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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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Conscious and Unconscious Mentality : Examining their Nature, Similarities, and Differences
In this collection of essays, experts in the field of consciousness research shed light on the intricate relationship between conscious and unconscious states of mind. Advancing the debate on consciousness research, this book puts centre stage the topic of commonalities and differences between conscious and unconscious contents of the mind.The collection of cutting-edge chapters offers a breadth of research perspectives, with some arguing that unconscious states have been unjustly overlooked and deserve recognition for their richness and wide scope.Others contend that significant differences between conscious and unconscious states persist, highlighting the importance of their distinct characteristics.Explorations into the nature of the transition from unconscious to conscious mind further complicate the picture, with some authors questioning whether a sharp divide between unconscious and conscious states truly exists. Delving into ontological, epistemological, and methodological issues, this thought-provoking text challenges established paradigms and paves the way for a reimagining of consciousness research.It does so in an understandable and accessible way, making this a perfect companion for both experts and students of philosophy, psychology, and related fields. Chapters 2, 4, 9, 10, 14 and 16 of this book are freely available as downloadable Open Access PDFs 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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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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Info Buzz: Religion: Judaism
Explore the religion of Judaism, including what people believe, how to live a Jewish life, and celebrating special days and festivals.For children progressing through Book Bands, it is suitable for reading at level 9: Gold. The Info Buzz series, for age 5+, helps children develop their knowledge and understanding of the world by covering a wide range of topics in a fun, colourful and interactive way.The books have a lively design, engaging text and photos, questions to get children thinking and talking and teaching notes.Each title is written in conjunction with a literacy consultant and features book band guidance and downloadable activity sheets online.
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What are the similarities between Judaism and Islam?
Judaism and Islam are both monotheistic religions that believe in one God. Both religions have dietary restrictions, with Judaism following kosher laws and Islam following halal laws. Both religions also have a strong emphasis on prayer and giving to charity as acts of worship. Additionally, both Judaism and Islam have a strong sense of community and family values.
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What are the similarities and differences between Judaism, Christianity, and Islam?
Judaism, Christianity, and Islam are all monotheistic religions that believe in one God. They also share some common prophets and figures, such as Abraham and Moses. However, they differ in their beliefs about the nature of God, the role of Jesus, and the importance of certain religious texts. Christianity believes in the divinity of Jesus and the New Testament, while Islam sees Jesus as a prophet and follows the teachings of the Quran. Judaism, on the other hand, does not recognize Jesus as the Messiah and follows the teachings of the Torah. Each religion also has its own distinct rituals, traditions, and practices.
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What are the similarities and differences between Christianity, Judaism, and Islam?
Christianity, Judaism, and Islam are all monotheistic religions that believe in one God. They also share common figures such as Abraham and Moses, and believe in the importance of prayer, charity, and moral living. However, they differ in their beliefs about the nature of God, the role of Jesus Christ, and the significance of certain religious practices. For example, Christians believe in the Trinity and the divinity of Jesus, while Jews and Muslims do not. Additionally, each religion has its own sacred texts and traditions that guide their beliefs and practices.
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What are the differences and similarities in burial practices between Christianity and Judaism?
One key difference between burial practices in Christianity and Judaism is the belief in the afterlife. Christians generally believe in the resurrection of the body, while Jews traditionally believe in the immortality of the soul. In terms of similarities, both religions emphasize the importance of honoring the deceased and providing a respectful burial. Both Christianity and Judaism also have specific rituals and customs surrounding death and burial, such as prayers, eulogies, and the use of specific burial garments.
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Basic Lessons On Isometries, Similarities And Inversions In The Euclidean Plane: A Synthetic Approach
The aim of this book is to provide a complete synthetic exposition of plane isometries, similarities and inversions to readers who are interested in studying, teaching, and using this material.The topics developed in this book can provide new proofs and solutions to many results and problems of classical geometry, which are presented with different proofs in the literature.Their applications are numerous and some, such as the Steiner Chains and Point, are useful to engineers.The book contains many good examples, important applications and numerous exercises of various level and difficulty, which are classified in the three groups of: general exercises, geometrical constructions, and geometrical loci.Some lengthy exercises or groups of related exercises can be viewed as projects.On the basis of the above, this book, besides Classical Geometry, is an important addition to Mathematics Education.
