Products related to Equated:
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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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Is intelligence equated with talent?
Intelligence and talent are related but not synonymous. Intelligence typically refers to cognitive abilities such as problem-solving, reasoning, and memory, while talent often refers to a natural aptitude or skill in a specific area. While intelligence can contribute to talent, talent can also be developed through practice and hard work. Therefore, while intelligence can enhance talent, they are not interchangeable terms.
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Can pantheism be equated with monotheism?
Pantheism and monotheism are two distinct belief systems. Pantheism holds that the divine is present in everything in the universe, while monotheism believes in the existence of a single, personal God who created and rules over the universe. While both concepts involve a belief in a higher power, they differ in their understanding of the nature and relationship of this power to the world. Therefore, pantheism cannot be equated with monotheism as they have fundamentally different views on the nature of divinity.
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Why is eloquence equated with arrogance?
Eloquence is sometimes equated with arrogance because individuals who are highly articulate and persuasive in their speech may come across as overly confident or self-assured. This can be perceived as arrogance by others, especially if the speaker appears to be dismissive of differing opinions or overly focused on showcasing their own intelligence or superiority. Additionally, eloquent individuals may be seen as using their language skills to manipulate or dominate a conversation, which can contribute to the perception of arrogance. However, it's important to note that eloquence itself is not inherently arrogant, and it is possible to be articulate and persuasive without coming across as arrogant.
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Why are Incels equated with misogyny?
Incels are often equated with misogyny because of the extreme and often violent attitudes they express towards women. Many Incels blame women for their own lack of romantic or sexual success, and express feelings of entitlement to women's attention and affection. This attitude is rooted in a deep-seated resentment towards women, and often leads to the promotion of harmful and dehumanizing beliefs about women. As a result, Incels are frequently associated with misogyny due to their hostile and derogatory views towards women.
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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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Hydraulic Excavator DIY Student Technology Small Production Science and Education Toy Model Science
Hydraulic Excavator DIY Student Technology Small Production Science and Education Toy Model Science
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When can energy and work be equated?
Energy and work can be equated when the work done on an object results in a change in its energy. This can occur in various forms, such as when a force is applied to an object to move it a certain distance, or when a force is used to change the object's potential or kinetic energy. In these cases, the work done on the object can be equated to the change in its energy, allowing for the calculation of the energy transfer or transformation.
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Can social inequality be equated with injustice?
Social inequality can be equated with injustice because it often results in unfair treatment and opportunities for certain groups of people based on factors such as race, gender, or socioeconomic status. When individuals or groups are systematically disadvantaged or discriminated against, it is a form of injustice. Social inequality can lead to unequal access to resources, power, and rights, perpetuating a cycle of injustice and marginalization for those who are most affected. Therefore, addressing social inequality is crucial in the pursuit of a more just and equitable society.
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Why is dominance equated with self-confidence?
Dominance is often equated with self-confidence because individuals who display dominant behavior are perceived as assertive, decisive, and in control. This can be interpreted as a sign of self-confidence because dominant individuals appear to be comfortable in their own skin and unafraid to assert their opinions and desires. Additionally, dominant behavior can convey a sense of power and authority, which is often associated with confidence. However, it's important to note that dominance and self-confidence are not the same thing, and one can be confident without being dominant, and vice versa.
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Is codeine to be equated with heroin?
No, codeine is not to be equated with heroin. While both are opioids, they have different levels of potency and effects on the body. Codeine is a milder opioid that is commonly used for pain relief and cough suppression, while heroin is a highly addictive and illegal drug with no medical use. It is important to use codeine only as prescribed by a healthcare professional and to be aware of the potential risks and side effects associated with its use.
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