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Distance education --- -Educational technology --- Distance learning --- Education --- Open learning --- Telecommunication in education --- Instructional technology --- Technology in education --- Technology --- Educational innovations --- Instructional systems --- Teaching --- Audio-visual aids --- Aids and devices --- Open University --- Anoikto Panepistēmio --- OU --- Otkrytyĭ universitet, Velikobritanii︠a︡ --- Open University Great Britain --- British Open University --- Educational technology --- Open University.
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This book is open access under a CC BY 4.0 license. This book explores the social history of the anti-vivisection movement in Britain from its nineteenth-century beginnings until the 1960s. It discusses the ethical principles that inspired the movement and the socio-political background that explains its rise and fall. Opposition to vivisection began when medical practitioners complained it was contrary to the compassionate ethos of their profession. Christian anti-cruelty organizations took up the cause out of concern that callousness among the professional classes would have a demoralizing effect on the rest of society. As the nineteenth century drew to a close, the influence of transcendentalism, Eastern religions and the spiritual revival led new age social reformers to champion a more holistic approach to science, and dismiss reliance on vivisection as a materialistic oversimplification. In response, scientists claimed it was necessary to remain objective and unemotional in order to perform the experiments necessary for medical progress.
Philosophy. --- Great Britain --- Ethics. --- Medical ethics. --- Sociology. --- Moral Philosophy. --- History of Britain and Ireland. --- Animal Welfare/Animal Ethics. --- Theory of Medicine/Bioethics. --- Sociology, general. --- History. --- Social theory --- Social sciences --- Biomedical ethics --- Clinical ethics --- Ethics, Medical --- Health care ethics --- Medical care --- Medicine --- Bioethics --- Professional ethics --- Nursing ethics --- Social medicine --- Deontology --- Ethics, Primitive --- Ethology --- Moral philosophy --- Morality --- Morals --- Philosophy, Moral --- Science, Moral --- Philosophy --- Values --- Mental philosophy --- Humanities --- Moral and ethical aspects --- Great Britain-History. --- Animal welfare. --- Abuse of animals --- Animal cruelty --- Animals --- Animals, Cruelty to --- Animals, Protection of --- Animals, Treatment of --- Cruelty to animals --- Humane treatment of animals --- Kindness to animals --- Mistreatment of animals --- Neglect of animals --- Prevention of cruelty to animals --- Protection of animals --- Treatment of animals --- Welfare, Animal --- Abuse of --- Social aspects --- England --- History --- Great Britain—History. --- Great Britain. --- Anglia --- Angliyah --- Briṭanyah --- England and Wales --- Förenade kungariket --- Grã-Bretanha --- Grande-Bretagne --- Grossbritannien --- Igirisu --- Iso-Britannia --- Marea Britanie --- Nagy-Britannia --- Prydain Fawr --- Royaume-Uni --- Saharātchaʻānāčhak --- Storbritannien --- United Kingdom --- United Kingdom of Great Britain and Ireland --- United Kingdom of Great Britain and Northern Ireland --- Velikobritanii͡ --- Wielka Brytania --- Yhdistynyt kuningaskunta --- Northern Ireland --- Scotland --- Wales --- anti-cruelty --- animal experimentation --- animal ethics
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Didactic strategies --- Distance education --- Educational technology --- Enseignement à distance --- Technologie éducative --- Distance learning --- Instructional technology --- Technology in education --- Education --- Open learning --- Telecommunication in education --- Technology --- Educational innovations --- Instructional systems --- Teaching --- Aids and devices
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#eLINK --- Distance education --- Educational technology --- Educational technology. --- Electronic mail systems --- Electronic mail systems. --- Languages, Modern --- Technological innovations --- Technological innovations. --- Study and teaching --- Audio-visual aids --- Audio-visual aids. --- Europe.
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Teachers, instructors and faculty are facing unprecedented change, with often larger classes, more diverse students, demands from government and employers who want more accountability and the development of graduates who are workforce ready, and above all, we are all having to cope with ever changing technology. To handle change of this nature, teachers and instructors need a base of theory and knowledge that will provide a solid foundation for their teaching, no matter what changes or pressures they face. Although the book contains many practical examples, it is more than a cookbook on how to teach. It addresses the following questions: is the nature of knowledge changing, and how do different views on the nature of knowledge result in different approaches to teaching? what is the science and research that can best help me in my teaching? how do I decide whether my courses should be face-to-face, blended or fully online? what strategies work best when teaching in a technology-rich environment? what methods of teaching are most effective for blended and online classes? how do I make choices among all the available media, whether text, audio, video, computer, or social media, in order to benefit my students and my subject? how do I maintain high quality in my teaching in a rapidly changing learning environment while managing my workload? what are the real possibilities for teaching and learning using MOOCs, OERS, open textbooks? In summary, the book examines the underlying principles that guide effective teaching in an age when everyone, and in particular the students we are teaching, are using technology. A framework and a set of guidelines are suggested for making decisions about your teaching, while understanding that every subject is different, and every teacher and instructor has something unique and special to bring to their teaching. In the end, though, the book isn't really about teachers and instructors, although you are the target group. It's about you helping your students to develop the knowledge and skills they will need in a digital age: not so much digital skills, but the thinking and knowledge that will bring them success. For that to happen, though, your students need you to be on top of your game. This book is your coach.
Education --- General education --- Distance Education --- Distance learning --- Open learning --- Telecommunication in education --- Education, General --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training
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History of human medicine --- Human embryology --- anno 1500-1799 --- Europe
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Computer assisted instruction --- HO (hoger onderwijs) --- e-learning --- computerondersteund onderwijs
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In early modern Europe, monstrous births were significant events that were seen alive by many people, and dissected, embalmed and collected after death. Emblematic Monsters is a social history of monstrous births as seen through popular print, scholarly books and the proceedings of learned societies. Representations of monsters are considered in the context of their roles as wonders and emblems, and studies of the anatomy of monsters are discussed along with contemporary theories of their origin. By approaching accounts of monstrous births not only as a literary form but also as descriptions of real-life cases, similarities between the pre-scientific recording of wonders and the scientific case report can be explored. Most impressively, A.W. Bates draws upon his own experience of diagnosis of birth defects to summarise more than two hundred original descriptions of monstrous births and compare them with modern diagnostic categories. Emblematic Monsters is an up-to-date approach to a classical yet under-explored subject: gruesome, compelling and monstrous.
Abnormalities, Human --- Monsters --- Social aspects --- Public opinion. --- Europe.
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In early modern Europe, monstrous births were significant events that were seen alive by many people, and dissected, embalmed and collected after death. Emblematic Monsters is a social history of monstrous births as seen through popular print, scholarly books and the proceedings of learned societies. Representations of monsters are considered in the context of their roles as wonders and emblems, and studies of the anatomy of monsters are discussed along with contemporary theories of their origin. By approaching accounts of monstrous births not only as a literary form but also as descriptions of real-life cases, similarities between the pre-scientific recording of wonders and the scientific case report can be explored. Most impressively, A.W. Bates draws upon his own experience of diagnosis of birth defects to summarise more than two hundred original descriptions of monstrous births and compare them with modern diagnostic categories. Emblematic Monsters is an up-to-date approach to a classical yet under-explored subject: gruesome, compelling and monstrous.
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