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  • Food Information, Communication and Education : Eating Knowledge
    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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  • Action Research in Education : Learning Through Practitioner Enquiry
    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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  • Cultural Learning Styles in Language Education : A Special Reference to Asian Learning Styles
    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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  • Knowledge, Information, and Business Education in the British Atlantic World, 1620–1760
    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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  • Can digital learning videos replace textbooks and traditional learning?

    While digital learning videos can be a valuable supplement to traditional learning methods, they may not be able to fully replace textbooks and traditional learning. Textbooks provide a comprehensive and structured approach to learning, while digital videos may lack depth and detail. Additionally, some students may struggle with self-regulation and focus when using digital resources. A combination of both digital learning videos and traditional learning methods may be the most effective approach to cater to different learning styles and preferences.

  • Does distance learning replace the obligation to attend vocational school?

    Distance learning does not necessarily replace the obligation to attend vocational school. While distance learning can provide flexibility and convenience for students to access educational materials remotely, vocational schools often have hands-on training components that cannot be fully replicated through online learning. Therefore, attending vocational school in person may still be necessary to fulfill the requirements of certain programs and gain practical skills essential for the chosen profession.

  • Could a 5-month voluntary social year (FSJ) replace compulsory education?

    A 5-month voluntary social year (FSJ) typically focuses on community service and personal development, rather than formal education. While it can provide valuable experiences and skills, it is unlikely to fully replace compulsory education, which is designed to provide a comprehensive academic foundation. Compulsory education covers a wide range of subjects and skills that are essential for personal and professional development, and a 5-month FSJ may not be able to provide the same level of academic instruction and knowledge. However, participating in a FSJ can complement traditional education by offering practical experience and fostering social responsibility.

  • Does distance learning for the Abitur replace the obligation to attend vocational school?

    No, distance learning for the Abitur does not replace the obligation to attend vocational school. While distance learning may provide flexibility in how students complete their academic requirements, vocational school attendance is still mandatory for practical training and hands-on experience in a specific trade or profession. Both components are necessary for a well-rounded education and successful completion of vocational training.

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  • Handbook of Research on Knowledge and Organization Systems in Library and Information Science
    Handbook of Research on Knowledge and Organization Systems in Library and Information Science

    Due to changes in the learning and research environment, changes in the behavior of library users, and unique global disruptions such as the COVID-19 pandemic, libraries have had to adapt and evolve to remain up-to-date and responsive to their users.Thus, libraries are adding new, digital resources and services while maintaining most of the old, traditional resources and services.New areas of research and inquiry in the field of library and information science explore the applications of machine learning, artificial intelligence, and other technologies to better serve and expand the library community.The Handbook of Research on Knowledge and Organization Systems in Library and Information Science examines new technologies and systems and their application and adoption within libraries.This handbook provides a global perspective on current and future trends concerning library and information science.Covering topics such as machine learning, library management, ICTs, blockchain technology, social media, and augmented reality, this book is essential for librarians, library directors, library technicians, media specialists, data specialists, catalogers, information resource officers, administrators, IT consultants and specialists, academicians, and students.

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  • Cooperative Learning in Physical Education : A research based approach
    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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  • The Teaching and Learning of Social Research Methods : Developments in Pedagogical Knowledge
    The Teaching and Learning of Social Research Methods : Developments in Pedagogical Knowledge

    The importance of the teaching and learning of social research methods is increasingly recognised by research councils and policy bodies as crucial to the drive to increase capacity amongst the research community.The need for greater scholarly engagement with how research methods are taught and learnt is also driven by the realisation that epistemological and methodological developments have not been accompanied by a pedagogical literature or culture.Training initiatives need this pedagogic input if they are to realise the educational aspirations for methodologically skilled and competent researchers, able to apply, adapt and reflect on a range of high-level research methods and approaches.The contributors to this collection have fully engaged with this need to develop and share pedagogical knowledge in relation to the teaching of research methods.Together they span qualitative, quantitative and mixed methods, a range of disciplinary and national contexts, and face-to-face and blended teaching and learning.Through detailed examples, the collection addresses how best teaching practices develop in response to distinctive challenges that will resonate with readers; in so doing it will inspire and inform their own development.This book was originally published as a special issue of the International Journal of Social Research Methodology.

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  • Communities of Practice in Higher Education : Learning, Teaching, and Research
    Communities of Practice in Higher Education : Learning, Teaching, and Research

    Drawing on research and practice, this key text provides a rich, detailed, and accessible guide to Communities of Practice (CoPs) theory and how to implement it within higher education.It takes a detailed look at how the theory is constructed, the research that it rests on, and the ways that it has been used and can be used in the future. Beginning by introducing CoP theory and the theory of learning that accompanies it, this book provides empirical examples of CoP research to illustrate how CoPs form and work within higher education.It also explores how different CoPs work together and can learn from each other.The key topics explored in the book allow the reader to critically understand how CoP theory can be used in higher education to enhance an understanding of how students, staff, and organisations learn. Ideal reading for those researching higher education practices or undertaking higher education teaching qualifications as well as those currently teaching, this book provides a research-led and critical discussion of the current state of CoP-informed research into learning, teaching, and assessment practices alongside and interleaved with an exploration of how this same approach can be utilised for informing research.

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  • Does the distance learning course for the Abitur replace the vocational school requirement?

    No, the distance learning course for the Abitur does not replace the vocational school requirement. The vocational school requirement is a separate component of the education system in Germany that focuses on practical training in a specific trade or profession. The Abitur, on the other hand, is a university entrance qualification obtained through academic studies. While both are important for a well-rounded education, they serve different purposes and cannot be used interchangeably.

  • Can tofu replace meat?

    Tofu can be a good substitute for meat in many dishes due to its high protein content and ability to absorb flavors. It can be used in a variety of recipes such as stir-fries, curries, and salads as a meat alternative. However, tofu may not provide the same texture or taste as meat, so it may not be a perfect replacement for all dishes. It is important to consider the specific dish and desired outcome when deciding whether tofu can effectively replace meat.

  • What should replace 491?

    491 should be replaced with a number that is evenly divisible by 7, as 491 is a prime number and cannot be evenly divided by any other number except 1 and itself. One possible replacement for 491 could be 490, as it is evenly divisible by 7. Alternatively, 497 could also replace 491, as it is also evenly divisible by 7.

  • Can computers replace teachers?

    While computers can provide valuable tools and resources for learning, they cannot fully replace teachers. Teachers offer personalized support, motivation, and guidance that computers cannot provide. They also possess emotional intelligence and the ability to understand and connect with students on a deeper level. Additionally, teachers play a crucial role in fostering critical thinking, creativity, and social skills in students, which cannot be replicated by computers.

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