Relevant bibliographies by topics / Alternative textbook

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Alternative textbook'

Author: Grafiati
Published: 4 June 2021
Last updated: 31 January 2023

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Journal articles on the topic "Alternative textbook"

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Fahyuni, Eni Fariyatul. "DEVELOPMENT TEXTBOOK WITH PROBLEM POSING METHOD TO IMPROVE SELF REGULATED LEARNING AND UNDERSTANDING CONCEPT." JURNAL PENDIDIKAN SAINS (JPS) 7, no. 1 (2019): 88. http://dx.doi.org/10.26714/jps.7.1.2019.88-92.

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This research to: (1) assess textbook validity, (2) assess textbook practicality, and (3) measure textbook effectiveness to improve self regulated learning and understanding concepts in 2 Porong Junior high school. The development textbook with problem posing method refers to the Dick and Carey models. Data collected with questionnaires, observations, and pretest posttest which analyzed by t-test. The following results of textbook 3.88 (valid). The result of textbook 3.87 (practical). The results of textbooks 3.89 (effective). The textbook developed can be an alternative teaching material to support student learning
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Nuñez-Pardo, Astrid. "The English Textbook. Tensions from an Intercultural Perspective." GiST Education and Learning Research Journal, no. 17 (December 17, 2018): 230–59. http://dx.doi.org/10.26817/16925777.402.

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This review article addresses tensions, critiques and trends that are still latent in mainstream research on English textbooks that have looked at their intercultural aspects, which need to be explored from the perspective of critical interculturality to resist the instrumental, regulatory, homogenizing and commercial nature of textbooks developed by foreign and local publishing houses. The manuscript firstly elaborates on the textbook as an object of research; secondly, it discusses critical analysis of the content of textbooks; and thirdly, the text concludes by pondering critical interculturality, as a decolonial alternative, to make possible the construction of criteria of being, knowledge and power to orient the development of the English textbook, and move away from a de-contextualised textbook toward a desirable contextualised one. This article encompasses the state of the art supporting an ongoing research study on the English textbook from the perspective of critical interculturality that is being conducted within the doctoral programme1 in Education at Universidad Pedagógica and Tecnológica de Colombia (UPTC), conducted during 2014-2018, and supported by Universidad Externado de Colombia, Bogotá. Key words: English textbook, critical analysis, interculturality, critical interculturality 1 Decolonising the English Textbook: A Venture from Critical Interculturality
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Roberts, Scott L. "A Review of Social Studies Textbook Content Analyses Since 2002." Social Studies Research and Practice 9, no. 3 (2014): 51–65. http://dx.doi.org/10.1108/ssrp-03-2014-b0004.

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A content analyses study of social studies textbooks was completed in 1993 by Rahmia Wade. She found the problematic way in which researchers examined texts noting they relied too much on personal perceptions and opinions of social studies topics and failed to cite additional sources to support their claims. The investigation further asserted social studies textbook analyses lacked interrater reliability and data quantification. In many cases, the authors of these works were comparing textbooks to other textbooks, rather than to standards, and were not examining all the texts used in a particular discipline. Based on these findings, Wade questioned the effectiveness of these analyses for improving social studies education. This project replicated Wade’s study. A random sample of social studies textbook analyses published between 2002 and 2012 was considered and the author found that they have changed little since Wade’s article. Suggestions are offered for those interested in conducting textbook analysis with a focus on how to make such studies more relevant for classroom teachers. These suggestions include: analyzing both the textbooks and standards simultaneously, analyzing the entire textbook, and providing student centered lesson ideas.
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Matusevich, Melissa N. "Strange Bedfellows: Censorship and History Textbooks." Social Studies Research and Practice 1, no. 3 (2006): 359–73. http://dx.doi.org/10.1108/ssrp-03-2006-b0006.

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In spite of required state curriculum objectives, American history textbooks often become the de facto curriculum defining history. Self-imposed censorship by textbook publishers defines how individuals, groups, and events are portrayed. A 2004 Thomas B. Fordham Institute report concluded that today’s history textbooks are bland with no voice or storyline and have been sanitized and filled with history rewritten to meet the demands of special interest groups. The report also concluded that while American history textbooks now contain more pages, they include less content. Paradoxically, when a well-crafted textbook is created, students may never have access to it. Efforts by special interest groups to censor such books are not uncommon. A case study of one author’s efforts to have her award-winning history textbook adopted for classroom use and the ensuing censorship efforts by special interest groups are described.
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Allen, Gregory, Alberto Guzman-Alvarez, Amy Smith, Alan Gamage, Marco Molinaro, and Delmar S. Larsen. "Evaluating the effectiveness of the open-access ChemWiki resource as a replacement for traditional general chemistry textbooks." Chemistry Education Research and Practice 16, no. 4 (2015): 939–48. http://dx.doi.org/10.1039/c5rp00084j.

