Products related to Assumptions:
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Dysfunctional assumptions
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Ancient Egyptian Society : Challenging Assumptions, Exploring Approaches
This volume challenges assumptions about—and highlights new approaches to—the study of ancient Egyptian society by tackling various thematic social issues through structured individual case studies. The reader will be presented with questions about the relevance of the past in the present.The chapters encourage an understanding of Egypt in its own terms through the lens of power, people, and place, offering a more nuanced understanding of the way Egyptian society was organized and illustrating the benefits of new approaches to topics in need of a critical re-examination.By re-evaluating traditional, long-held beliefs about a monolithic, unchanging ancient Egyptian society, this volume writes a new narrative—one unchecked assumption at a time. Ancient Egyptian Society: Challenging Assumptions, Exploring Approaches is intended for anyone studying ancient Egypt or ancient societies more broadly, including undergraduate and graduate students, Egyptologists, and scholars in adjacent fields.
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Analytic Listening in Clinical Dialogue : Basic Assumptions
Analytic Listening in Clinical Dialogue focuses on the work of four leading clinicians as they assess how their unconscious basic assumptions impact their clinical work. Using the case study of a seven-year-old boy, the authors evaluate a videotaped psychoanalytic first interview and exchange their mutual clinical approaches.Their discussions uncover the way that unconscious basic assumptions arise from the core of one’s personality and act as the pillars that support primary- and secondary-process thinking.These fundamental models of thought and emotion result in convictions which play a key role in the processes of understanding, evaluating, classifying, anticipating and regulating.The authors show how an ‘analytic listening’ approach can also be used to good effect in supervisions and intervisions, as it provides a path out of the domain of ‘being right’ into a space of what is shared as well as what is different.They argue that this method allows an analyst’s own blind spots to be reduced. Translated from the original German, Analytic Listening in Clinical Dialogue will be of great interest to psychoanalysts, psychotherapists and psychologists.
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Underlying Assumptions in Psychoanalytic Schools : A Comparative Perspective
This book offers a comparative study of the major schools of psychoanalysis by exploring their historical development, their differences and similarities, and the underlying assumptions made by each. Encompassing the expertise of colleagues from different schools of psychoanalytic thought, each chapter explores a particular perspective, defining specific theoretical assumptions, theories of etiology, and implications for technique, as well as providing each author’s view on the historical development of key psychoanalytic concepts.With contributions from leading authors in the field, and covering both historical and international schools, the book provides an enlightening account that will prove essential to psychoanalytic practitioners and students of psychoanalysis and the history of medicine.
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How can one make assumptions or hypotheses?
One can make assumptions or hypotheses by observing patterns or trends in data, conducting research, and drawing logical conclusions based on available evidence. It is important to consider all relevant information and to be open to revising assumptions or hypotheses as new evidence becomes available. Additionally, consulting with experts in the field and considering alternative explanations can help in forming well-informed assumptions or hypotheses.
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Can our fundamental physical assumptions be wrong?
Yes, our fundamental physical assumptions can be wrong. Throughout history, scientific theories and assumptions have been revised and updated as new evidence is discovered. For example, the shift from a geocentric to a heliocentric model of the solar system or the development of quantum mechanics challenged previous assumptions about the nature of reality. It is important for scientists to remain open to new ideas and evidence that may challenge our current understanding of the physical world.
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What are assumptions regarding partial write-downs?
Assumptions regarding partial write-downs include the expectation that the value of the asset has decreased, but not to the extent that a full write-down is necessary. It is also assumed that the decrease in value is not temporary and is likely to be permanent. Additionally, there is an assumption that the partial write-down accurately reflects the current fair value of the asset. Finally, it is assumed that the partial write-down will have a material impact on the financial statements and should be disclosed to stakeholders.
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What tools, materials, and equipment do teachers work with?
Teachers work with a variety of tools, materials, and equipment in their daily work. Some common tools include whiteboards, markers, and projectors for delivering lessons. Materials such as textbooks, worksheets, and manipulatives are used to support student learning. Equipment like computers, printers, and audio-visual devices are also essential for creating engaging lessons and activities. Overall, teachers rely on a combination of traditional and modern tools to effectively educate their students.
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Teaching for Critical Thinking : Tools and Techniques to Help Students Question Their Assumptions
While notions of what constitutes critical thinking vary, educators, politicians, and employers all agree that critical thinking skills are necessary for well-educated citizens and a key capacity for successful employees.In Teaching for Critical Thinking, Stephen Brookfield explores how students learn to think critically and what methods teachers can use to help.In his engaging, conversational style, Brookfield establishes a basic protocol of critical thinking that focuses on students uncovering and checking assumptions, exploring alternative perspectives, and taking informed actions.The book fosters a shared understanding of critical thinking and helps all faculty adapt general principles to specific disciplinary contexts.Drawing on thousands of student testimonies, the book identifies the teaching methods and approaches that are most successful when teaching students to think, read, and write critically.Brookfield explains when to make critical thinking the classroom focus, how to encourage critical discussions, and ways to reach skeptical students.He outlines the basic components required when reviewing a text critically and shows how to give highly specific feedback.The book also addresses how to foster critical thinking across an institution, beginning with how it can be explained in syllabi and even integrated into strategic plans and institutional missions.Brookfield stresses the importance of teachers modeling critical thinking and demonstrates himself how to do this.Crammed with activities and techniques, this how-to guide is applicable in face-to-face, online, and hybrid classrooms of all sizes.Each exercise includes detailed instructions, examples from different academic disciplines, and guidance for when and how to best use each activity.Any reader will come away with a pedagogic tool kit of new ideas for classroom exercises, new approaches to designing course assignments, and new ways to assess students’ ability to practice critical analysis.
