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Digital Cultural Heritage
This book provides an overview of various application spheres and supports further innovations needed in information management and in the processes of knowledge generation.The professions, organizations and scientific associations involved are unusually challenged by the complexity of the data situation.Cartography has always been the central field of application for georeferencing digital cultural heritage (DCH) objects.It is particularly important in enabling spatial relation analysis between any number of DCH objects or of their granular details.In addition to the pure geometric aspects, the cognitive relations that lead to knowledge representation and derivation of innovative use processes are also of increasing importance.Further, there is a societal demand for spatial reference and analytics (e.g. the extensive use of cognitive concepts of "map" and "atlas" for a variety of social topics in the media).There is a huge geometrical-logical-cognitive potential for complex, multimedia, digital-cultural-heritage databases and stakeholders expect handling, transmission and processing operations with guaranteed long-term availability for all other stakeholders.In the future, whole areas of digital multimedia databases will need to be processed to further our understanding of historical and cultural contexts.This is an important concern for the information society and presents significant challenges for cartography in all these domains. This book collects innovative technical and scientific work on the entire process of object digitization, including detail extraction, archiving and interoperability of multimedia DCH data.
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Oltremare Students
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Empowering Underrepresented Students in Science : STEM Students Speak
Empowering Underrepresented Students in Science: STEM Students Speak chronicles the best practices of a STEM retention program for underrepresented minority students (URM) at a public university.Written mostly as an engaging series of vignettes, this story invites its audience to examine the “underbelly? of this successful program. It reveals to readers what lies at the heart of creating and sustaining a STEM retention program that is as inviting as it is vital.The program’s practice of reflection helps to build students’ self-efficacy and self-understanding.This book addresses the problem of merely throwing resources at a program to have it only achieve mild success. Most STEM retention/support programs offer a litany of “things? they think are necessary for students, especially traditionally underserved students, to survive in STEM.We contend that our program goes beyond merely throwing money at a need, to critically assessing the need through the lens of inclusive practices.Our program attempts to engage with the whole selves of the students we serve.
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What is a cultural heritage?
Cultural heritage refers to the traditions, customs, beliefs, and artifacts that are passed down from generation to generation within a society. It encompasses the tangible and intangible aspects of a culture, including historical sites, monuments, art, music, language, and rituals. Cultural heritage plays a crucial role in shaping a community's identity and preserving its unique heritage for future generations. It is an important part of a society's history and contributes to its sense of belonging and continuity.
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Is the Drachenschanze a German cultural heritage site?
Yes, the Drachenschanze is considered a German cultural heritage site. It is a historic site in the Harz Mountains that has been preserved and protected due to its cultural significance. The Drachenschanze is a medieval fortification that played a role in the region's history, making it an important part of Germany's cultural heritage. Its historical and architectural significance has led to its recognition as a cultural heritage site in Germany.
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'Female students or male students?'
Both female and male students bring unique perspectives and strengths to the learning environment. It is important to have a diverse student body to foster a well-rounded educational experience. By having a mix of female and male students, different ideas and viewpoints can be shared, leading to a more enriching and inclusive learning environment. Ultimately, the presence of both female and male students contributes to a more dynamic and balanced educational community.
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Why do teachers feel cultural differences in students before society feels them?
Teachers often interact with students on a daily basis and are more likely to notice cultural differences in their behavior, language, and values. They are also responsible for creating a supportive and inclusive classroom environment, which requires them to be attuned to the cultural backgrounds of their students. Additionally, teachers are trained to be sensitive to diversity and are often more aware of the impact of cultural differences on students' learning and social interactions. As a result, they may notice and feel cultural differences in students before society as a whole becomes aware of them.
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Schoolbags for female junior high school students, high school students, middle school students, ins
Schoolbags for female junior high school students, high school students, middle school students, ins
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Schoolbags for female junior high school students, high school students, middle school students, ins
Schoolbags for female junior high school students, high school students, middle school students, ins
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New Backpack for Female College Students, High School Students, Backpacks for Junior High School Students, Primary School Students only bag
Types of bags: Shoulder bag Upper Material: canvas Ciosure Type: zipper Size: 30x15x48cm Label: Yes
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Funds of Knowledge in Higher Education : Honoring Students' Cultural Experiences and Resources as Strengths
Refining and building on the concept in a sophisticated and multidisciplinary way, this book uses a funds of knowledge approach and connects it to other key conceptual frameworks in education to examine issues related to the access and transition to college, college persistence and success, and pedagogies in higher education.Research on funds of knowledge has become a standard reference to signal a sociocultural orientation in education that seeks to build strategically on the experiences, resources, and knowledge of families and children, especially those from low-income communities of color.Challenging existing deficit thinking in the field, the contribution of this unique and timely book is to apply this concept to and map future work on funds of knowledge in higher education.
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Is Drachenlord and the Drachengame considered German cultural heritage?
Drachenlord and the Drachengame are not officially recognized as German cultural heritage. While they may have gained a following and become a notable part of internet culture in Germany, they do not hold the same status as traditional cultural elements such as literature, music, or art that are typically associated with being part of a country's cultural heritage. Additionally, the controversial nature of Drachenlord and the Drachengame may make it less likely to be officially recognized as cultural heritage.
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Is the Drachenlord and the Drachengame German cultural heritage?
The Drachenlord and the Drachengame are not considered German cultural heritage in the traditional sense. They are more of a modern internet phenomenon that has gained popularity in certain online communities. While they may have a following and be part of contemporary German internet culture, they do not hold the same historical or cultural significance as traditional German heritage sites or practices.
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How can students help other students?
Students can help other students by offering to study together, sharing helpful resources and study tips, and providing emotional support during stressful times. They can also create study groups, tutoring sessions, or peer mentoring programs to help their peers succeed academically. Additionally, students can advocate for their peers by raising awareness of important issues and working together to create a supportive and inclusive school environment.
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"To students (male) and students (female)."
This phrase is an example of using parentheses to indicate gender inclusivity. By addressing "students (male) and students (female)," the speaker is intentionally including and acknowledging all genders within the student body. This is a way to promote gender equality and inclusivity in the educational setting, ensuring that all students feel seen and represented. It also reflects a commitment to creating an environment where all students, regardless of gender, feel valued and included.
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