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Wilful Disregard : A Novel About Love
'Gripped me like an airport read . . . perfect.' Lena Dunham'Lena Andersson's Wilful Disregard is a story of the heart written with bracing intellectual rigor.It is a stunner, pure and simple.' Alice Sebold, author of The Lovely BonesWinner of the August Prize 2013On the day that Ester Nilsson, a poet and a sensible person in a sensible relationship, meets renowned artist Hugo Rask, her rational world begins to unravel.Leaving her boyfriend and her past behind, Ester embarks on what is sure to be the greatest love story of her life. It's a shame no one else agrees.
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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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AaAaAA!!! - A Reckless Disregard for Gravity Steam Key
This product is a brand new and unused AaAaAA!!! - A Reckless Disregard for Gravity Steam Key
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Diplomacy and Disregard : The Hungarian Revolution and the United Nations 1956–1963
Between 1956 and 1963, the United Nations grappled with the "Hungarian question"; namely, what it should do about the events and aftermath of the country's 1956 Revolution.Cold War tensions, anxieties over the concurrent Suez crisis, and ignorance and indifference about Hungary influenced how UN member states responded to this "internal affair" and its potentially dangerous effects on international relations.Diplomacy and Disregard draws upon previously inaccessible documents, including UN archival materials, Hungarian government and secret service papers, and personal collections held by UN officials across the globe, to reveal the UN's contradictory rhetorical and practical responses to the Hungarian Revolution.Through detailed overviews alongside case studies of individual diplomats and specific controversies, András Nagy traces the UN's reactions to Hungarian and Soviet authorities' blocking of resolutions and denunciation of the UN as an enemy power, its need to use the International Committee of the Red Cross as a channel for its humanitarian aid, and its inability to legitimize revolutionary leaders and allow them to represent and act on Hungary's behalf.Reports riddled with inconsistencies, failures to call emergency sessions and fulfill information requests, and lackluster responses to known acts of terror and espionage demonstrated that even at its highest levels of leadership, the UN was not only unable to intervene against the Soviet-supported government but was often unwilling to do so.Diplomacy and Disregard provides an unprecedented look at the global reach and consequences of Hungary's 1956 Revolution and at how the UN's action and inaction during this political crisis ultimately defined its ability to maneuver the Cold War's fraught political landscape and live up to the ideals of its charter.
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Which people disregard everything?
People who are close-minded and unwilling to consider different perspectives or new information often disregard everything that doesn't align with their preconceived beliefs. This can lead to a lack of growth, understanding, and empathy towards others. It's important to remain open-minded and willing to listen in order to avoid disregarding valuable insights and experiences.
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Do most driving instructors disregard night driving?
No, most driving instructors do not disregard night driving. In fact, night driving is an important aspect of driver training as it presents unique challenges such as reduced visibility, glare from oncoming headlights, and the need to adjust to different lighting conditions. Driving instructors typically include night driving practice in their lessons to ensure that their students are prepared to drive safely in all conditions.
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Why do Jehovah's Witnesses disregard the Sabbath?
Jehovah's Witnesses do not observe the Sabbath because they believe that the Mosaic Law, including the Sabbath commandment, was fulfilled and no longer applies to Christians. They believe that Jesus' sacrifice replaced the need for following the strict Sabbath regulations. Instead, Jehovah's Witnesses believe in worshiping God regularly and living in accordance with biblical principles every day of the week, rather than focusing on a specific day of rest.
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How does the mother disregard the son's privacy?
The mother disregards the son's privacy by constantly invading his personal space, such as entering his room without permission, reading his diary or messages, and asking intrusive questions about his personal life. She may also try to control his social interactions and monitor his activities without respecting his boundaries. This lack of respect for his privacy can lead to feelings of frustration and resentment in the son.