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Open educational resources (OERs) provide a potential alternative to costly textbooks and can allow content to be edited and adapted to a variety of classroom environments. At the University of California, Davis, the OER “ChemWiki” project, as part of the greater STEMWiki Hyperlibrary, was developed to supplant traditional post-secondary chemistry textbooks. The effectiveness of using this OER was assessed by comparing two general chemistry classes, one using ChemWiki and one using a traditional textbook, during the spring quarter of 2014. Student performance was measured using common midterms, final, and a pre/post content exam. We also employed surveys, the Colorado Learning Attitudes about Science Survey (CLASS) for Chemistry, and a weekly time-on-task survey to quantify students’ attitudes and study habits. The effectiveness of the ChemWiki compared to a traditional textbook was examined using multiple linear regression analysis with a standard non-inferiority testing framework. Results show that the performance of students who were assigned readings from the ChemWiki section was non-inferior to the performance of students in the section who were assigned readings from the traditional textbook, indicating that the ChemWiki does not substantially differ from the standard textbook in terms of student learning outcomes. The results from the surveys also suggest that the two classes were similar in their beliefs about chemistry and minimal overall study time. These results indicate that the ChemWiki is a viable cost-saving alternative to traditional textbooks.
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Boals, Gordon F. "An Alternative Textbook for Existential Psychotherapy." Contemporary Psychology: A Journal of Reviews 41, no. 7 (1996): 695–96. http://dx.doi.org/10.1037/004633.

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Ormiston-Smith, Helen. "An alternative model for textbook formation." Research in Science Education 23, no. 1 (1993): 222–27. http://dx.doi.org/10.1007/bf02357064.

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Levitan, A. A. "Textbook of Complementary and Alternative Medicine." JAMA: The Journal of the American Medical Association 290, no. 11 (2003): 1522. http://dx.doi.org/10.1001/jama.290.11.1522-a.

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Harrison, Michelle, Michael Paskevicius, Irwin Devries, and Tannis Morgan. "Crowdsourcing the (Un)Textbook: Rethinking and Future Thinking the Role of the Textbook in Open Pedagogy." Open/Technology in Education, Society, and Scholarship Association Journal 2, no. 1 (2022): 1–17. http://dx.doi.org/10.18357/otessaj.2022.2.1.30.

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In this paper, we adopt a critical lens to investigate educators' understanding of both traditional and alternative textbooks and examine how open pedagogy may call for a rethinking of textbooks and how they are used in a pedagogical setting. Within the context of open pedagogy, including open textbooks, we conducted workshops that involved faculty, instructional designers, educational developers, and academic administrators during three conferences in 2019: OER19 Conference held in Galway, Ireland; the Cascadia Open Education Summit held in Vancouver, British Columbia; and the Educational Technology Users Group held in Kamloops, British Columbia. Based on data collected during these three interactive workshops, combined with personal reflections from the project instigators, we discuss emerging issues and tensions in the use of textbooks as pedagogical agents/artefacts in teaching and learning, and their relation to open pedagogy. Specifically, we consider what aspects of the use and design of textbook may be rethought in the context of open pedagogy as increasingly ubiquitous access to knowledge and open licensing of content and data become more widely available. This is achieved by prompting educators to describe the best and worst features of the traditional textbook format and reflect on what they might imagine as a potential future for the textbook as a resource to support open pedagogy.
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Havrylenko, Tetiana, and Galyna Rozlutska. "TRENDS IN THE DEVELOPMENT OF TEXTBOOK CREATION IN THE PRIMARY EDUCATION IN THE FIRST DECADE OF STATE INDEPENDENCE OF UKRAINE (1991–2001)." Educational Discourse: collection of scientific papers, no. 27(10) (November 2, 2020): 37–49. http://dx.doi.org/10.33930/ed.2019.5007.27(10)-4.

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The analysis of educational books published in the first decade of independent Ukraine allowed us to determine the following trends in the development of textbook creation in primary education: revision of the content of textbooks taking into account the principles of child-centrism, National Orientation, humanization; development of a new generation of educational literature by Ukrainian authors; preparation of unified educational books for three-year and four-year primary schools; creation of new types of textbooks and manuals – alternative, two-level, integrated, general development in nature; introduction of their testing and passing the "stamp" procedure. Along with positive trends in the development of textbook-making in primary education, we also note negative ones: deepening the problem of publishing educational literature, providing it to younger schoolchildren in a timely manner, preparing educational literature by low-professional authors, and returning payment for using textbooks.
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Dissertations / Theses on the topic "Alternative textbook"

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Gomes, Neto Armando. "O ensino de química numa escola pública estadual de Boa Vista-RR: a experimentação como parte do processo." Universidade Federal de Juiz de Fora (UFJF), 2017. https://repositorio.ufjf.br/jspui/handle/ufjf/5487.

