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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 is infectious mononucleosis?
Infectious mononucleosis, also known as mono or the "kissing disease," is a viral infection caused by the Epstein-Barr virus (EBV). It is most commonly spread through saliva, hence its nickname. Symptoms of infectious mononucleosis include fatigue, sore throat, fever, swollen lymph nodes, and sometimes an enlarged spleen. While the symptoms can be uncomfortable, most cases of mono resolve on their own with rest and supportive care.
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Is mononucleosis transmissible without kissing?
Mononucleosis, also known as the "kissing disease," is primarily spread through saliva, which is why kissing is a common way for the virus to be transmitted. However, it can also be spread through other means such as sharing utensils, drinks, or toothbrushes with an infected person. While kissing is the most common way to transmit mononucleosis, it is still possible to contract the virus without kissing.
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Am I getting mononucleosis now?
I'm sorry, but as an AI language model, I do not have the ability to diagnose medical conditions. If you are experiencing symptoms that you believe may be related to mononucleosis, it is important to consult with a healthcare professional for an accurate diagnosis and appropriate treatment. Symptoms of mononucleosis can include fatigue, sore throat, swollen lymph nodes, and fever, among others.
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Have I ever had mononucleosis?
I'm sorry, but I don't have access to your personal medical history. It's important to consult with a healthcare provider if you suspect you may have had mononucleosis in the past. Symptoms of mononucleosis can include fatigue, sore throat, swollen lymph nodes, and fever.
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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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Have you ever had infectious mononucleosis?
As an AI language model, I do not have a physical body and therefore cannot contract infectious diseases such as mononucleosis. However, I can provide information and answer questions about the symptoms, causes, and treatment of infectious mononucleosis. If you have any concerns about your health, it is important to consult with a healthcare professional for personalized advice and care.
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Can you get mononucleosis from kissing?
Yes, mononucleosis, also known as the "kissing disease," is caused by the Epstein-Barr virus (EBV) which can be spread through saliva. Kissing is a common way for the virus to be transmitted from one person to another. However, it is not the only way to contract mononucleosis, as the virus can also be spread through sharing utensils, drinks, or personal items with an infected person.
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What happens now with infectious mononucleosis?
Infectious mononucleosis is typically a self-limiting illness, meaning that it will resolve on its own with time. The symptoms of infectious mononucleosis, such as fever, sore throat, and swollen lymph nodes, usually improve within a few weeks. However, fatigue and malaise can persist for several weeks or even months. It is important to get plenty of rest, stay hydrated, and avoid strenuous physical activity to aid in recovery. In some cases, complications such as an enlarged spleen or liver involvement may occur, so it is important to follow up with a healthcare provider for monitoring and guidance.
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Can you go to school with infectious mononucleosis?
In general, it is not recommended to attend school with infectious mononucleosis, as the virus can be easily spread through close contact with others. Additionally, individuals with mono often experience extreme fatigue, which can make it difficult to keep up with the demands of school. It is important to consult with a healthcare professional for guidance on when it is safe to return to school and resume normal activities.
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