Products related to Naturalized:
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The Bodhisattva's Brain : Buddhism Naturalized
Can there be a Buddhism without karma, nirvana, and reincarnation that is compatible with the rest of knowledge?If we are material beings living in a material world-and all the scientific evidence suggests that we are-then we must find existential meaning, if there is such a thing, in this physical world.We must cast our lot with the natural rather than the supernatural.Many Westerners with spiritual (but not religious) inclinations are attracted to Buddhism-almost as a kind of moral-mental hygiene.But, as Owen Flanagan points out in The Bodhisattva's Brain, Buddhism is hardly naturalistic.In The Bodhisattva's Brain, Flanagan argues that it is possible to discover in Buddhism a rich, empirically responsible philosophy that could point us to one path of human flourishing.Some claim that neuroscience is in the process of validating Buddhism empirically, but Flanagan's naturalized Buddhism does not reduce itself to a brain scan showing happiness patterns. "Buddhism naturalized," as Flanagan constructs it, offers instead a fully naturalistic and comprehensive philosophy, compatible with the rest of knowledge-a way of conceiving of the human predicament, of thinking about meaning for finite material beings living in a material world.
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Pioneering Progress : American Science, Technology, and Innovation Policy
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Naturalized Parrots of the World : Distribution, Ecology, and Impacts of the World's Most Colorful Colonizers
A remarkable exploration of naturalized parrots, among the most widely distributed birds in the worldThere are more than 350 species of parrots in the world, and approximately 300 of these species have been transported to other countries through the caged pet trade.Whether through escaped captivity or purposeful release, many of these parrots are now breeding in new habitats.Indeed, no less than 75 species of parrots have established breeding populations in countries where they were introduced, and parrots are now among the most widely distributed group of birds.Naturalized Parrots of the World is the first book to examine this specific avian population. Bringing together the work of leading researchers in one convenient volume, this book explores the biology of naturalized parrots and their interactions with native ecosystems.Experts discuss the global distribution of parrots, their genetics, conservation implications, and human responses to these birds.They also consider debates surrounding management issues and the lack of consensus around nonnative species in the wild.Later chapters feature case studies of the two most successful species—the Rose-ringed Parakeet and Monk Parakeet—as well as studies of the introduced parrot species located in specific countries and regions, including the United States, United Kingdom, Spain, Portugal, northern Europe, South Africa, and Australia. Highlighting critical aspects of conservation biology and biodiversity, Naturalized Parrots of the World will be an invaluable resource for parrot owners, ornithologists, conservation biologists, and birdwatchers.
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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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Should criminal foreigners also be naturalized?
Criminal foreigners should not be automatically naturalized. Naturalization is a privilege that should be granted to individuals who have demonstrated good moral character and a commitment to upholding the laws of their new country. Criminal behavior is not consistent with these criteria, and individuals who have committed serious crimes should not be granted the privilege of citizenship. However, each case should be evaluated individually, and there may be certain circumstances where a criminal foreigner could be considered for naturalization after demonstrating rehabilitation and a commitment to being a law-abiding citizen.
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Why could non-Germans be naturalized?
Non-Germans could be naturalized in Germany in order to become citizens and enjoy the rights and privileges that come with citizenship. This process allows individuals who have lived in Germany for a certain period of time and meet specific criteria to become fully integrated members of German society. Naturalization also promotes diversity and inclusivity within the country, as it allows people from different cultural and ethnic backgrounds to become full members of the German community.
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Can a student without income be naturalized?
Yes, a student without income can still be eligible for naturalization in the United States. The key requirement for naturalization is to have been a lawful permanent resident for a certain period of time, typically five years (or three years if married to a U.S. citizen). As long as the student meets all the other eligibility criteria, such as good moral character, knowledge of English and U.S. civics, and attachment to the principles of the U.S. Constitution, they can apply for naturalization regardless of their income status. It's important for the student to carefully review the specific requirements and consult with an immigration attorney if needed.
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Should people who cannot speak German well also be naturalized?
Yes, people who cannot speak German well should still be able to be naturalized. Language proficiency should not be the sole determinant of someone's eligibility for naturalization. There are many factors to consider, such as their commitment to integrating into the society, their contributions to the community, and their adherence to the laws and values of the country. It is important to assess the individual as a whole and not solely based on their language skills. Additionally, providing support and resources for language learning can help facilitate integration for those seeking naturalization.
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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 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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Do you think it's good for foreigners to become naturalized citizens?
Yes, I believe it can be beneficial for foreigners to become naturalized citizens. Naturalization allows individuals to fully participate in the social, economic, and political life of their adopted country. It can also provide a sense of belonging and security for immigrants and their families. Additionally, naturalized citizens can contribute to the diversity and richness of their new country's culture and society. However, the decision to become a naturalized citizen is a personal one and should be made with careful consideration of the individual's circumstances and values.
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How can I best write a justification for why I want to become naturalized?
When writing a justification for why you want to become naturalized, it's important to focus on your personal reasons for wanting to become a citizen of your new country. You can highlight your commitment to being a contributing member of society, your desire to fully integrate into the culture and community, and your dedication to upholding the values and responsibilities of citizenship. Additionally, you can emphasize the opportunities and benefits that naturalization will provide for you and your family, such as the ability to fully participate in the democratic process, access to certain jobs and educational opportunities, and the ability to travel more freely. Overall, your justification should convey your genuine desire to fully embrace your new country and become an active, engaged citizen.
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What do you think of naturalized foreigners like me? Question for conservatives/right-wingers.
As a conservative/right-winger, I believe that naturalized foreigners like you have made the effort to legally integrate into our society and contribute positively to our country. Your decision to become a citizen shows a commitment to our values and principles, and I respect that. I believe in the importance of legal immigration and the value that immigrants bring to our nation, and I welcome those who come here to embrace our way of life and make a positive impact.
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Can a police officer marry a non-EU citizen, and what about a recently naturalized German?
Yes, a police officer in Germany can marry a non-EU citizen. However, the non-EU citizen would need to meet the requirements for a marriage visa or residence permit in order to live in Germany. As for a recently naturalized German, they would have the same rights as any other German citizen to marry a non-EU citizen, and their spouse would be eligible for a residence permit based on their marriage to a German citizen. It's important to note that there may be specific requirements and procedures to follow in each case, so it's advisable to consult with the relevant authorities or legal experts for specific guidance.
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