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Com a permanente preocupação de rever e renovar nossas práticas educacionais no ensino de química, utilizando como meios para isso, documentos oficiais como LDB, PCNs entre outros, este trabalho buscou investigar como estava acontecendo o ensino experimental nas aulas de química numa escola pública estadual em Boa Vista-RR. Objetivando desencarnar o ensino habitual de nossas práticas, a atual legislação educacional aponta para um ensino mais contextualizado e que estimulam o senso crítico e a autonomia de nossos alunos. Esses documentos oficiais que legislam e orientam nossas práticas docentes fazem referências às atividades experimentais no ensino de química, apontando suas características, importâncias e modos de inserção, no entanto, já se passaram quase vinte anos de suas publicações, assim sendo, este trabalho buscou verificar se o ensino de química se adequou ao atual tipo de ensino. Alguns aspectos mediaram a discussão, dentro os quais, destaquei: o ensino tradicional e contextualizado de química; o cotidiano dos alunos; motivação para aprendizagem; o papel da experimentação no ensino de química; o uso dos materiais alternativos de baixo custo como modo de superar a ausência dos materiais convencionais e o livro didático. A busca por respostas se deu por meio de entrevistas com professores, onde se mostraram abertos a inovações no ensino de química, principalmente àquelas de ordem metodológica. De qualquer forma, uma das contribuições desta dissertação é apontar para a permanente necessidade de revemos nossas práticas pedagógicas a fim de acompanhar as rápidas mudanças que ocorrem no âmbito educacional, social, cultural e tecnológico.
With the constant concern to review and renew our educational practices in chemistry teaching, using as official means such as LDB, PCNs among others, this work sought to investigate how the experimental teaching was happening in chemistry classes in a state public school in Boa Vista-RR. With the objective of disincarnating the habitual teaching of our practices, the current educational legislation points to a more contextualized teaching that stimulate the critical sense and the autonomy of our students. These official documents that legislate and guide our teaching practices make reference to the experimental activities in the teaching of chemistry, pointing out its characteristics, importance and ways of insertion, however, almost twenty years have passed since its publications, so, this work sought to verify If the teaching of chemistry suited the current type of teaching. Some aspects mediated the discussion, in which I emphasized: the traditional and contextualized teaching of chemistry; The daily life of the students; Motivation for learning; The role of experimentation in teaching chemistry; The use of low cost alternative materials as a way to overcome the absence of conventional materials and the textbook. The search for answers occurred through interviews with teachers, where they were open to innovations in the teaching of chemistry, mainly to those of methodological order. In any case, one of the contributions of this dissertation is to point to the permanent need to revise our pedagogical practices in order to follow the rapid changes that occur in the educational, social, cultural and technological spheres.
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Nilsson, Michael. "Textbooks and Alternative material : positive and negative aspects." Thesis, Växjö University, School of Humanities, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-782.

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This study is about what three teachers and three students in an upper secondary school in southern Sweden consider to be the positive and negative aspects of teaching/learning English with textbooks and alternative material respectively. The focus in the study is to compare the teachers’ perspectives and the students’ perspectives, and the method used is in-depth interviews.

The results showed that the teachers and the students shared many similar opinions about textbooks and alternative material as well as providing some differerent ones. All of the teachers emphasized the fact that teaching with textbooks saves them a lot of time. One of the teachers had her own opinion about textbooks. She claimed that they idealize western cultures and perspectives which is negative because students get a false picture of the world. Moreover, the majority of the teachers found it good to work with alternative material because they can use current topics which do not exist in textbooks. However, they believed that it takes too much time to work exclusively with alternative material because the workload becomes too big for them.

The majority of the students enjoyed working with textbooks due to the fact that they know exactly what to do from time to time and can work in advance when they like to. However, all of the students found it boring that textbooks never contain current topics. All the students liked to work with alternative material because of interesting topics and the possibility of choosing topics themselves. Considering the negative aspects of alternative material one student said that a lot of the material on the Internet is unreliable. Moreover, another student believed that it takes too much time to work with alternative material because he has to ask more questions about the various alternative projects.

There were some connections between my results and previous studies on the topic. Moreover, both the teachers and the students interviewed in this study had positive and negative opinions about textbooks and alternative material which is interesting.

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Valderas, Karol Dayana. "Läromedelsgranskning : En kvalitativ studie om alternativa religioner i några av gymnasiets läromedel." Thesis, Södertörns högskola, Lärarutbildningen, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-14705.

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Textbooks are the most dominant literature used in schools and are therefore an important source of information. Consequently, it is crucial that these are not misleading or biased and maintain a high quality along with a strict concordance to the School Department’s curriculum. The aims of this study have been to examine how Mormons, Jehovah’s Witnesses and Hare Krishna are presented in four religion textbooks used in senior high schools, as well as to examine what type of knowledge is being presented in terms of epistemology. In addition, the aim has been to examine which religions are being presented and considered as alternative religions and appraise how much space they are granted in textbooks and discuss this in terms of concordance with curriculums. As a method I have chosen a qualitative content analysis and since it has been of interest to observe similarities and differences between the textbooks it is a comparative study. This study has an epistemological standpoint, which will be a crossing of positivism and hermeneutics. The results showed that some religions, including the study’s three focal religions, were considered as alternate in all of the textbooks. How often they were included varied and when they did they had limited space and would often have negative associations. Some textbooks expressed a positivistic epistemology, a type of knowledge that presented the alternate religions in terms of conclusive truths and facts. A presentation that appeared one-sided and it could be questioned how well it represented the actual beliefs of the members of the religions. Other textbooks conveyed a more hermeneutic view where understanding and versatility were stressed, a view that is more in line with curriculums. Conclusively, the results showed that some of the textbooks are not meeting the standards the School Department have set forth in their curriculum for religion. Since textbooks are the most dominant literature they ought to have a leading position when constructing fundamental values for the students. However, when schools and textbooks are not expressing the same values a conflict emerges, a conflict that is not getting the attention it should and whose consequences are yet to be studied.
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Faulk, Songhui. "Exploring alternative methods for teaching English as a second language in Korea." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1639.