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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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The Free and Open Indo-Pacific Beyond 2020 : Similarities and Differences between the Trump Administration and a Democrat White House
American Indo-Pacific policy will be driven by its China policy, regardless of whether there is a second-term Donald Trump administration or a first-term Joe Biden administration. The Republicans will continue to frame the major challenge as “balancing” against Chinese power and “countering” the worst aspects of Beijing’s policies.Establishment or moderate Democrats under Biden will choose the softer language of seeking a favourable “competitive coexistence” in the military, economic, political and global governance realms, and the reassertion of American leadership and moral standing. In advancing the FOIP, the current administration argues that disruptiveness and unpredictability are necessary to reverse what they see as the “normalization” of Chinese assertiveness, coercion and revisionism.They also point to the closeness of US cooperation with Japan, Australia and India and bourgeoning strategic relationships with Vietnam.A second-term Trump administration will continue to seek out “fit-for-purpose” existing institutions and relationships, or prioritize new ones. Establishment Democrats believe that the “America First” unilateralist approach is unsettling for allies and partners.In advancing a favourable “competitive coexistence” with China, Democrats will seek to expand the tools of statecraft and achieve a better balance between military/economic/political/governance approaches. Prima facie, a Biden administration might position America as a more consultative guarantor of a preferred order.However, there will be greater pressure on Southeast Asians to accept more collective responsibility to advance common objectives.This means hedging in a manner more suitable to American rather than Chinese preferences.Failing that, more emphasis might be placed on greater institutionalization of the Quad and ad hoc groupings. A Bernie Sanders administration, now an unlikely prospect, would be a disaster for US standing and power in the region, and therefore for Southeast Asia.
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What are the differences and similarities between Judaism, Christianity, Islam, Hinduism, and Buddhism?
Judaism, Christianity, and Islam are all monotheistic religions that believe in one God, while Hinduism and Buddhism are more diverse in their beliefs, with Hinduism having multiple gods and Buddhism not necessarily focusing on a deity. Christianity and Islam both have a strong emphasis on a prophet figure (Jesus in Christianity and Muhammad in Islam), while Judaism, Hinduism, and Buddhism have different central figures and teachings. All five religions have their own sacred texts, rituals, and practices, but they all share common themes of morality, ethics, and the importance of community and spirituality in human life.
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What are the differences and similarities in funeral practices between Christianity and Judaism?
Both Christianity and Judaism have specific funeral practices that reflect their beliefs and traditions. One key difference is that Christianity often includes a funeral service or mass, while Judaism typically has a simple and solemn funeral ceremony. Both religions emphasize the importance of honoring the deceased and providing comfort to the bereaved through rituals and prayers. Additionally, both religions have specific customs regarding burial, with Christianity often favoring burial and Judaism requiring prompt burial according to Jewish law.
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What similarities and similarities do Weimar Classicism and Romanticism have?
Weimar Classicism and Romanticism both emerged in Germany in the late 18th and early 19th centuries, and both movements were reactions against the rationalism and restraint of the Enlightenment. Both movements emphasized the importance of emotion, individualism, and the power of nature. However, while Weimar Classicism sought to revive the ideals of ancient Greece and Rome, Romanticism focused on the individual's subjective experience and the supernatural. Despite their differences, both movements had a profound impact on German literature, philosophy, and art.
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What are the similarities, differences, and similarities between Buddhism and Christianity?
Buddhism and Christianity share some similarities, such as their emphasis on compassion, love, and the importance of leading a moral life. Both religions also have a strong focus on the well-being of others and the pursuit of peace. However, they differ in their beliefs about the nature of the divine, the afterlife, and the concept of salvation. Buddhism does not believe in a personal God, while Christianity is centered around the belief in a personal God. Additionally, Christianity teaches that salvation comes through faith in Jesus Christ, while Buddhism emphasizes the concept of enlightenment through self-realization and the cessation of suffering. Despite their differences, both religions promote the values of kindness, empathy, and ethical living.
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