Products related to Feeling:
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Pain : The Science of the Feeling Brain
'Combines a career's worth of expertise with a long history of pain treatment.For anyone concerned with pain treatment, or anyone who has struggled to manage pain of any kind, it's an important read.' GQPain is a universal human experience, but we understand very little about the mechanics behind it.We hurt ourselves, we feel pain, we seek help from a professional or learn to avoid certain behaviours that cause pain.But the story of what goes on in our body is far from simple.Even medical practitioners themselves often fail to grasp the complexities between our minds and bodies and how they interact when dealing with pain stimulus. Common conception still equates pain with tissue damage but that is only a very small part of the story - the organ which produces pain is the brain.Case studies show that a woman who has undergone a caesarean reports dramatically less pain than a patient who has had a comparably invasive operation.The soldier who drags themselves to safety after being shot deals with pain in a remarkably different way from someone suffering a similar injury on a street.The truth is that pain is a complex mix of nerve endings, psychological state, social preconceptions and situational awareness. Using case studies and medical history, Dr Lalkhen guides us through all aspects of pain, from chronic to acute, and thecurrent landscape of pain treatments - from medication (including opioids) to electrical nerve stimulation.Whether it's a mild ache or severe discomfort, we all encounter pain in our lives and this important and illuminating book enables us to understand and cope with an experience that for so many can become all-consuming.
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Pioneering Progress : American Science, Technology, and Innovation Policy
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Wild Experiment : Feeling Science and Secularism after Darwin
In Wild Experiment, Donovan O. Schaefer challenges the conventional wisdom that feeling and thinking are separate.Drawing on science studies, philosophy, affect theory, secularism studies, psychology, and contemporary literary criticism, Schaefer reconceptualizes rationality as defined by affective processes at every level.He introduces the model of “cogency theory” to reconsider the relationship between evolutionary biology and secularism, examining mid-nineteenth-century Darwinian controversies, the 1925 Scopes Trial, and the New Atheist movement of the 2000s.Along the way, Schaefer reappraises a range of related issues, from secular architecture at Oxford to American eugenics to contemporary climate denialism.These case studies locate the intersection of thinking and feeling in the way scientific rationality balances excited discovery with anxious scrutiny, in the fascination of conspiracy theories, and in how racist feelings assume the mantle of rational objectivity.The fact that cognition is felt, Schaefer demonstrates, is both why science succeeds and why it fails.He concludes that science, secularism, atheism, and reason itself are not separate from feeling but comprehensively defined by it.
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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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Does market research hinder innovation in business administration?
Market research does not necessarily hinder innovation in business administration. In fact, it can provide valuable insights into consumer needs and preferences, helping businesses to develop innovative products and services that meet market demands. By understanding market trends and customer behavior, businesses can identify opportunities for innovation and stay ahead of competitors. However, relying too heavily on market research without allowing room for creativity and risk-taking can limit the potential for groundbreaking innovations. It is important for businesses to strike a balance between leveraging market research and fostering a culture of innovation to drive success in business administration.
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What is your feeling about the following research paper topic?
As an AI language model, I don't have personal feelings, but I can provide an analysis of the research paper topic.
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Why am I feeling desperate because of my education?
You may be feeling desperate because of your education due to a variety of reasons such as academic pressure, fear of failure, comparison with peers, or uncertainty about the future. It is important to remember that it is normal to feel overwhelmed at times, but it is essential to seek support from teachers, counselors, or loved ones to help navigate through these challenges. Remember that education is a journey, and setbacks are a natural part of the learning process. Stay focused on your goals, practice self-care, and believe in your ability to overcome obstacles.
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Are you afraid of physical education class and feeling weak?
No, I am not afraid of physical education class or feeling weak. I believe that physical education is important for overall health and well-being, and I see it as an opportunity to improve my physical fitness and strength. I approach each class with a positive attitude and a willingness to challenge myself to become stronger and healthier.
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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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What can one do when feeling uncertain about their education?
When feeling uncertain about their education, one can start by seeking guidance from a school counselor, teacher, or academic advisor. It can also be helpful to talk to friends, family members, or mentors for support and advice. Additionally, exploring different resources such as online courses, workshops, or career assessments can provide clarity and direction in making informed decisions about one's education. Remember that it's okay to feel uncertain and seeking help is a proactive step towards finding the right path for your education.
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'Feeling exploited?'
If you are feeling exploited, it is important to address the situation and set boundaries. Start by identifying the specific ways in which you feel exploited and communicate your concerns to the person or people involved. It may be helpful to seek support from a trusted friend, family member, or counselor to help navigate the situation and develop a plan of action. Remember that it is okay to prioritize your own well-being and set limits to protect yourself from further exploitation.
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"Feeling exploited?"
"Feeling exploited?" is a question that prompts individuals to reflect on whether they are being taken advantage of or treated unfairly in a particular situation. It encourages them to consider if their contributions are being undervalued or if they are being used for someone else's benefit without receiving proper compensation or recognition. This question can help individuals assess their feelings and take action to address any feelings of exploitation they may be experiencing.
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What can one do when feeling uncertain about their education/training?
When feeling uncertain about their education or training, one can seek guidance from a career counselor or academic advisor to explore different options and create a plan. It can also be helpful to talk to professionals in the field of interest to gain insights and advice. Additionally, taking time to reflect on personal interests, values, and goals can provide clarity on the best path forward. Finally, considering internships, volunteering, or taking on relevant projects can help gain practical experience and make informed decisions about education and training.
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