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Impostress : The Dishonest Adventures of Sarah Wilson
"Her story is adapted to move the compassion of those she visits.She has bad nerves, and seems in great disorder of mind, which she pretends to be owing to the ill usage of her father […] She attempts to borrow money of [sic] waiters, servants, and chaise boys, and offers to leave something in pawn with them to the value.Her name is supposed to be Sarah Wilson." - London Evening-Post, 30 October 1766Beginning in her late teens, Sarah Wilson travelled alone all over England, living on her wits, inventing new identities, and embroidering stories to fool her victims into providing money and fine clothes.When her crimes eventually caught up with her, she was transported to America – where she reinvented herself in the guise of the Queen’s sister and began a new set of adventures at the onset of the American War of Independence.Using original research, newspaper reports and court records, this is the story of ‘the greatest Impostress of the present Age’: a real-life Moll Flanders who created a remarkable series of lives for herself on both sides of the Atlantic.
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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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'Is she dishonest?'
I cannot provide a definitive answer to whether she is dishonest as I do not have access to personal information or behavior. It is important to consider the context and evidence before making any judgments about someone's honesty. It is best to communicate openly and address any concerns directly with the person in question.
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Is she dishonest?
I cannot determine if someone is dishonest without more context or information. It is important to consider the specific behavior or actions that may lead to the perception of dishonesty. It is best to communicate openly and address any concerns directly with the individual in question.
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Is this person dishonest?
As an AI language model, I cannot make judgments about individuals' honesty or dishonesty based on limited information. It is important to consider various factors and evidence before labeling someone as dishonest. It is best to communicate openly and address any concerns directly with the person in question to gain a better understanding of their actions and intentions.
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Is the customer dishonest?
I cannot determine if the customer is dishonest without more information or evidence. It is important to approach each situation with an open mind and gather all relevant facts before making a judgment. If there are concerns about the customer's honesty, it may be helpful to gather more information and communicate openly with the customer to address any issues.
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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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Why do people who are very dishonest not realize that they are dishonest anymore?
People who are very dishonest may not realize that they are dishonest anymore because they have become adept at justifying their actions and rationalizing their behavior. Over time, they may have convinced themselves that their dishonesty is necessary or justified in order to achieve their goals. Additionally, they may surround themselves with like-minded individuals who reinforce their behavior, further blurring the line between what is honest and dishonest. This can lead to a lack of self-awareness and a distorted perception of their own actions.
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Are you more honest or dishonest?
As an AI language model, I am programmed to provide accurate and truthful information based on the data and instructions provided to me. Therefore, I am designed to be more honest than dishonest in my responses. My primary goal is to assist users by providing helpful and reliable information to the best of my abilities.
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How can one confidently counter dishonest questions?
To confidently counter dishonest questions, it is important to stay calm and composed. Begin by clarifying the question to ensure you understand it correctly. Then, respond with honesty and integrity, sticking to the facts and avoiding getting defensive. If you suspect the question is meant to deceive or manipulate, you can politely redirect the conversation back to the main topic or ask for more context to provide a more accurate response. Remember to trust in your knowledge and expertise, and don't be afraid to assert yourself if you feel the question is unfair or misleading.
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Is the AfD's election program completely dishonest?
It is subjective to determine whether the AfD's election program is completely dishonest. Some critics argue that the party's platform contains misleading or false information, particularly regarding immigration and security policies. However, supporters of the AfD may view their program as addressing legitimate concerns and offering alternative solutions to current issues. Ultimately, it is important for voters to critically evaluate the information presented by political parties and make informed decisions based on their own research and values.
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