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The Judgment of Culture : Cultural Assumptions in American Law
Legal systems do not operate in isolation but in complex cultural contexts. This original and thought-provoking volume considers how cultural assumptions are built into American legal decision-making, drawing on a series of case studies to demonstrate the range of ways courts express their understanding of human nature, social relationships, and the sense of orderliness that cultural schemes purport to offer.Unpacking issues such as native heritage, male circumcision, and natural law, Rosen provides fresh insight into socio-legal studies, drawing on his extensive experience as both an anthropologist and a law professional to provide a unique perspective on the important issue of law and cultural practice. The Judgement of Culture will make informative reading for students and scholars of anthropology, law, and related subjects across the social sciences.
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Researching Early Childhood Education for Sustainability : Challenging Assumptions and Orthodoxies
This book captures the now burgeoning research field of early childhood education for sustainability (ECEfS) and comprises insights from an ever-widening and diverse pool of researchers, who are promoting, engaging, and explaining the latest ECEfS research in the light of local, national, and United Nations global policy directives.With the increasing urgency of global climate disruptions, resource depletions, and biodiversity losses alongside greater human dislocation, the international scope of research and theory in this book provides a comprehensive guide to the role of sustainability in early childhood education, at a time when it is needed more than ever. Elliott, Ärlemalm-Hagsér, and Davis have brought together a collection of studies that offer new insights and approaches to ECEfS which challenge dominant narratives surrounding early childhood education and sustainability, including topics such as: how diverse worldviews and cultures challenge perceptions of sustainability; how bold national early education policies and urgent shifts in teacher education are imperative for driving transformative practices; and, how ECEfS curriculum and pedagogy can be incorporated successfully into early years settings. This book will both inspire researchers and more deeply enable early years’ educators to practise sustainability with children, and so will be of great interest to scholars, lecturers, and researchers, as well as undergraduate and postgraduate students, across the increasingly intersecting fields of sustainability and early childhood education.
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The Contact Paradox : Challenging our Assumptions in the Search for Extraterrestrial Intelligence
What will happen if (perhaps when) humanity makes contact with another civilisation on a different planet?In 1974 a message was beamed towards the stars by the giant Arecibo telescope in Puerto Rico, a brief blast of radio waves designed to alert extraterrestrial civilisations to our existence.Of course, we don’t know if such civilisations really exist.For the past six decades a small cadre of researchers have been on a quest to find out, as part of SETI, the search for extraterrestrial intelligence.So far, SETI has found no evidence of extraterrestrial life, but with more than a hundred billion stars in our Galaxy alone to search, the odds of quick success are stacked against us.The silence from the stars is prompting some researchers to transmit more messages into space, in an effort to provoke a response from any civilisations out there that might otherwise be staying quiet.However, the act of transmitting raises troubling questions about the process of contact. In The Contact Paradox, author Keith Cooper looks at how far SETI has come since its modest beginnings, and where it is going, by speaking to the leading names in the field and beyond.SETI forces us to confront our nature in a way that we seldom have before – where did we come from, where are we going, and who are we in the cosmic context of things?This book considers the assumptions that we make in our search for extraterrestrial life, and explores how those assumptions can teach us about ourselves.
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Should I make assumptions in the characterization itself?
It is generally not advisable to make assumptions in the characterization itself. Characterization should be based on observable traits, actions, and dialogue rather than assumptions. Making assumptions can lead to biased or inaccurate portrayals of characters, and it is important to allow the reader to form their own opinions based on the evidence presented in the story. It is better to let the characters' words and actions speak for themselves rather than making assumptions about their motivations or intentions.
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With which work tools, materials, and equipment do teachers work?
Teachers work with a variety of tools, materials, and equipment in their daily tasks. Some common tools include computers, projectors, whiteboards, and pens. Materials can range from textbooks and worksheets to art supplies and science equipment. Additionally, teachers may use equipment such as printers, laminators, and document cameras to enhance their teaching methods and create engaging learning experiences for students.
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How can one derive the area from certain assumptions?
One can derive the area of a shape by making certain assumptions about its properties and using mathematical principles to calculate the area. For example, for a rectangle, one can assume that the opposite sides are equal in length and the angles are right angles. From these assumptions, one can use the formula for the area of a rectangle (length x width) to derive the area. Similarly, for a circle, one can assume that the radius is constant and use the formula for the area of a circle (πr^2) to derive the area. By making these assumptions and applying the relevant formulas, one can calculate the area of various shapes.
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How can technical drawings represent accurate views and assumptions?
Technical drawings can represent accurate views by using standardized symbols and conventions to clearly communicate the dimensions, shapes, and features of an object. By following specific guidelines such as orthographic projection, scale, and dimensioning, technical drawings can provide precise and detailed representations of an object. Additionally, technical drawings can also include assumptions based on engineering principles and material properties to ensure that the design is feasible and functional. By incorporating these elements, technical drawings can accurately convey the necessary information for manufacturing, construction, or maintenance purposes.
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