Products related to Open-mindedness:
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Divided : Open-Mindedness and Dogmatism in a Polarized World
If you tune into televised newscasts or read any newspaper, it is impossible to ignore the increased polarization of political discussion.These news reports are supported by empirical research documenting increases in social and political polarization.Polarization is not completely undesirable, as differences between groups can contribute to a vibrant democratic life in which alternative solutions to social problems are fully explored.However, polarization can also produce dysfunctional outcomes, including sub-optimal decision-making processes within groups and a lower likelihood that competing groups are able to resolve differences.Extreme forms of polarization are presumably exacerbated by dogmatic or closed-minded thinking that fails to openly consider the viability of opposing viewpoints, as well as low levels of intellectual humility in which people rarely consider the possibility that their own beliefs and opinions might be fallible.This volume aims to increase the understanding of open-mindedness and dogmatism, illuminate the nature and causes of polarization, and provide clues regarding how one might attempt to reduce pernicious forms of polarization. Bringing together a diverse group of leading psychologists, political scientists, sociologists, and communication scholars who investigate dogmatism and open-mindedness within social and political contexts, Divided: Open-Mindedness and Dogmatism in a Polarized World covers a wide range of topics including key definitions of dogmatism and open-mindedness, the emergence of affective polarization, how open-mindedness relates to attitude formation and change, the correspondence between intellectual humility and open-mindedness, and how social norms and situations shape open-minded cognition.Authors consider both the beneficial and more problematic features of open-mindedness, dogmatism, and polarization.Collectively, this volume provides a format that enables readers to learn about creative approaches to understanding dogmatism and open-mindedness and, potentially, to generate innovative solutions that reduce polarization and increase constructive social compromise in the future.
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Open-Mindedness in the Bible and Beyond : A Volume of Studies in Honour of Bob Becking
The contributions to this volume reflect upon changing paradigms within biblical scholarship, and in how biblical scholarship is taught.Taken together, they offer a multifaceted and informative indication of how open-mindedness in one's approach can yield fascinating results across the study of the Old Testament/Hebrew Bible. The range in topic of the contributions is exemplified in the difference between the first chapter, which works from the personal anecdote of the changing opinion of its author to make a wider point about models for Pentateuchal formation, and the third chapter, which comments on the current state of the study of ancient Israel in universities today.Other contributions include; an essay on the subject of space as a social construct in Isaiah 24-27; civil courage and whether the Bible allows room for protest; the question of monotheism in Persian Judah; the historical Ezra, and the telling of the story of Joseph (Genesis 50: 15-21) in children's Bibles in the Netherlands.The contributors include Hugh Williamson, Ehud Ben Zvi, Rainer Albertz, Karel von der Toorn, and Christoph Uehlinger.
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Radical Solutions and Open Science : An Open Approach to Boost Higher Education
This open access book presents how Open Science is a powerful tool to boost Higher Education.The book introduces the reader into Open Access, Open Technology, Open Data, Open Research results, Open Licensing, Open Accreditation, Open Certification, Open Policy and, of course, Open Educational Resources.It brings all these key topics from major players in the field; experts that present the current state of the art and the forthcoming steps towards a useful and effective implementation. This book presents radical, transgenic solutions for recurrent and long-standing problems in Higher Education. Every chapter presents a clear view and a related solution to make Higher Education progress and implement tools and strategies to improve the user’s performance and learning experience.This book is part of a trilogy with companion volumes on Radical Solutions & Learning Analytics and Radical Solutions & eLearning.
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It's Business, Not Social(TM) : STANDOUT. Develop and increase your Significance over Time with Authenticity, Networking, Dedication, Open-mindedness, Understanding, and Tenacity.
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Do children feel open-mindedness?
Children have the capacity to be open-minded, as they are naturally curious and eager to learn about the world around them. However, their level of open-mindedness can be influenced by their environment, upbringing, and exposure to diverse perspectives. Encouraging children to explore new ideas, cultures, and experiences can help foster open-mindedness and empathy. It is important for adults to model open-minded behavior and provide opportunities for children to engage with different viewpoints in order to help them develop a more open-minded approach to the world.
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What is ruining my absent-mindedness?
Your absent-mindedness may be affected by factors such as stress, lack of sleep, multitasking, or information overload. These factors can overwhelm your brain and make it difficult to focus or remember things. To combat absent-mindedness, try practicing mindfulness techniques, getting enough rest, organizing your tasks, and reducing distractions in your environment.
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What can be done against absent-mindedness?
To combat absent-mindedness, individuals can try implementing strategies such as creating to-do lists, setting reminders on their phone or calendar, practicing mindfulness techniques to improve focus and attention, and establishing a routine to help stay organized. Additionally, getting enough sleep, eating a balanced diet, and engaging in regular physical exercise can also help improve cognitive function and reduce absent-mindedness. Seeking professional help from a therapist or counselor may be beneficial for individuals experiencing chronic absent-mindedness that significantly impacts their daily life.