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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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Encountering Ideas of Place in Education : Scholarship and Practice in Place-based Learning
This book draws together theories, research, and practice on knowledges and pedagogies of place across educational settings. Using empirical research on learning across education systems, each chapter highlights different concepts of place in various contexts such as environments, understandings of place like those experienced by communities and opportunities for embedding place in learning.Chapters are co-constructed by authors working collaboratively across different contexts, tackling key themes such as justice, mobilities, changes, and sustainability, through place. The book indicates how educators can apply creative approaches to teaching within, through and about place in education and will therefore be of relevance to a wider range of academics, teachers and practitioners working in early years settings, schools, universities and other educational context.
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Higher Education in a Globalising World : Community Engagement and Lifelong Learning
This book focuses on current policy discourse in Higher Education, with special reference to Europe.It discusses globalisation, Lifelong Learning, the EU’s Higher Education discourse, this discourse’s regional ramifications and alternative practices in Higher Education from both the minority and majority worlds with their different learning traditions and epistemologies. It argues that these alternative practices could well provide the germs for the shape of a public good oriented Higher Education for the future.It theoretically expounds on important elements to consider when engaging Higher Education and communities, discussing the nature of the term ‘community’ itself. Special reference is accorded to the difference that lies at the core of these ever-changing communities.It then provides an analysis of an ‘on the ground project’ in University community engagement, before suggesting signposts for further action at the level of policy and provision. This book is relevant to United Nations Sustainable Development Goal 4, Quality education -- .
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How to Be a Learning Developer in Higher Education : Critical Perspectives, Community and Practice
Filled with practical guidance for those working in and interested in the emergent field of Learning Development, this must-read book encapsulates what it means to be a Learning Developer and how to thrive in this role. With carefully constructed contributions which explore different aspects of the role, this edited collection is comprehensive in its approach.Alongside practical advice, it is underpinned by theoretical and epistemological insights to provide a bridge between theory and practice. Organised into five key parts, it is arranged in a way that reflects the journey that practitioners take into and through Learning Development, from their initiation into the field, through professional development, to becoming an established expert.It covers key topics such as:the basic principles of working in Learning Developmentthe theoretical and practical foundations of the fieldhow to engage more critically with the rolehow to become an active contributor to the field through research and publicationthe as-yet unrealised possibilities of Learning Development Capturing a diverse array of voices, experiences, and perspectives, this book is an essential guide for both new and established practitioners concerned with student Learning and Development. Chapters 15 and 21 of this book are freely available as a downloadable Open Access PDF at http://www.taylorfrancis.com under a Creative Commons [Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND)] 4.0 license.
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How can one disregard the terms and conditions?
Disregarding the terms and conditions of a contract or agreement is not advisable, as it can lead to legal consequences. However, if one is determined to disregard the terms and conditions, they could choose to simply ignore them and proceed with their own interpretation of the agreement. This could result in a breach of contract and potential legal action from the other party. It is always best to carefully review and negotiate the terms and conditions before entering into any agreement.
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How can one disregard the right of way?
One can disregard the right of way by failing to yield to other vehicles or pedestrians when required. This can happen when a driver is distracted, impatient, or simply unaware of the rules of the road. Disregarding the right of way can lead to dangerous situations and accidents, so it's important for all road users to be aware of and respect the right of way.
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Does the performance-oriented society disregard our mental health?
Yes, the performance-oriented society often places a heavy emphasis on achievement, success, and productivity, which can lead to neglecting our mental health. The pressure to constantly perform and meet high expectations can contribute to stress, anxiety, and burnout, all of which can have negative impacts on mental well-being. Additionally, the societal focus on external measures of success can overshadow the importance of self-care, emotional well-being, and seeking help for mental health issues. This can create a culture where mental health needs are often overlooked or stigmatized.
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Does the teacher disregard the written excuse from the parents?
It is not clear whether the teacher disregards the written excuse from the parents. The information provided does not indicate the teacher's response to the written excuse. It is important to communicate with the teacher directly to understand their perspective on the matter.
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