Products related to Overheating:
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Overheating : An Anthropology of Accelerated Change
The world is overheated. Too full and too fast; uneven and unequal. It is the age of the Anthropocene, of humanity’s indelible mark upon the planet.In short, it is globalisation - but not as we know it. In this groundbreaking book, Thomas Hylland Eriksen breathes new life into the discussion around global modernity, bringing an anthropologist’s approach to bear on the three interrelated crises of environment, economy and identity.He argues that although these crises are global in scope, they are perceived and responded to locally, and that contradictions abound between the standardising forces of information-age global capitalism and the socially embedded nature of people and local practices. Carefully synthesising the ethnographic and comparative methods of anthropology with macrosocial and historical material, Overheating offers an innovative new perspective on issues including energy use, urbanisation, deprivation, human (im)mobility, and the spread of interconnected, wireless information technology.
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Climate, Capitalism and Communities : An Anthropology of Environmental Overheating
Until now, the growing body of work on environmental anthropology has largely ignored the unavoidable impact of global capitalism on the environment and the extent to which capital itself is a key driver of climate change. Climate, Capitalism and Communities focuses explicitly on that nexus, examining the injustices and inequalities - as well as the activist responses - that have arisen as a result, and the contradictions between the imperatives of exponential economic growth, and those of environmental sustainability, and society as a whole. Bringing an innovative, ethnographic toolkit to bear on a crisis that is at once global and highly localised, the authors shift attention away from the consequences of climate change, to a focus on the social relations and power structures that continue to prevent effective action.
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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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What is overheating and how is it calculated in refrigeration technology?
Overheating in refrigeration technology refers to the temperature increase of a refrigerant beyond its saturation temperature. It is calculated by measuring the temperature of the refrigerant vapor leaving the condenser and comparing it to the saturation temperature of the refrigerant at that pressure. The difference between these two temperatures is the amount of overheating present in the system. Overheating can indicate issues such as a dirty condenser, low refrigerant charge, or a faulty expansion valve.
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Is my phone overheating?
If your phone feels excessively hot to the touch, shuts down unexpectedly, or displays a warning message about overheating, it is likely that your phone is overheating. To prevent further damage, you should turn off your phone and allow it to cool down in a well-ventilated area. Avoid using your phone while it is overheating to prevent any potential harm to the device. If the issue persists, consider seeking professional help or contacting the manufacturer for assistance.
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Are the chips overheating?
Without more specific information or context, it is difficult to determine if the chips are overheating. Factors such as the type of chips, the environment they are in, and the tasks they are performing all play a role in determining if they are overheating. It is important to monitor the temperature of the chips and ensure they are within safe operating limits to prevent damage or malfunction.
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What ideas are there to prevent overheating in physical education classes?
To prevent overheating in physical education classes, it is important to ensure that the environment is well-ventilated and that students have access to water at all times. Teachers can also schedule outdoor activities during cooler times of the day, such as early morning or late afternoon, and provide shaded areas for students to take breaks. Additionally, incorporating frequent rest periods and encouraging students to wear lightweight, breathable clothing can help prevent overheating during physical education classes.
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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.
Price: 35.99 £ | Shipping*: 0.00 £
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What ideas are there to prevent overheating during physical education classes?
To prevent overheating during physical education classes, it is important to stay hydrated by drinking plenty of water before, during, and after the class. Wearing lightweight and breathable clothing can also help regulate body temperature. Taking breaks in shaded areas or indoors, especially during hot weather, can provide relief from the heat. Additionally, scheduling physical education classes during cooler times of the day, such as early morning or late afternoon, can help prevent overheating.
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Why is the CPU overheating?
The CPU may be overheating due to a buildup of dust and debris blocking the airflow inside the computer case or around the CPU heatsink. Another reason could be a malfunctioning or improperly installed CPU cooler. Additionally, running demanding tasks or programs that put a heavy load on the CPU for extended periods of time can also cause it to overheat. It is important to address the issue promptly to prevent damage to the CPU and other components.
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Why is the heater overheating?
The heater may be overheating due to a buildup of dust and debris on the heating elements, causing them to work harder and generate excess heat. Another possible reason could be a malfunctioning thermostat, causing the heater to run continuously and reach high temperatures. Additionally, a blocked air intake or restricted airflow could be preventing proper ventilation and causing the heater to overheat.
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Why is the engine overheating?
The engine may be overheating due to a variety of reasons, including low coolant levels, a malfunctioning thermostat, a clogged radiator, a faulty water pump, or a problem with the cooling fan. It is important to address the issue promptly to prevent damage to the engine. Regular maintenance and inspections can help identify and address potential causes of overheating before they become serious problems.
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