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  • Sami Research in Transition : Knowledge, Politics and Social Change
    Sami Research in Transition : Knowledge, Politics and Social Change

    For several decades now, there have been calls to decolonize research on the Indigenous Sámi people, and to make it accountable to the Sámi society.While this has contributed to the rise of a vibrant Sámi research community in the Nordic countries, less attention has been paid to what extent, and how the "Sámi turn" in research has been implemented in practice.Written by prominent Nordic and Sámi scholars anchored in the Sámi research communities in Finland, Norway and Sweden, this volume explores not only the meanings and implications of this turn across disciplines, but also some of the challenges that efforts to create space for Sámi voices, knowledges and perspectives still meet today.The book provides a timely, interdisciplinary engagement with the central themes that have framed the development of Sámi research, and a critical appraisal of the impact that efforts to decolonize research in the Sámi context have had upon Nordic societies and state policies so far.Sámi Research in Transition is valuable for scholars and students interested in Sámi history and society, Arctic and Circumpolar Indigenous studies and critical studies on the relationship between knowledge and social change. The Open Access version of this book, available at http://www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.

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  • Sami Research in Transition : Knowledge, Politics and Social Change
    Sami Research in Transition : Knowledge, Politics and Social Change

    For several decades now, there have been calls to decolonize research on the Indigenous Sámi people, and to make it accountable to the Sámi society.While this has contributed to the rise of a vibrant Sámi research community in the Nordic countries, less attention has been paid to what extent, and how the "Sámi turn" in research has been implemented in practice.Written by prominent Nordic and Sámi scholars anchored in the Sámi research communities in Finland, Norway and Sweden, this volume explores not only the meanings and implications of this turn across disciplines, but also some of the challenges that efforts to create space for Sámi voices, knowledges and perspectives still meet today.The book provides a timely, interdisciplinary engagement with the central themes that have framed the development of Sámi research, and a critical appraisal of the impact that efforts to decolonize research in the Sámi context have had upon Nordic societies and state policies so far.Sámi Research in Transition is valuable for scholars and students interested in Sámi history and society, Arctic and Circumpolar Indigenous studies and critical studies on the relationship between knowledge and social change. The Open Access version of this book, available at http://www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.

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  • Transition into Higher Education
    Transition into Higher Education

    This book will help all academic staff in higher education (HE) develop more informed teaching and better support students as they transition to university. It explores the organisations who advise students pre-university and uncovers the myths and misconceptions held by HE stakeholders.Induction and welcome activities are examined in order to identify best practice, transition problems such as study skills, employment, mental health and identity are covered, and a final chapter focuses on the effects of Covid-19 on transition issues. The Critical Practice in Higher Education series provides a scholarly and practical entry point for academics into key areas of higher education practice.Each book in the series explores an individual topic in depth, providing an overview in relation to current thinking and practice, informed by recent research.The series will be of interest to those engaged in the study of higher education, those involved in leading learning and teaching or working in academic development, and individuals seeking to explore particular topics of professional interest.Through critical engagement, this series aims to promote an expanded notion of being an academic – connecting research, teaching, scholarship, community engagement and leadership – while developing confidence and authority.

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  • Rural Education in China’s Social Transition
    Rural Education in China’s Social Transition

    In the first decade of the twenty-first century, the People's Republic of China experienced dramatic growth and expansion that altered the educational environment of children.Rapid economic development increased prosperity and educational opportunities for children expanded in a wealthier society.Yet, a by-product of rising wealth was rising inequality.While the children of the emerging urban middle and elite classes enjoyed new prosperity, the children of hte persistently poor in rural communities continued to experience challenges such as food insecurity, illness, hardships of family separation, and migrant life on the margins of the cities.This time period saw a large resource gap emerge between the home conditions of poor rural children compared with those of their wealthier urban counterparts.This book highlights the complexities China has experienced in seeking to extend full educational access to rural children— including rural- to- urban migrant and ethnic minority children—during a momentous period in China.Chapters delve into the experiences, perceptions, strategies, and diffi culties of rural- origin children and their families in the school system, and lay bare the challenges of policy initiatives designed to support rural education. We hope the experiences detailed here will be of interest to students and scholars of rural educational policy and practice in China and worldwide.

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  • How can one transition away from special education school?

    Transitioning away from special education school can be a gradual process that involves careful planning and support. It is important to work closely with the school's special education team, as well as other professionals such as therapists and counselors, to create a transition plan that addresses the individual needs and goals of the student. This plan may include gradually increasing time in general education classes, developing independent living skills, and connecting with community resources for ongoing support. Regular communication between the student, parents, and school staff is key to ensuring a successful transition.

  • Is there a transition or is there no transition?

    There is a transition in the text.

  • Are there further education opportunities for Germanists at distance learning universities to enable a transition into social professions?

