the issue is conceptualized within the literature, how methods and theories have shaped the outcomes of the research, and where the strengths, weaknesses, and gaps are in the literature. Providing guidance to science education faculty, scholars, and graduate students, and pointing towards future directions of the field, Handbook of Research on Science Education Research, Volume III offers an essential resource to all members of the science education community.
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Gender Differences in Technology and Innovation Management : Insights from Experimental Research
Even though the number of working women has steadily increased over the last few years, women are still significantly under-represented in STEM activities (i.e. mathematics, informatics, science and technology). In order to eliminate this under-representation, numerous education policies and corporate initiatives, particularly in the recent past, have been aimed at increasing women's enthusiasm for STEM activities and professions.According to the latest surveys, however, it is clear that these efforts have not yet led to the desired success.Compared to their male counterparts, women continue to do fewer STEM activities. One possible reason for this is that relatively little is yet known about the concrete impact of the above education policies on working with innovation and technology: What are the gender differences between women and men?Is it enough to recognize these differences, or should these differences ideally not only be recognized, but also treated appropriately or even encouraged? This anthology deals with current topics in technology and innovation management against the background of these and other gender-relevant aspects.Empirical analyses and experiments in collaboration with companies from various sectors provide a sound scientific basis on which new results and findings are presented: How do women and men deal with creativity and competition?How are technologies applied and how can differences in access to technology be deduced? Answers to these and other questions help decision-makers in politics and business to proactively use the differences between women and men to motivate women to work in the STEM field and to strengthen them by acknowledging existing differences.
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Makerspaces, Innovation and Science Education : How, Why, and What For?
This book provides an overview to a range of theories in science and technology that inform the different ways in which makerspaces can be educative.Makerspaces are an indispensable site for science, technology, engineering, and mathematics (STEM) instruction and pose novel risks and opportunities for STEM instruction.Educators are likely to reach towards activities that have a high degree of engagement, but this might result in observations like 'it looks like fun, but what are they learning?'. Beginning from the question of how we know what we know in science, the author asserts that understanding scientific knowledge requires us to know more than the abstract concepts typically presented in schools.The social and material aspects of knowledge are also important—these take the form of questions such as: What is the interplay between knowledge and power?How do we understand that we can have a ‘feel’ for materials and artefacts that we cannot completely describe in words?How do we know what ideas ought to be made real though technology and engineering?Significantly, this book also discusses the ethical dimensions of STEM education, in thinking about the kinds of STEM education that could be useful for open futures. This book will be useful to graduate students and educators seeking an expansive view of STEM education.More generally, these ideas outline a possible new strategy for a vision of school that is not merely training or preparing students for work.Education needs to also prepare students for sociopolitical participation, and with STEM being central to our contemporary lives, this book provides insights for how this can happen in makerspaces.
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Dialogues Between Artistic Research and Science and Technology Studies
This edited volume maps dialogues between science and technology studies research on the arts and the emerging field of artistic research.The main themes in the book are an advanced understanding of discursivity and reasoning in arts-based research, the methodological relevance of material practices and things, and innovative ways of connecting, staging, and publishing research in art and academia.This book touches on topics including studies of artistic practices; reflexive practitioners at the boundaries between the arts, science, and technology; non-propositional forms of reasoning; unconventional (arts-based) research methods and enhanced modes of presentation and publication.
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What does discontinuation of treatment in the day clinic mean?
Discontinuation of treatment in the day clinic means that the patient will no longer receive care or therapy at the clinic during the day. This could be due to various reasons such as completion of the treatment plan, lack of progress, or the patient's decision to stop treatment. It is important for the patient and healthcare team to discuss the reasons for discontinuation and come up with a plan for ongoing care if needed.
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Do the side effects of neuroleptics go away after discontinuation?
The side effects of neuroleptics can vary from person to person. In some cases, the side effects may diminish or go away after discontinuation of the medication. However, for some individuals, certain side effects may persist even after stopping the medication. It is important to consult with a healthcare provider if you are experiencing persistent side effects after discontinuing neuroleptics.
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How do you phrase the discontinuation of studies in a resume?
When phrasing the discontinuation of studies on a resume, it's important to be honest and straightforward. You can simply state the dates you attended the institution and mention that you did not complete the program. It's also a good idea to briefly explain the reason for discontinuing your studies, if it's relevant and appropriate. For example, you could mention that you left to pursue other opportunities or that you plan to return to complete your studies in the future. The key is to be transparent and focus on the skills and experiences you gained during your time at the institution.
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How is the repayment of trainee benefits handled in case of discontinuation?
In case of discontinuation, the repayment of trainee benefits is typically handled according to the terms of the trainee agreement or contract. This may involve the trainee being required to repay a portion of the benefits received, based on the length of time they were in the program or other specified criteria. The specific repayment terms and conditions should be outlined in the trainee agreement, and trainees should carefully review and understand these terms before entering into the program. If there are any questions or concerns about the repayment process, trainees should seek clarification from the program administrators or legal counsel.
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