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Bad News Travels: Live
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Live Well, Live Wisely : Technology for sustainable development
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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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Can one live without education?
While it is possible to survive without formal education, it is difficult to thrive and reach one's full potential without it. Education provides individuals with knowledge, skills, and opportunities that are essential for personal and professional growth. It opens doors to better job prospects, higher income potential, and a deeper understanding of the world. Therefore, while one can technically live without education, it is highly beneficial and important for a fulfilling and successful life.
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Can one live without education/training?
While it is technically possible to survive without formal education or training, it can significantly limit one's opportunities and quality of life. Education and training provide essential skills, knowledge, and opportunities for personal and professional growth. Without them, individuals may struggle to find employment, navigate complex systems, and make informed decisions. Overall, education and training are crucial for personal development and success in today's society.
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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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Do we live in a society addicted to technology?
Yes, we do live in a society that is addicted to technology. Technology has become an integral part of our daily lives, from smartphones to social media to streaming services. Many people find it difficult to disconnect from their devices, leading to issues such as decreased face-to-face interactions, increased screen time, and a reliance on technology for various aspects of life. This addiction to technology can have both positive and negative impacts on society, depending on how it is managed and balanced with other aspects of life.
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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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How can one live a lifetime without education?
Living a lifetime without education would be extremely challenging. Without education, one would lack the knowledge and skills necessary to navigate the world, make informed decisions, and pursue opportunities for personal and professional growth. Education provides the foundation for understanding the world, developing critical thinking skills, and adapting to new challenges. Without education, one would likely struggle to access basic resources, communicate effectively, and contribute meaningfully to society. Therefore, living a lifetime without education would severely limit one's potential and quality of life.
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Can one live without a mobile phone, television, and technology?
Yes, it is possible to live without a mobile phone, television, and technology. Many people around the world live without these modern conveniences and lead fulfilling lives. It may require adjusting to a different way of communicating and accessing information, but it is definitely possible. In fact, some people choose to live without these technologies in order to simplify their lives and reduce their dependence on screens.
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What kind of people live voluntarily without technology or internet?
People who live voluntarily without technology or internet often do so for reasons such as a desire for a simpler, more self-sufficient lifestyle, a rejection of the constant connectivity and distractions of modern technology, or a commitment to environmental sustainability. These individuals may be drawn to off-grid living, homesteading, or intentional communities where they can live in harmony with nature and rely on traditional methods for meeting their needs. They may also prioritize in-person connections and value face-to-face interactions over digital communication.
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How can one live in the wilderness without any modern technology?
Living in the wilderness without modern technology requires a deep understanding of survival skills such as foraging for food, building shelter, and starting a fire. It is essential to have knowledge of the local flora and fauna to ensure safe food and water sources. Developing a strong mental attitude, being resourceful, and having a deep connection with nature are also crucial for thriving in the wilderness without modern technology. Additionally, having basic tools like a knife, compass, and first aid kit can be helpful in emergency situations.
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