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Farias, Luana Francisleyde Pessoa de. "Os gêneros orais: uma alternativa sócio-interacionista para o ensino da língua materna." Universidade Federal da Paraí­ba, 2009. http://tede.biblioteca.ufpb.br:8080/handle/tede/6500.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
This work is based on the discussion about space and the treatment offered to oral genres in the teaching of mother tongue from the studies of Bakhtin (2000, 2006), the teaching of language, developed by Dolz & Schneuwly and other employees of the School of Geneva (2004), and the research developed here in Brazil by researchers such as Rojo (2000, 2003) and Marcuschi (2003, 2005), who debate on the relationship between speech and writing. In this dissertation, we argue in favor of a teaching of oral genres that consider multimodality as a constituent of meaning construction of the speeches and reflections of social practices that make visible those meanings. We analyzed the factors that inhibit the expansion of the work with orality: the teacher who usually does not know the nature of the genre and is limited to instructions of the teaching material and textbooks which do not explore the socio-discursive aspects, but reduces this work to poor considerations and imprecise. The research, outlined here, constitutes an analysis of a collection of textbook of Portuguese for the second phase of the elementary school (6th to 9th grade) and oral interactions in classrooms during the development of activities provided for in that collection that addressed some aspect involving orality. This way, we found that the absence of work with oral genres in school, as teaching object, is due to the omission of the teaching material related to the nature and specificity of oral genres. But the textbook is still the mainly subsidy for the conduction of activities which, for oral teaching, is not according to the main demands of National Curriculum Parameters (1997, 1998). The research also showed that the greatest number of activities that involve oral practice prioritizes the writing form of oral or spontaneous oral discussion. After the analysis, we found that oral, formal, public and private genres are used merely as strategies for presentation of specific content and, therefore, by way of illustration, we present a didactic sequence, as an alternative to systematize this teaching.
Este trabalho baseia-se na discussão sobre o espaço e tratamento oferecidos aos gêneros orais no ensino de língua materna a partir dos estudos de Bakhtin (2000, 2006), da didática da língua materna, desenvolvida por Dolz & Schneuwly e outros colaboradores da Escola de Genebra (2004), e das pesquisas desenvolvidas aqui, no Brasil, por pesquisadores, como Rojo (2000, 2003) e Marcuschi (2003, 2005), que debatem sobre as relações entre a fala e escrita. Nesta dissertação, argumentamos em favor de um ensino dos gêneros orais que considere a multimodalidade como constituinte da construção de sentidos dos discursos e na reflexão de práticas sociais que tornem visíveis essas significações. Analisamos os fatores que inibem a ampliação do trabalho com a oralidade: o professor que, geralmente, desconhece a natureza do gênero e se limita às instruções do material didático e o livro didático que, por sua vez, não explora os aspectos sócio-discursivos, mas reduz esse trabalho a considerações vagas e imprecisas. A pesquisa, aqui exposta, constitui-se da análise de uma coleção de livro didático de língua portuguesa destinada à segunda fase do ensino fundamental (6º ao 9º ano) e das interações orais em salas de aula, durante o desenvolvimento das atividades previstas na referida coleção que abordavam algum aspecto envolvendo a oralidade. Dessa forma, constatou-se que a ausência do trabalho com os gêneros orais na escola, enquanto objeto de ensino, deve-se, à omissão do referido material didático em relação à natureza e especificidade dos gêneros orais. Pois, o livro didático ainda é o principal subsídio para a realização das atividades, as quais, no âmbito do ensino do oral, não se enquadram nas principais exigências dos Parâmetros Curriculares Nacionais (1997, 1998). A investigação também apontou que o maior número de atividades que envolvem a oralidade prioriza a oralização da escrita ou a discussão oral espontânea. Ao final da análise, percebemos que os gêneros orais, privados e formais públicos, são utilizados meramente como estratégias para apresentação de determinado conteúdo e, por isso, a título de ilustração, elaboramos uma sequência didática, enquanto alternativa para sistematizar esse ensino.
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Calderaro, André Bispo. "Análise da possibilidade de inclusão de abordagens alternativas para a função cosseno no ensino médio." Mestrado Profissional em Matemática, 2013. https://ri.ufs.br/handle/riufs/6504.

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This work establishes itself as objective analysis of the process of elaboration of the definitions of the trigonometric functions, particularly the definition of the cosine function. Thus, it is given a guideline regarding the development of a curriculum in which students are not sparked off the concept of trigonometric function based only on the triangle and trigonometric cycle. Therefore, the biggest challenge is to develop arguments for teaching about and investigate further the concepts of trigonometry. Thus, although we like the first chapter a brief explanation about the history of trigonometry, the work focuses on the development of the definition cosine of some forms, namely: the one presented in textbooks as it observes that it is made with support Euler function, setting via power series, the setting based on the exponential function domain in complex and, finally, setting as a solution of an initial value problem, that is, a differential equation that satisfies a given initial condition. From there will be an analysis of these definitions by observing the viability of each to be presented to high school students.
Neste trabalho, se estabelece como objetivo a análise do processo de elaboração das definiçõoes das funçõoes trigonométricas, particularmente, a definição da funçãao cosseno. Desse modo, é dada uma diretriz no que toca a elaboração de um currículo em que os alunos não fiquem ateados ao conceito de função trigonométrica apenas com base no triângulo retângulo e no ciclo trigonométrico. Portanto, o maior desafio é desenvolver argumentos didáticos para tal, bem como investigar mais detalhadamente as concepções da trigonometria. Com isso, apesar de termos como primeiro capítulo uma breve explanação sobre a história da trigonometria, o trabalho tem como foco o desenvolvimento da definição cosseno de algumas formas, sendo elas: a apresentada nos livros didáticos em que se observa que a mesma é feita com suporte da função de Euler, a definição através de séries de potências, a definição com base na função exponencial com domínio nos complexos e, por fim, a definição como solução de um problema de valor inicial, isto é, uma equação diferencial que satisfaz uma determinada condição inicial. A partir daí será feita uma análise dessas definições observando-se a viabilidade de cada uma delas ser apresentada para os alunos do Ensino Médio.
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Senate, University of Arizona Faculty. "Faculty Senate Minutes April 1, 2013." University of Arizona Faculty Senate (Tucson, AZ), 2013. http://hdl.handle.net/10150/288664.