    Yes, there are further education opportunities for Germanists at distance learning universities that can help them transition into social professions. Many universities offer online courses and programs in fields such as social work, counseling, or community development that can be pursued alongside a degree in German studies. These programs provide the necessary skills and knowledge to work in social professions, allowing Germanists to expand their career options and make a meaningful impact in society. Additionally, distance learning universities often offer flexible schedules, making it easier for individuals to balance their studies with other commitments.

  • What is the transition from philosophy class to Catholic religious education?

    The transition from philosophy class to Catholic religious education involves a shift from studying abstract concepts and theories to focusing on the teachings, traditions, and practices of the Catholic faith. In philosophy class, students may explore various philosophical perspectives on religion and ethics, while in Catholic religious education, they delve into the specific beliefs and rituals of the Catholic Church. This transition often involves a more personal and experiential approach to learning, as students engage with the spiritual and moral dimensions of Catholicism. Additionally, the transition may involve a greater emphasis on the role of faith and community in shaping one's worldview and ethical decision-making.

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  • Revolutionizing the Sciences : European Knowledge in Transition, 1500-1700
    Revolutionizing the Sciences : European Knowledge in Transition, 1500-1700

    This heavily revised third edition of an award-winning text offers a keen insight into the development of scientific thought in early modern Europe.Including coverage of the central scientific figures of the time, including Copernicus, Kelper, Galileo, Newton and Bacon, this book provides a comprehensive overview of how the Scientific Revolution happened and why. Highlighting Europe’s colonial and trade expansion in the sixteenth and 17th centuries, Peter Dear traces the revolution in scientific thought that changed the natural world from something to be contemplated into something to be used.This book is ideal for undergraduate and postgraduate students of Early Modern history, European history, history of medicine, history of science and technology and the history and philosophy of science.The first edition was the winner of the Watson Davis and Helen Miles Davis Prize of the History of Science Society.New to this Edition:- Greater treatment of alchemy and associated craft activities, to reflect ongoing new scholarship- More focus on geographical issues, especially relating to Spain and its New World territories, as well as Eastern Europe, but also further afield in Islamic territories including the Ottoman Empire, and South and East Asia- New material on the themes of ‘science and religion’, gender and class- More extensive treatment of the relationship in this period of medicine to the various sciences and especially to new natural philosophies- Incorporation of new scholarship throughout- A whole chapter dedicated to Francis Bacon- Further discussion of the gendered elements of natural philosophy- A brand new historiographical essay

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  • Transition
    Transition

    Imagine a world that is one of infinite parallel worlds, that hangs suspended between triumph and catastrophe, the dismantling of the Wall and the fall of the Twin Towers, in the shadow of suicide terrorism and global financial collapse.Presiding over this world is the Concern, an all-powerful organisation whose operatives possess extraordinary powers.There is Temudjin Oh, an unkillable assassin who journeys between the high passes of Nepal, a version of Victorian London and a wintry Venice; Adrian Cubbish, restlessly greedy City trader; and the Philosopher, a state-sponsored torturer who moves between the time zones with sinister ease.Transition is a high-definition, hyper-real apocalyptic fable for terrible times.

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  • Transition
    Transition


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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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  • How does one actually transition from a knowledge society to a dissent society?

    Transitioning from a knowledge society to a dissent society involves a shift in the way information is processed and utilized. In a knowledge society, information is valued and used to improve productivity and innovation. However, in a dissent society, there is a greater emphasis on questioning and challenging existing knowledge and power structures. This transition can occur through increased access to diverse perspectives and information, the promotion of critical thinking and skepticism, and the empowerment of marginalized voices. It also requires a cultural shift towards valuing dissent and recognizing its role in driving social progress and change.

  • What are transition countries?

    Transition countries are nations that are undergoing a shift from a centrally planned economy to a market-oriented economy. These countries are typically former socialist states that are in the process of implementing economic and political reforms to transition to a more open and competitive system. Transition countries often face challenges such as high levels of unemployment, inflation, and corruption as they navigate this transformation. Examples of transition countries include countries in Eastern Europe and Central Asia that were part of the former Soviet bloc.

  • What is a transition?

    A transition is a change or shift from one state, condition, or situation to another. It can refer to a physical movement, a change in emotions or thoughts, or a shift in relationships or circumstances. Transitions can be planned or unexpected, and they often involve a period of adjustment or adaptation to the new situation.

  • Is the transition good?

    The goodness of a transition depends on various factors such as its impact on individuals, communities, and the environment. A transition can be considered good if it leads to positive outcomes such as improved quality of life, increased sustainability, and reduced inequality. However, if a transition results in negative consequences such as displacement, environmental degradation, or social unrest, it may not be considered good. Therefore, the goodness of a transition is subjective and depends on its overall impact on different aspects of society.

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