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Blended Learning : Research Perspectives, Volume 3
Blended Learning: Research Perspectives, Volume 3 offers new insights into the state of blended learning, an instructional modality that combines face-to-face and digitally mediated experiences.Education has recently seen remarkable advances in instructional technologies such as adaptive and personalized instruction, virtual learning environments, gaming, analytics, and big data software.This book examines how these and other evolving tools are fueling advances in our schools, colleges, and universities. Original scholarship from education’s top thinkers will prepare researchers and learning designers to tackle major issues relating to learning effectiveness, diversity, economies of scale, and beyond.
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On Learning, Volume 3 : Knowledge, Curriculum and Ethics
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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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How can I delete the System Volume Information directory?
To delete the System Volume Information directory, you will need to disable System Restore on your computer. This can be done by right-clicking on "This PC" or "My Computer," selecting "Properties," then going to the "System Protection" tab. From there, you can select the drive where the System Volume Information folder is located and click on "Configure." Finally, select "Disable system protection" and click "Apply" to delete the System Volume Information directory. Keep in mind that disabling System Restore will remove all restore points, so make sure to create a backup of your important files before proceeding.
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How can one hide or remove System Volume Information?
System Volume Information is a system folder that contains important data for the Windows operating system, such as System Restore points and Volume Shadow Copy data. It is not recommended to hide or remove this folder, as doing so can cause issues with system stability and data recovery. However, if you still want to hide or remove it, you can try using third-party software or command-line tools to change the folder's attributes or permissions. Keep in mind that tampering with system files can have unintended consequences, so proceed with caution.
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How can data be stored in the System Volume Information?
Data can be stored in the System Volume Information folder by using the Windows operating system's built-in tools or third-party software. One common method is through the use of System Restore, which automatically creates restore points that include a snapshot of the system's settings and files in the System Volume Information folder. Additionally, some backup and recovery software may also utilize this folder to store system images or other backup data. Access to the System Volume Information folder is restricted by default to prevent accidental deletion or modification of critical system data.
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What is the difference between volume fraction and volume concentration?
Volume fraction and volume concentration are often used interchangeably, but they have slightly different meanings. Volume fraction refers to the ratio of the volume of a solute to the total volume of the solution, expressed as a decimal or percentage. On the other hand, volume concentration specifically refers to the amount of solute present in a given volume of solution, often expressed in units such as molarity or molality. In summary, volume fraction is a measure of the proportion of the solute in the entire solution, while volume concentration is a measure of the amount of solute in a specific volume of the solution.
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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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Research Series Volume 2
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Learning as Interactivity, Movement, Growth and Becoming, Volume 1 : Ecologies of Learning in Higher Education
The two inter-linked volumes in this series are dedicated to the development of analysis and theorisation of learning and teaching in higher education.The two volumes focus on the multi-scalar ecological inter-connectedness of learners with teachers, with artefacts, with cultural patterns and resources, with places, with social activities and practices, with social institutions, with time and temporality, and with technologies.Learning reflects inter-individual dynamics that are shaped by biology and culture. Against prevailing orthodoxies that view learning in higher education in terms of "information transmission" and "content delivery," the contributors articulate leading developments in distributed cognition, distributed language, ecological psychology, enactivist and embodied-embedded cognitive science, interactivity, and multimodal event analysis.They also extend several earlier traditions such as American pragmatism, embodied curriculum theory, and Vygotsky's latter day anti-dualist Spinozan turn. Through detailed empirical analysis of in vivo episodes of learning using multimodal event analysis, cognitive event analysis, and cutting-edge theory, the authors show how and why learning is not adequately explainable as internal mental processes per se.Instead, sophisticated empirical analysis and innovative theory are put to work to reveal the emergence of learning in the interactivity of learners and teachers with the affordances of a distributed brain-body-environment learning system. Volume 1 is an edited collection of seven chapters written by internationally renowned researchers together with an Introduction and an Afterword written by King and Thibault.Volume 1 (and its successor Volume 2) will serve as valuable reading for educationalists and researchers in the cognitive, communication, learning, and language sciences who are looking for new multidimensional tools for thinking about, and new empirical tools for analysing, learning, and teaching as multi-scalar interactive processes in radical embodied ecologies of learning and teaching.
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Arts-Based Research Across Textual Media in Education : Expanding Visual Epistemology - Volume 1
In company with its sister volume, Arts-Based Research Across Textual Media in Education explores arts-based approaches to research across media, including film and comics-related material, from a variety of geographic locations and across a range of subdisciplines within the field of education.This first volume takes a textual focus, capturing process, poetic, and dramaturgical approaches. The authors aim to highlight some of the approaches that are not always centered in arts-based research.The contributors represent a variety of arts-based practices and methods, and they weave this marrying of artistic and scientific expertise and experience into the fabric of the chapters themselves.Authors from international contexts speak to the importance of utilizing artistic approaches for research processes.From multimodal field notes to poetic forms to the dramaturgical, chapters in this book represent steps forward in educational inquiry to bringing together both the creative and credible.The book includes multiple images and rich descriptions shared from the field.This first volume covers amongst other topics: co-created narratives, creative fiction in research, analytic portraits, dramatic representation, and critical poetic inquiry. It would be suitable for graduate students and scholars interested in qualitative inquiry and arts-based methods, in education and the social sciences.
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What is the difference between molar volume and specific volume?
Molar volume is the volume occupied by one mole of a substance at a specific temperature and pressure, while specific volume is the volume occupied by a unit mass of a substance. Molar volume is expressed in units of volume per mole, such as liters per mole, while specific volume is expressed in units of volume per unit mass, such as cubic meters per kilogram. Molar volume is used in the context of chemical reactions and stoichiometry, while specific volume is used in the context of fluid mechanics and thermodynamics.
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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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How do you calculate the tank volume or the cylinder volume?
To calculate the volume of a tank or cylinder, you can use the formula V = πr^2h, where V is the volume, π is a constant (approximately 3.14159), r is the radius of the base of the cylinder, and h is the height of the cylinder. If you have the diameter of the cylinder instead of the radius, you can use the formula V = π(d/2)^2h, where d is the diameter. Simply plug in the values for r and h into the formula and solve for V to find the volume of the tank or cylinder.
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What is the difference between data volume and high-speed volume?
Data volume refers to the amount of data being processed or stored, while high-speed volume refers to the rate at which data is being processed or transmitted. In other words, data volume is about the quantity of data, while high-speed volume is about the speed at which data is being handled. For example, a large data volume might require high-speed volume processing to efficiently handle and analyze the data in a timely manner.
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