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Cai, Bo-Kai, and 蔡博凱. "Application of Fuzzy AHP on the Weight of Evaluation Alternatives for Mathematics Textbook." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/86372799535260085124.

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碩士
國立臺中教育大學
數學教育學系
97
Abstract The purpose of this study was to apply FAHP (fuzzy analytic hierarchy process) and BFR (branch freezing rule) on the weight of evaluation alternatives for mathematics textbook. There were three levels of evaluation alternatives. The first level was the purpose and there were 4 indicators in the second level. Furthermore, there were 27 evaluation alternatives in the third level. When it was to evaluate to mathematics texts, there were too many evaluation alternatives and it was unfeasible to evaluate mathematics textbooks. Therefore, reduction of evaluation alternatives was necessary for empirical utility. The researcher used Excel and Expert Choice 11 to get the fuzzy weight value of every alternative. And then deleted the alternatives of the lower weight based on with BFR. This procedure made complicated assessment alternatives more simple. Based on the findings, some suggestions and recommendations were suggested. The result of study revealed FAHP could be used in building and constructing the weight value that evaluation alternatives for mathematics textbook objectively, it planned to be could build evaluation alternatives and weight value came out to construct support the grade teacher or mathematics textbook editor person of primary school as consulting, as the professional knowledge in improving the evaluation for mathematics textbook. Key words: Evaluation Textbook, AHP, Fuzzy, Fuzzy AHP, BFR
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Dunn, Susan. "Textbook Cost-Lowering Initiatives: An Exploration of Community College Faculty Experiences." Doctoral diss., 2014. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/6085.

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Faculty have been identified as critical players in the implementation of textbook affordability efforts at community colleges. Furthermore, emerging lower-cost alternatives to traditional textbooks present a wide and growing range of options that may help further efforts. This study sought to examine more closely the role of faculty with respect to textbook cost-lowering initiatives. The researcher utilized in-depth interviews to gain a rich picture of the experiences, attitudes, beliefs, and behaviors of nine full-time community college faculty as they confronted textbook affordability efforts and textbook alternatives. The interview data were analyzed using a thematic analysis process. Five major themes and three minor themes were identified. The five major themes were: (a) campus administrators support, but do not mandate, efforts; (b) frequent edition revisions frustrate faculty; (c) departmental approaches to textbook selection vary; (d) content, then affordability, drive selection choices; and (e) faculty have mixed feelings about textbook alternatives. The three minor themes were: (a) faculty efforts to save students money are thwarted by campus bookstores and financial aid policies; (b) English faculty benefit from public domain readings; and (c) more faculty participating in textbook selection means more difficulty deciding on a text. Implications and recommendations were offered for community college leaders, campus bookstores, publishers, and future researchers.
Ed.D.
Doctorate
Educational and Human Sciences
Education and Human Performance
Educational Leadership; Higher Education Track
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Coetzee, Annaretha. "Alternative conceptions concerning interference and diffraction of light." Thesis, 1998. http://hdl.handle.net/10539/22841.

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A research report submitted in partial fulfillment of the requirements for the degree of Master of Science in Education at the Faculty of Science, University of the Witwatersrand, Johannesburg.
The aim of this study was to determine whether alternative conceptions about interference and diffraction do indeed exist, to identify the most important of these conceptions and to determine whether these conceptions relate to textbooks, as one of the main sources of students' knowledge. An analysis of secondary level textbooks and tertiary level non-calculus textbooks revealed that presentations of constructive and destructive interference, diffraction and other related aspects are treated inconsistently and in some cases contradictorily by different authors. The research instrument was a Physical Optics test which Physics students of the Technikon Pretoria wrote. This test revealed that alternative conceptions on elementary principles of interference and diffraction of light do exist and that they relate to textbook presentations. This study reveals that (i) the terms in phese and out of phase are not consistently used in different textbooks; (ii) the definitions of constructive and destructive interference in terms of phases cause major aiternative conceptions, (iii) the interrelation between interference and diffraction is not clarified.
AC2017
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Books on the topic "Alternative textbook"

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Textbook of natural medicine. 4th ed. Elsevier/Saunders, 2013.

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Chun-Su, Yuan, and Bieber Eric J, eds. Textbook of complementary and alternative medicine. Parthenon Pub. Group, 2002.

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Murray, Michael T., and Joseph E. Pizzorno. Textbook of natural medicine. Churchill Livingstone Elsevier, 2006.

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Textbook of peripheral neuropathy. Demos Medical Pub., 2012.

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Macer, Darryl R. J. Bioethics is love of life: An alternative textbook. Eubios Ethics Institute, 1998.

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Boik, John. Cancer & natural medicine: A textbook of basic science and clinical research. Oregon Medical Press, 1996.

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Sibikin, Mihail. Alternative energy sources. INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1862890.

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The textbook examines the current state and prospects of using solar, wind, geothermal water, small rivers, oceans, seas, secondary energy resources and other renewable energy sources in Russia and abroad. Examples of their implementation in the national economy are given. The methods of assessing the prospects for the use of alternative energy sources are considered. For students of energy and heat engineering areas of training and specialties 13.03.01 "Heat power engineering and heat engineering", 13.03.02 "Electric power engineering and electrical engineering", 13.02.10 "Electric machines and apparatuses", 13.02.11 "Technical operation and maintenance of electrical and electromechanical equipment (by industry)", as well as for engineering and technical workers involved in solving problems of use alternative energy sources.
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Philippe, Sionneau, ed. The treatment of modern Western diseases with Chinese medicine: A textbook & clinical manual. Blue Poppy Press, 2001.

