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Co-Learning in Higher Education : Community Wellbeing, Engaged Scholarship, and Creating Futures
Co-Learning in Higher Education addresses topics critical to the future of higher education: the wellbeing of communities, engagement of scholars supporting new generations of social activists, and the renewal and expansion of educational and career pathways.It develops a theory of co-learning that engages students and professors across generations in partnerships with community organizations, schools, and corporations that solve emerging social and environmental challenges.Collaboratively written cases discuss community projects, engaging pedagogies, and action research projects.These co-cases demonstrate the power of using critical pedagogies and social action within troubling contexts, rather than assuming public policy changes are the only solution.Contributors explore mentoring, discuss pedagogies that promote community wellbeing and equity, address the urgency of change in universities, and reflect on the implications of this chaotic period for empowering social agency among youth in rising generations.This is a timely volume for scholars and students in higher education and educational policy.
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Employing Community-Based Experiential Learning in Teacher Education
This book positions itself at the intersection of the interrelationship between three key areas of initial teacher education: constructivist learning theories, teaching practicum, and the promotion of reflective practices.It presents an innovative approach to teacher preparation at undergraduate and postgraduate levels by critically examining the implementation of a mandatory experiential learning block across subject disciplines on undergraduate and postgraduate teacher preparation courses.This book presents multiple examples and case studies of these varied experiential learning projects that will inform academics, teachers and policymakers.Through these rich examples the authors set out to address the theory-practice dilemma in teacher education, where teachers-to-be are often positioned as ‘consumers’ of educational research in classrooms, read reference books and academic papers on teaching, and observe university and school experts before applying the same acquired theories and practices in their own classes.In the book the authors argue for a shift away from this conventional teacher-learning curriculum that is characterised by the separation of theory and practice, choosing instead to promote pedagogy and methods courses where practice underpins all learning.These pedagogical perspectives include the promotion of a diverse range of learning contexts (including on- and off-campus learning sites) for student teachers to experience during their time on teacher education courses.
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Troubles Online : Ableism and Access in Higher Education
Online education is often heralded as a solution for accessibility to higher education; however, ableism thrives online.In this timely collection, contributors aim to trouble what online teaching looks like and think critically about how disability is addressed in online classrooms.Through narratives, poetry, interviews, and scholarly analysis, they reflect on disabled, mad, sick, and crip online pedagogy and highlight the possibilities of expanding critical standards for accessible teaching and learning.Necessarily interdisciplinary, this collection retheorizes the classroom around a justice-based approach to online pedagogy and challenges the assumptions we have around universal design.Refusing to position access as an afterthought, this collection troubles our engagement with online accessibility in uncertain and evolving times.
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Cisco DUO ACCESS FOR EDUCATION
Cisco DUO ACCESS FOR EDUCATION
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How does one access the results of religion?
Accessing the results of religion can be done through various means, depending on the specific religious tradition. For some, accessing the results of religion may involve participating in religious rituals, prayers, and ceremonies, as well as studying religious texts and teachings. For others, it may involve seeking guidance and wisdom from religious leaders and scholars, and engaging in acts of service and charity. Ultimately, accessing the results of religion often involves cultivating a personal relationship with the divine, seeking spiritual growth and enlightenment, and striving to live a life in accordance with the values and principles of one's faith.
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Is Judaism a world religion?
Yes, Judaism is considered a world religion because it has a global presence and followers in many different countries around the world. It is one of the oldest monotheistic religions and has had a significant impact on the development of Western civilization. Additionally, Judaism has a rich history and cultural influence that extends beyond its origins in the ancient Middle East. Therefore, it is widely recognized as a world religion.
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What is the difference between compulsory education and the right to access education?
Compulsory education refers to the legal requirement for children to attend school for a certain number of years, typically from the ages of 5 or 6 to 16. This requirement is enforced by the government and parents can face legal consequences if their children do not attend school. On the other hand, the right to access education is a fundamental human right that ensures all individuals have the opportunity to receive an education, regardless of their background or circumstances. This right is enshrined in international human rights law and emphasizes the importance of providing equal access to education for all, including marginalized and vulnerable populations. While compulsory education focuses on the obligation to attend school, the right to access education emphasizes the entitlement to receive an education.
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How do I access my access point?
To access your access point, you will need to connect to the same network that the access point is on. Once connected, open a web browser and enter the IP address of the access point in the address bar. You may need to enter a username and password to log in to the access point's settings. From there, you can configure and manage the access point as needed.
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Microsoft CSP Microsoft Entra Private Access (Education Faculty Pricin
Microsoft CSP Microsoft Entra Private Access (Education Faculty Pricing) [1J1] New Commerce
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Microsoft CSP Microsoft Entra Private Access (Education Student Pricin
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Microsoft CSP Secure access essentials (Education Student Pricing) [1J
Microsoft CSP Secure access essentials (Education Student Pricing) [1J1J] New Commerce
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Microsoft CSP Secure access essentials (Education Student Pricing) [1M
Microsoft CSP Secure access essentials (Education Student Pricing) [1M1M] New Commerce
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How can I access one Access Point from another Access Point when I am at an Internet access point?
To access one Access Point from another Access Point when you are at an Internet access point, you can use a Virtual Private Network (VPN) connection. By connecting to a VPN, you can securely access resources on one network from another network, such as accessing one Access Point from another. This allows you to establish a secure connection between the two Access Points and access the desired resources remotely. Additionally, you can use remote desktop software or SSH (Secure Shell) to access the other Access Point from your current location.
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Why is access denied despite having admin access?
Access may be denied despite having admin access due to various reasons such as incorrect permissions, security restrictions, or system errors. It is possible that the admin access does not have the necessary permissions to access the specific resource or perform the desired action. Additionally, there may be security measures in place that restrict certain admin privileges to prevent unauthorized access or changes. It is also possible that there could be a technical issue or error preventing the admin access from being recognized or utilized properly. Troubleshooting and reviewing the specific access controls and permissions in place can help identify and resolve the issue.
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Why is Judaism not considered a religion?
Judaism is considered a religion by many, but some argue that it is more than just a religion. Judaism encompasses not only a set of beliefs and practices but also a cultural and ethnic identity. It is often referred to as a way of life or a civilization, as it includes aspects such as language, history, and traditions that go beyond traditional religious practices. Additionally, Judaism does not have a central authority or hierarchy like many other religions, which can make it more complex to define solely as a religion.
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How can we improve global education and ensure that every person has access to education?
Improving global education and ensuring access for every person requires a multi-faceted approach. First, governments and organizations need to prioritize education funding and allocate resources to build and maintain schools, train teachers, and provide necessary materials. Additionally, efforts should be made to address barriers to education such as poverty, discrimination, and lack of infrastructure. Collaboration between governments, NGOs, and local communities is essential to create sustainable solutions and ensure that education is accessible to all, regardless of gender, ethnicity, or socioeconomic status. Finally, promoting awareness and advocacy for the importance of education can help mobilize support and resources to address the global education crisis.
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