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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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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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What were the consequences of the discovery of America for trade?
The discovery of America had significant consequences for trade. It led to the opening of new trade routes and the exchange of goods between the Americas, Europe, and Africa, known as the Columbian Exchange. This resulted in the transfer of crops, animals, and diseases between the continents, transforming economies and diets. The discovery of America also sparked competition among European powers for control of the new territories, leading to the establishment of colonial empires and the exploitation of resources through trade. Overall, the discovery of America had a profound impact on global trade and the interconnectedness of the world.
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What is the difference between trade and commercial trade?
Trade refers to the exchange of goods and services between individuals, businesses, or countries. It can involve both domestic and international transactions. On the other hand, commercial trade specifically refers to the buying and selling of goods and services for profit. Commercial trade is a subset of trade that focuses on economic activities aimed at generating revenue and maximizing profits.
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Is a simple trade license sufficient for the rental of event technology?
A simple trade license may not be sufficient for the rental of event technology, as it may not cover the specific regulations and requirements related to the rental and operation of such equipment. Depending on the type of event technology being rented, additional permits or licenses may be necessary to ensure compliance with safety and operational standards. It is important to research and understand the specific legal and regulatory requirements for the rental of event technology in your area to ensure full compliance.
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What are the differences between global trade and fair trade?
Global trade refers to the exchange of goods and services between countries on a large scale, often driven by market forces and profit maximization. On the other hand, fair trade is a more ethical approach to trade that focuses on ensuring producers in developing countries receive fair wages and working conditions. Fair trade also emphasizes sustainable practices and environmental stewardship, whereas global trade may prioritize efficiency and cost reduction. Overall, fair trade aims to create a more equitable and just trading system, while global trade is more focused on economic growth and competitiveness.
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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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Free Trade : Neither Free Nor About Trade
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What is better: Retail trade or wholesale and foreign trade?
The choice between retail trade and wholesale and foreign trade depends on various factors such as business goals, target market, and resources. Retail trade involves selling products directly to consumers, allowing for higher profit margins but requiring more marketing efforts. On the other hand, wholesale and foreign trade involve selling products in bulk to other businesses or overseas markets, offering lower profit margins but potentially higher sales volume. Ultimately, the better option would depend on the specific needs and objectives of the business.
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What is better: Retail trade or Wholesale and Foreign trade?
The answer to whether retail trade or wholesale and foreign trade is better depends on various factors such as the specific business goals, target market, and resources available. Retail trade involves selling products directly to consumers, allowing for higher profit margins but also requiring more marketing and customer service efforts. On the other hand, wholesale and foreign trade involve selling products in bulk to other businesses or overseas markets, offering the potential for larger sales volumes but with lower profit margins. Ultimately, the best choice would depend on the individual business's strengths, market opportunities, and long-term objectives.
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What were the main trade flows of the Hanseatic trade?
The main trade flows of the Hanseatic trade were centered around the Baltic and North Seas. The Hanseatic League, a commercial and defensive confederation of merchant guilds and their market towns, facilitated the trade of goods such as timber, fish, grain, and metals from the Scandinavian and Baltic regions to Western Europe. Additionally, the Hanseatic trade also involved the exchange of luxury goods such as furs, amber, and wax from the East for products like wine, cloth, and spices from the West. The Hanseatic League's network of trading posts and alliances allowed for the efficient movement of goods across the region, contributing to the economic prosperity of its member cities.
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What is the difference between conventional trade and Fair Trade?
Conventional trade refers to the standard trading practices where goods are bought and sold at market prices without any specific focus on social or environmental impact. On the other hand, Fair Trade is a trading partnership that aims to promote sustainable development by offering better trading conditions and securing the rights of marginalized producers and workers. Fair Trade also emphasizes fair wages, safe working conditions, and environmental sustainability. Overall, the key difference lies in the focus on social and environmental responsibility in Fair Trade, as opposed to the purely market-driven approach of conventional trade.
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