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Cancer & natural medicine: A textbook of basic science and clinical research. Oregon Medical Press, 1995.

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Acupuncture treatment for musculoskeletal pain: A textbook for orthopaedics, anesthesia, and rehabilitation. Taylor & Francis, 2002.

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Book chapters on the topic "Alternative textbook"

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Robin, Donald P., S. Roland Jones, and Nancy D. Marlow. "An Alternative Textbook Selection Method." In Proceedings of the 1985 Academy of Marketing Science (AMS) Annual Conference. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-16943-9_31.

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Holland, Anne E. "Contemporary Alternative Settings." In Textbook of Pulmonary Rehabilitation. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-65888-9_22.

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Weiss, Marissa Steinberg, Seema Niphadkar, David M. Mintzer, and Divya Kelath Shah. "Alternative Stimulation Protocols." In Textbook of Oncofertility Research and Practice. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-02868-8_38.

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Jain, Kewal K. "Personalized Complementary & Alternative Therapies." In Textbook of Personalized Medicine. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-62080-6_10.

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Shah, Bela J. "Alternative Medicine in Vitiligo Including Home Remedies." In Comprehensive Textbook on Vitiligo. CRC Press, 2020. http://dx.doi.org/10.1201/9781315112183-34.

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Lembo, Anthony, and Andrea Bollom. "Complementary and Alternative Medicine in Gastroenterology." In Yamada' s Textbook of Gastroenterology. John Wiley & Sons, Ltd, 2015. http://dx.doi.org/10.1002/9781118512074.ch130.

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Postolov, Lucy. "Alternative Medicine Approaches in Sexual Medicine." In The Textbook of Clinical Sexual Medicine. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-52539-6_35.

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Breuner, Cora Collette. "Special Adolescent Concerns: Complementary and Alternative Medicine in Adolescents." In Textbook of Clinical Pediatrics. Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-02202-9_401.

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Wills, Karen E. "Complementary and Alternative Medicine for Children With Developmental Disabilities." In Textbook of Clinical Neuropsychology. Taylor & Francis, 2017. http://dx.doi.org/10.4324/9781315271743-45.

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Giusti, Raffaele, Monica Bosco, Maurizio Lucchesi, and Carla Ida Ripamonti. "Alternative Routes for Systemic Opioid Delivery." In Textbook of Palliative Medicine and Supportive Care, 3rd ed. CRC Press, 2021. http://dx.doi.org/10.1201/9780429275524-28.

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Conference papers on the topic "Alternative textbook"

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Stirling, Doug. "The future of textbooks and evolution of an e-book." In Statistics education for Progress: Youth and Official Statistics. International Association for Statistical Education, 2013. http://dx.doi.org/10.52041/srap.131301.

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Paper-based textbooks have problems that are caused by their static nature. A single format must motivate students, provide detail and also be suitable for revision and later reference. It must also cope with students from different application areas and whose courses teach different topics. E-books have the potential to overcome most of these problems and some solutions are presented and illustrated with features added to CAST (Computer Assisted Statistics Textbooks) during its development. CAST started life as a single e-book whose initial goals were to use interactive diagrams for active learning within a textbook and to use dynamic diagrams to explain concepts more clearly. It evolved into a framework with alternative versions of pages for initial study and revision and with examples from different application areas. It has recently been improved with a drag-and-drop user-interface that allows customised e-books to be created. Possible future directions are discussed.
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Vudumu, Shravan K., and Umit O. Koylu. "Development and Integration of Engine Simulation Projects Into the Mechanical Engineering Curriculum at Missouri S&T." In ASME 2009 International Mechanical Engineering Congress and Exposition. ASMEDC, 2009. http://dx.doi.org/10.1115/imece2009-10540.

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The main objective of this paper was to report the development of instructional engineering projects and necessary tutorials that utilize the GT-POWER software for engine simulations in combustion-related courses at Missouri S&T as part of the Partners for the Advancement of Collaborative Engineering Education (PACE) program. Students teamed up to perform modeling of engine performance and emission characteristics so that they could learn state-of-the art engine technology and explore innovative design procedures routinely employed by the leading automotive companies. The projects included understanding and comparison of simple hand calculations using typical textbook assumptions with detailed and complicated software calculations. Such projects would help to bridge the gap between the theoretical and simple concepts learned by students in the classroom and the practical and advanced skills desired by industry. Various tools available for studying engine combustion fueled by alternative fuels were also introduced.
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Mira, Sari S., and John H. Doty. "Statistical Exergy-Based Analysis of a Steam Power Plant for Concept Verification and Plant Optimization." In ASME 2015 Power Conference collocated with the ASME 2015 9th International Conference on Energy Sustainability, the ASME 2015 13th International Conference on Fuel Cell Science, Engineering and Technology, and the ASME 2015 Nuclear Forum. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/power2015-49358.