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How can one get rid of absent-mindedness?
One can get rid of absent-mindedness by practicing mindfulness techniques such as meditation or deep breathing exercises to improve focus and concentration. Creating a daily routine and setting reminders can also help in staying organized and reducing forgetfulness. Engaging in regular physical exercise and getting enough sleep can improve cognitive function and reduce absent-mindedness. Additionally, incorporating brain-boosting foods such as fruits, vegetables, and omega-3 fatty acids into one's diet can help improve memory and mental clarity.
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Revolutionizing Innovation : Users, Communities, and Open Innovation
A comprehensive and multidisciplinary view of the emerging paradigm of user and open innovation, offering both theoretical and empirical perspectives. The last two decades have witnessed an extraordinary growth of new models of managing and organizing the innovation process that emphasizes users over producers.Large parts of the knowledge economy now routinely rely on users, communities, and open innovation approaches to solve important technological and organizational problems.This view of innovation, pioneered by the economist Eric von Hippel, counters the dominant paradigm, which cast the profit-seeking incentives of firms as the main driver of technical change.In a series of influential writings, von Hippel and colleagues found empirical evidence that flatly contradicted the producer-centered model of innovation.Since then, the study of user-driven innovation has continued and expanded, with further empirical exploration of a distributed model of innovation that includes communities and platforms in a variety of contexts and with the development of theory to explain the economic underpinnings of this still emerging paradigm.This volume provides a comprehensive and multidisciplinary view of the field of user and open innovation, reflecting advances in the field over the last several decades.The contributors-including many colleagues of Eric von Hippel-offer both theoretical and empirical perspectives from such diverse fields as economics, the history of science and technology, law, management, and policy.The empirical contexts for their studies range from household goods to financial services.After discussing the fundamentals of user innovation, the contributors cover communities and innovation; legal aspects of user and community innovation; new roles for user innovators; user interactions with firms; and user innovation in practice, describing experiments, toolkits, and crowdsourcing, and crowdfunding.Contributors Efe Aksuyek, Yochai Benkler, James Bessen, Joern H.Block, Annika Bock, Helena Canhao, Jeroen P. J. de Jong, Emmanuelle Fauchart, Dominique Foray, Nikolaus Franke, Johann Fuller, Helena Garriga, Fred Gault, Fredrik Hacklin, Dietmar Harhoff, Joachim Henkel, Cornelius Herstatt, Christoph Hienerth, Venkat Kuppuswamy, Karim R.Lakhani, Christopher Lettl, Christian Luthje, Ethan Mollick, Hidehiko Nishikawa, Alessandro Nuvolari, Susumu Ogawa, Pedro Oliveira, Stefan Perkmann Berger, Frank Piller, Christina Raasch, Susanne Roiser, Fabrizio Salvador, Pamela Samuelson, Tim Schweisfurth, Sonali K.Shah, Christoph Stockstrom, Katherine J. Strandburg, Stefan Thomke, Andrew W. Torrance, Mary Tripsas, Georg von Krogh
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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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How do you deal with German narrow-mindedness?
Dealing with German narrow-mindedness can be challenging, but it's important to approach it with patience and understanding. One way to handle it is by engaging in open and respectful dialogue, sharing different perspectives, and trying to find common ground. It's also helpful to educate others about different cultures and viewpoints, and to lead by example in embracing diversity and open-mindedness. Building relationships and connections with open-minded individuals can also provide support and a sense of community. Overall, it's important to approach narrow-mindedness with empathy and a willingness to bridge the gap through communication and understanding.
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What is the reason for your confusion and absent-mindedness?
The reason for my confusion and absent-mindedness could be due to a lack of focus or concentration. It could also be caused by stress, fatigue, or overwhelming emotions. Additionally, it could be a result of trying to multitask or juggle too many things at once. It's important to identify the specific factors contributing to my confusion and absent-mindedness in order to address them effectively.
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How can one describe constant absence, daydreaming, and absent-mindedness?
Constant absence, daydreaming, and absent-mindedness can be described as a state of being mentally preoccupied or disconnected from the present moment. It often involves a lack of focus or attention to one's surroundings, leading to forgetfulness or a tendency to drift off into thoughts or fantasies. This can result in difficulty in staying engaged in tasks or conversations, as the individual may appear distant or unresponsive.
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How can one describe constant absence, dreaminess, and absent-mindedness?
Constant absence, dreaminess, and absent-mindedness can be described as a state of being mentally preoccupied or lost in thought, often resulting in a lack of awareness of one's surroundings or responsibilities. People experiencing these traits may seem distant, forgetful, or disconnected from the present moment. They may appear to be lost in their own thoughts, leading to difficulty focusing on tasks or engaging in conversations.
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