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Food Information, Communication and Education : Eating Knowledge
Food Information, Communication and Education analyses the role of different media in producing and transforming knowledge about food. ‘Eating knowledge’, or knowledge about food and food practice, is a central theme of cooking classes, the daily press, school textbooks, social media, popular magazines and other media.In addition, a wide variety of actors have taken on the responsibility of informing and educating the public about food, including food producers, advertising agencies, celebrity chefs, teachers, food bloggers and government institutions. Featuring a range of European case studies, this interdisciplinary collection advances our understanding of the processes of mediatization, circulation and reception of knowledge relating to food within specific social environments.Topics covered include: popularized knowledge about food carried over from past to present; the construction of trustworthy knowledge in today’s food risk society; critical assessment of nutrition education initiatives for children; and political and ideological implications of food information policy and practice.
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Learning Not to Drown
“Anna Shinoda’s deeply informed story is not to be missed.” —Dr. Drew Pinsky, Celebrity Rehab and Teen Mom Family secrets cut to the bone in this mesmerizing debut novel about a teen whose drug-addicted brother is the prodigal son one time too many. There is a pecking order to every family. Seventeen-year-old Clare is the overprotected baby; Peter is the typical, rebellious middle child; and Luke is the can’t-do-wrong favorite.In their eyes, they are a normal, happy family. But sometimes it’s the people who are closest to us who are the hardest to see. Clare loves her older brother, Luke—it’s not his fault that he’s always in the wrong place at the wrong time.Life as Luke’s sister hasn’t been easy—their community hasn’t been nearly as forgiving of his transgressions as she and her parents are—but he’s done his time and is on his way home again, and she has to believe this time will be different.But when the truths behind his arrests begin to surface, everything Clare’s always known is shaken to its core. Clare has to decide if sticking up for herself and her future means selfishly turning her back on family…or if it’s the only way to keep herself from drowning along with them.
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Cybersemiotics : Why Information Is Not Enough
A growing field of inquiry, biosemiotics is a theory of cognition and communication that unites the living and the cultural world.What is missing from this theory, however, is the unification of the information and computational realms of the non-living natural and technical world.Cybersemiotics provides such a framework. By integrating cybernetic information theory into the unique semiotic framework of C.S.Peirce, Søren Brier attempts to find a unified conceptual framework that encompasses the complex area of information, cognition, and communication science.This integration is performed through Niklas Luhmann's autopoietic systems theory of social communication.The link between cybernetics and semiotics is, further, an ethological and evolutionary theory of embodiment combined with Lakoff and Johnson's 'philosophy in the flesh.' This demands the development of a transdisciplinary philosophy of knowledge as much common sense as it is cultured in the humanities and the sciences.Such an epistemological and ontological framework is also developed in this volume. Cybersemiotics not only builds a bridge between science and culture, it provides a framework that encompasses them both.The cybersemiotic framework offers a platform for a new level of global dialogue between knowledge systems, including a view of science that does not compete with religion but offers the possibility for mutual and fruitful exchange.
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Action Research in Education : Learning Through Practitioner Enquiry
Action Research in Education is an essential guide for any lecturer, teacher or student-teacher interested in doing research.This exciting new edition of a popular text is an important resource for any education professional interested in investigating learning and teaching.Building on the success of Action Research in the Classroom, the authors have revised, updated and extended this book to include examples from further and higher education. It maps out easy-to-follow steps for usefully applying an action research approach and is full of practical tips and examples of real practitioner research projects from a range of schools, colleges and universities.This book will help teachers to:- understand and apply practitioner inquiry- enhance their problem-solving skills- locate their own activity in a wider context- maximise opportunities to develop practice- evaluate the needs of their learnersClear, pragmatic and timely, this is a must-have text for all teachers and students of education. Vivienne Baumfield is Professor of Pedagogy, Policy and Innovation in the School of Education, University of GlasgowElaine Hall is Lecturer in Research Methods, School of Education, Communication and Language Sciences, Newcastle UniversityKate Wall is Senior Lecturer in the School of Education, Durham University
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"Is there not enough education/information provided?"
There may be instances where there is not enough education or information provided on a particular topic. This can lead to confusion, misunderstanding, and misinformation. It is important for individuals and organizations to ensure that they are providing sufficient education and information on important topics to help people make informed decisions and understand complex issues. This can be achieved through clear communication, accessible resources, and ongoing efforts to address knowledge gaps.
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What is your reference point for knowledge?
My reference point for knowledge is a combination of personal experience, critical thinking, and information from reliable sources. I believe in learning from my own experiences and reflecting on them, as well as being open to new ideas and perspectives. I also value information from credible sources such as academic research, experts in the field, and reputable publications. Overall, my reference point for knowledge is based on a combination of personal experience, critical thinking, and reliable information.
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Why is knowledge not free?
Knowledge is not free because it often requires significant resources to acquire and develop. This can include the time and effort of researchers, educators, and experts, as well as the costs associated with conducting research, publishing findings, and disseminating information. Additionally, knowledge is often considered a valuable commodity, and those who possess it may seek to profit from sharing it. Furthermore, the infrastructure and systems that support the creation and distribution of knowledge also come with associated costs. Therefore, while some knowledge may be freely available, the overall process of acquiring, developing, and sharing knowledge typically involves significant investment and resources.
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Why is learning not working?