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In this statistical exergy study of a conventional power plant, the concept of statistical exergy analysis as an alternative to common engineering approaches is examined. The statistical aspect is drawn from conducting Analysis of Variance (ANOVA) factorial design on the components of a proposed system. The exergy aspect comes in the extension of the typical energy analysis on engineering systems to include the limitations on the system imposed by the second law of thermodynamics. To test this approach, a steam power plant discussed in an example exercise in Cengel and Boles’ 5th Edition Thermodynamics textbook was used as the subject of analysis. Effects of three input parameters on 13 responses were closely examined. While using only 8 data points, the analysis still showed highly reliable and predictable results with square of residuals (R2) values of almost 100%. Predicted R2 values ranged between 88% and 99% with one outlier of 14.36%, depending on the input parameters. Derived from the results, a new plant design concept was proposed and analyzed. This design eliminated all theoretically unnecessary drivers of exergy destruction in the plant. It also utilized the force of gravity to achieve the desired power output. The design showed an increase of 3.85% to 18% in kilowatts of work output and 5% to 7% in first and second law efficiencies. In this case, the derived design was shown to be impractical due to difficult maintenance as well as the difficulty in reaching the required pressures without a pump. However, this method of statistical exergy analysis is still valuable, as practicality of application will vary from one proposed system to another.
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Erdei, Ronald, and Kyle Lutes. "Exploring Our Options: Modern Publishing Alternatives for our Computer Programming Textbook." In InSITE 2012: Informing Science + IT Education Conference. Informing Science Institute, 2012. http://dx.doi.org/10.28945/1651.

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Motte, Damien. "Study of Alternative Strategies to the Task Clarification Activity of the Market-Pull Product Development Process Model." In ASME 2009 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2009. http://dx.doi.org/10.1115/detc2009-86410.

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A very large majority of the current product development process models put forward in textbooks present a homogenous structure, what Ulrich & Eppinger [1] call the market-pull model, presented as a generic one, while other possible product development process models are merely seen as variants. This paper focuses on the task clarification and derived activities (mainly the systematic search for customer needs through market study and the supplementary development costs it entails) and investigates two alternative strategies that are not derived from the generic process model. The first alternative is the market-pull model without an extensive task clarification. The second is the application of the so-called expeditionary marketing strategy. With the help of simplified analytic modeling, the conditions for which these alternatives are as efficient as the generic process model are discussed. This advocates the development of more flexible process models.
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Zucca, Gary, and Summer Krstevska. "THE FUTURE OF ONLINE COURSE READINGS: USING LIBRARY RESOURCES AS AN ALTERNATIVE TO TEXTBOOKS." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.1844.

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Nofal, Salman Farhan, Fazeel Ahmad, Dr Ahmad Shmakhy, et al. "Multi-Lateral Jetting Technology Results in a 150% Uplift in Production During a Second Offshore Application in Abu Dhabi Offshore Field." In International Petroleum Technology Conference. IPTC, 2022. http://dx.doi.org/10.2523/iptc-21959-ea.

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Abstract Objective/scope Demonstrate technology effectiveness following improvements to system to increase robustness and refine operations following the initial Pilot Well deployed January 2016. The first Abu Dhabi Offshore well was deemed to be a success (reference SPE-183465-MS) despite deployment challenges during the lower completion phase. There was an opportunity to address these challenges for the second well, in the deployment of well -1 which from an operational perspective was textbook. In the search for an improvement to the Productivity index (PI), multi-lateral acid jetting technology was adopted as a more effective approach to typical drainage methods. With conventional stimulation techniques being limited in effectiveness and often leaving significant volumes of recoverable reserves out of reach, an alternative approach was required to create new connections within the reservoir. This technology effectively creates connections to layers previously separated by very tight, low permeability barriers to dramatically increase recovery factors across carbonate reservoirs. Method, procedures, process In a single multi-rate pumping sequence, needles were extended to create channels into the reservoir layers, using acid jetting technology to achieve vertical connectivity and improve production rates. Currently, up to 60 subs can be deployed in a signle well bore. With each sub capable of deploying 4 needles at 90 degrees perpendicular to the wellbore and up to 40 feet in length, multiple micro-laterals are created throughout the reservoir. During this case study, 10 sub-assemblies of the multi-lateral acid jetting technology system were installed, creating 40 micro-laterals, which significantly improved access to reserves. These laterals remain in the well, essentially leaving a permanently installed lower liner with full bore access to TD. Results, observations, conclusions Following successful adoption of this technology, the well has been producing for a year with positive results. Multi Rate test/PLT/Memory Gauge data all confirms a productivity index increase of 120%. This paper describes the process of candidate selection, completion design, operational challenges, deployment, post job analysis, system improvement and lessons learnt. Additional Information Multilateral acid jetting technology has evolved and improved over recent years and the primary differentiators highlighted in this paper are as follows: The continuous enhancement of multi-lateral acid jetting technology is playing a key role in driving increased efficiency in field development planning. By reducing the total well requirement for the reservoir, whilst simultaneously increasing recoverable reserves, the technology is at the forefront of facilitating the future state of field development.
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Filippov, Konstantin A., Liubov’ N. Grigor’eva, Mikhail V. Koryshev, Kristina V. Manerova, and Andrei K. Filippov. "REMARKS ON PHONETICS AND SPELLING OF M. LOMONOSOV’S GERMAN TEXTS." In 49th International Philological Conference in Memory of Professor Ludmila Verbitskaya (1936–2019). St. Petersburg State University, 2022. http://dx.doi.org/10.21638/11701/9785288062353.08.