Learning may not be working for a variety of reasons, such as lack of engagement, ineffective teaching methods, or individual learning styles not being catered to. Additionally, distractions, lack of motivation, or external factors can also hinder the learning process. It is important to identify the root cause of why learning is not working in order to address and overcome these obstacles.
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Cultural Learning Styles in Language Education : A Special Reference to Asian Learning Styles
This book presents a nuanced look at the relationship between language learning styles and culture to illuminate how these important constructs are understood, employed and play out in the real world.Through the lens of different learning style dimensions—cognitive, affective, process-centred, environment-centred and cultural—Li unpacks and examines the commonly accepted tensions between learning styles, culture, teacher assumptions and teaching approaches.With a focus on Asian learning styles and Chinese learners, Li addresses the past and current debates and reconceptualises the roles and tensions between students’ learning, students’ cultural backgrounds and teaching styles.Li adeptly navigates this controversial arena to demystify preconceptions and provide avenues for innovative and effective classroom practices in language teaching.Ideal for pre-service ESL/EFL teachers, researchers and scholars, this book bridges the gap between research and practice on culture and language learning in the classroom.
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Studies in Expansive Learning : Learning What Is Not Yet There
Yrjö Engeström's exciting approach sees expansive learning as the central mechanism of transformation in societal practices and institutions.For researchers and practitioners in education, this book provides a conceptual and practical toolkit for creating and analyzing expansive learning processes with the help of interventions in workplaces, schools and communities.Chapters 1-3 situate the theory of expansive learning in the field of learning science.Chapters 4-8 contain empirical studies of expansive learning in various organizational settings (such as banks, schools and hospitals).In Chapters 9-10, the author looks at new challenges and possibilities arising from rapidly spreading 'wildfire' activities (disaster relief, for example) and from the methodology of formative interventions aimed at triggering and supporting expansive learning.This book provides an integrative account of recent empirical studies and conceptual developments in the theory of expansive learning, and serves as a companion volume to Learning by Expanding.
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Knowledge, Information, and Business Education in the British Atlantic World, 1620–1760
Accurate information is essential to successful business activity.The early modern period saw an increase in printed commercial information, including newspapers, printed exchange rates, and educational texts--part of the 'print revolution' that permeated all aspects of the early modern world.Rather than relying on externally-produced printed works, commercial agents retained agency in creating and sharing their own business and educational information, which was shared in other forms and prioritised and valued over printed material.This book explores the ways that merchants and other commercial agents learned about business in the early modern British Atlantic World.It considers how they acquired, dispersed, stored, and used information, as well as considering their contribution to creating and shaping that information.Prioritising a wide range of manuscript material held in disparate collections, including merchants' correspondence, letter-books, notebooks, family papers, exercise books, and ships' logs, Talbott explores the ways that knowledge, information, and business education was created, circulated, and used in the early modern British Atlantic World.It offers a new perspective on the exchange of business information in a period dominated by discussions of print, prioritising manuscript and oral forms of exchange.In doing so, it presents a more holistic account of the ways that networks of knowledge operated in early modern business, centralising the creation, circulation, and use of business information specifically by those individuals most involved in--and most affected by--its production.
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Cooperative Learning in Physical Education : A research based approach
Cooperative Learning is a dynamic instructional model that can teach diverse content to students at different grade levels, with students working together in small, structured, heterogeneous groups to master subject content.It has a strong research tradition, is used frequently as a professional development tool in general education and is now emerging in physical education. This book defines Cooperative Learning in physical education and examines how to implement Cooperative Learning in a variety of educational settings.It explores Cooperative Learning in physical education from three main perspectives.The first, context of learning, provides descriptions of Cooperative Learning in different levels of education (elementary school, secondary school, and university physical education).The second, Cooperative Learning in the curriculum, offers case studies from teachers and researchers of their experiences of implementing Cooperative Learning within their own national context.The third perspective, key aspects of Cooperative Learning, examines how the different elements of the model have been foregrounded in efforts to enhance learning in physical education. As the only text to provide international perspectives, from eight different countries, of Cooperative Learning in physical education, this book is important reading for any student, researcher or teacher with an interest in physical education, sport education, sport pedagogy, curriculum development or methods for learning and teaching.
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Is learning not possible anymore?
Learning is always possible, regardless of age or circumstances. With advancements in technology, there are more opportunities than ever to access information and educational resources. Whether through formal education, online courses, or self-study, individuals can continue to learn and grow throughout their lives. The key is to stay curious, open-minded, and committed to personal development.
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Why am I not learning? Does motivation not help?
There could be various reasons why you may not be learning effectively. Lack of motivation can definitely hinder the learning process, as it affects your willingness to engage with the material and put in the effort required to learn. However, motivation alone may not be enough if other factors such as distractions, lack of understanding of the material, or ineffective study strategies are also at play. It is important to identify the root cause of your learning difficulties and address them accordingly to improve your learning outcomes.
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Who has knowledge or can research well?
People with a strong educational background, experience in a specific field, or access to reliable sources can have knowledge or research well. Additionally, individuals who are curious, critical thinkers, and have good analytical skills are also likely to excel in research. Furthermore, professionals such as scientists, academics, journalists, and librarians are known for their ability to conduct thorough and accurate research.
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Is one learning Python, or not?
It is not clear from the question whether someone is learning Python or not. More information is needed to determine if the person in question is currently learning Python or not.
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