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M. Lomonosov’s texts in German provide numerous examples of word spelling inconsistency, e. g. Freiheit/Freyheit, Dero/dero, etc. The influencing factors for this are Lomonosov’s individual style and the scientific and educational discourse of 18th century Russia. The research focuses on the alternation of g/h and g/сh. The alternation at the beginning of a morpheme (Staffengagen/Staffenhagen) can be explained by the similarity in the pronunciation of the German letters g and h in Russian educational tradition. As possible reasons for the alternation in the intervocal position after i (abziegen/abzihen) and ei (verzeigen/ Verzeigung/verzeihen), one can point at voicing of a voiceless consonant /h/ in the position between two vowels and Russian spiranta /ɤ/ functioning as a variant of the phoneme /g/. In the final position of a word, the alternation of g / ch is observed in adjectives with the suffix -lich, causing a deviation from the standard spelling in the words neulig and unmöglig. In this case, the explanation could lie in the fact that in the German language, two productive derivational suffixes -ig and -lich exist, similar in form and in semantics. Also in the German texts of Lomonosov one can find variants Petersburg/Petersburch with alternating g/сh at the end of a word. The tradition of substituting -urch for -urg in place names survives in Russian grammar textbooks for foreigners up to mid–19th century as Russian г is pronounced as /x/ at the end of some words. Refs 22.
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Poli, Corrado, and Shyam Shanmugasundaram. "Design for Die Casting: A Group Technology Based Approach." In ASME 1991 Design Technical Conferences. American Society of Mechanical Engineers, 1991. http://dx.doi.org/10.1115/detc1991-0040.

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Abstract This paper describes an alternative approach to the rules-of-thumb based design of die castings. It describes a systematic, knowledge-based approach for drawing a designer’s attention to those features of a die casting which tend to increase manufacturing cost, so that designers can minimize difficult to produce features. Unlike the heuristic rules-of-thumb approach found in handbooks and textbooks, the knowledge-based approach discussed here provides both qualitative as well as quantitative feedback concerning a proposed design. An example illustrates use of the system.
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Zeljić, Goran. "Kritički pogled na vrste pravopisnih vežbi u nastavi srpskog jezika." In Nauka, nastava, učenje u izmenjenom društvenom kontekstu. University of Kragujevac, Faculty of Education in Uzice, 2021. http://dx.doi.org/10.46793/nnu21.343z.

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The article analyzes orthographic tasks that are part of teaching content in Serbian orthography at the elementary school age. These contents, especially at the younger school age, are an essential part of teaching Serbian. The plan and program cover all major orhographic topics, starting with the use of capital letters, through merged and conquered spelling, punctuation, and abbreviations. The orthographic aspect of voice alternatives is given in the older classes, although the basics of these rules are given at a younger age in changing the form of words (in the writing of nouns of the vrabac – vrapca type, mn. vrapci, zadatak, zadatka, zadaci, etc.) in word formation (eg. in the construction of deminitives such as sveska – sveščica, noga – nožica, etc.), and in highlighting exceptions such as the absence of alternation in loudness in the contact of sound consonants d and đ with silent consonants s and š (e.g., predsednik, predškolski, etc.). The aim of this paper is to examine the types and quality of exercises and tasks in Serbian orthography at primary school age. The analysis covers orthography units presented in textbooks and orthography literature and additional material used in teaching practice (task collections, etc.). Also, the orthographic tasks given in the Serbian language tests at different levels of competitions were examined.
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Reports on the topic "Alternative textbook"

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Oza, Shardul, and Jacobus Cilliers. What Did Children Do During School Closures? Insights from a Parent Survey in Tanzania. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/027.

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In this Insight Note, we report results of a phone survey that the RISE Tanzania Research team conducted with 2,240 parents (or alternate primary care-givers) of primary school children following the school closures in Tanzania. After the first case of COVID-19 was confirmed in Tanzania on 16 March 2020, the government ordered all primary schools closed the following day. Schools remained closed until 29 June 2020. Policymakers and other education stakeholders were concerned that the closures would lead to significant learning loss if children did not receive educational support or engagement at home. To help stem learning loss, the government promoted radio, TV, and internet-based learning content to parents of school-age children. The primary aims of the survey were to understand how children and families responded to the school closures, the education related activities they engaged in, and their strategies to send children back to school. The survey also measures households’ engagement with remote learning content over the period of school closures. We supplement the findings of the parent survey with insights from interviews with Ward Education Officers about their activities during the school closures. The survey sample is comprised of primary care-givers (in most cases, parents) of students enrolled in Grades 3 and 4 during the 2020 school year. The survey builds on an existing panel of students assessed in 2019 and 2020 in a nationally representative sample of schools.4 The parent surveys were conducted using Computer Assisted Telephonic Interviewing (CATI) over a two-week period in early September 2020, roughly two months after the re-opening of primary schools. We report the following key findings from this survey: *Almost all (more than 99 percent) of children in our sample were back in school two months after schools re-opened. The vast majority of parents believed it was either safe or extremely safe for their children to return to school. *Only 6 percent of households reported that their children listened to radio lessons during the school closures; and a similar fraction (5.5 percent) tuned into TV lessons over the same period. Less than 1 percent of those surveyed accessed educational programmes on the internet. Households with access to radio or TV reported higher usage. *Approximately 1 in 3 (36 percent) children worked on the family farm during the closures, with most children working either 2 or 3 days a week. Male children were 6.2 percentage points likelier to work on the family farm than female children. *Households have limited access to education materials for their child. While more than 9 out of 10 households have an exercise book, far fewer had access to textbooks (35 percent) or own reading books (31 percent). *One in four parents (24 percent) read a book to their child in the last week.
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