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Journal articles on the topic 'Political aspects of Textbooks'
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1
Helfer, Florian. "(Post-)colonial Myths in German History Textbooks, 1989–2015." German Politics and Society 39, no. 1 (March 1, 2021): 79–99. http://dx.doi.org/10.3167/gps.2021.390105.
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This article examines the evolution of textbook representations of colonialism in two North Rhine-Westphalian textbook series for the Sekundarstufe II since 1989. On the one hand, the article shows that the developing post-colonial discourse in the German public debate had a particularly strong impact on schoolbooks in the mid-2000s. Textbooks reacted quickly to changes in the public debate and have increasingly attempted to deconstruct colonial narratives. However, implicit mental conceptions of African “backwardness” continue to exert some influence even on today’s textbook generation. On the other hand, the article identifies the distortions that appear when colonialism as a global phenomenon is discussed within a curricular framework that focuses on national and European history. Because of the close curricular link between High Imperialism and World War I, textbooks strongly focus on the global rivalry of the European powers, whereas other aspects of colonialism come up short.
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Miceli, Bruna Sarpa, and Marcelo Borges Rocha. "Analysis of the Language of Scientific Divulgation Texts Related to Genetics Inserted in the Biology Textbook." Acta Scientiae 21, no. 4 (September 4, 2019): 20–33. http://dx.doi.org/10.17648/acta.scientiae.v21iss4id4960.
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The Scientific Divulgation texts (SD), when inserted in Biology textbooks, are capable to help to bring students closer to scientific knowledge, especially in relation to Genetics, which is still seen as a difficult discipline to understand and which is linked to ethical, social, political and cultural issues. In this way, it was questioned the aspects of the language when the SD texts are inserted in the Biology textbooks. Thus, the goals of this research was to analyze the language presented by SD texts related to Genetics present in the Biology textbooks. In this sense, 17 texts were selected from a collection of textbook and were analyzed based on the presence of metaphors, analogies, explanatory terms and conceptual errors. The results indicated that the most of the texts presented linguistic resources and that they were used with the intention to facilitate the student's understanding of this theme. It was concluded that maintaining these resources, we could contribute to bring the reader closer to knowledge about Science.
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Wojdon, Joanna. "The Impact of Communist Rule on History Education in Poland." Journal of Educational Media, Memory, and Society 4, no. 1 (March 1, 2012): 61–77. http://dx.doi.org/10.3167/jemms.2012.040105.
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This article analyzes textbooks and curricula for primary schools in Poland published between 1944 and 1989 to show how the communist regime attempted to influence Polish history education via political change and educational reform. The article focuses on five aspects of this influence: Marxist methodology of history, portrayals of political parties, promotion of a “scientific“ worldview, justification of new boundaries and alliances of the People's Poland, and a new pantheon of national heroes. In conclusion, the article investigates the effectiveness of history education in shaping Polish collective memory under the communist regime.
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Herzog, Markwart. "Footballers as Soldiers. Rituals of Masculinity in Twentieth-Century Germany: Physical, Pedagogical, Political, Ethical and Social Aspects." STADION 43, no. 2 (2019): 250–69. http://dx.doi.org/10.5771/0172-4029-2019-2-250.
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Since the end of the nineteenth and the beginning of the twentieth centuries, football squads have defined themselves as exclusively male domains with explicit military characteristics. The rules and tactics of football used to be interpreted in categories of battle orders. Furthermore, football language is full of concepts and ideas which derive directly from the terminology of the military. This issue extends to various aspects of German football culture. Early textbooks of football training, dietetics and hygiene understood the physical constitution of football players in terms of tough, soldierly masculinity. German squads used to practise tough, masculine rituals of initiation, comradeship and discipline. Some of the fundamental rituals in this context were derived from the everyday life of the barracks. The military-athletic masculinity of football and the crude ideals and rituals of German student fraternities reflected important social differences between these groups. Military connotations are an important reason for the long-lasting exclusion of women from football culture - not only in Germany. Like the military terminology of football, the moral representation of the players as national heroes who are prepared to accept subordination within a team of fighters can also be found nowadays. This paper will describe the roots of the soldierly, athletic paradigm that inspired football culture even after the Second World War.
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Schachter, Hindy Lauer. "Women in Public Administration." Administration & Society 49, no. 1 (July 28, 2016): 143–58. http://dx.doi.org/10.1177/0095399715611173.
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This article explores some aspects of the place of gender in educating public administrators for leadership, an important component of re-orienting women’s public sector role. While previous research has examined the place of gender in the Master of Public Administration (MPA) diversity and core courses, this study adds to our knowledge by analyzing gender in popular introductory MPA textbooks and in leadership courses. The aim is not only to see whether these offerings cover gender issues but whether they explore such issues only through a legal lens or supplement that approach with analysis of stereotypes in the gendered workplace—what management scholars call second-generation bias issues. The research finds that introductory textbooks and most leadership courses do not include material on second-generation bias issues. This tendency is unfortunate as some feminist theorists argue that adding education in second-generation bias issues to MPA education would help increase the role of women as leaders.
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Breen, Richard, Kristian Bernt Karlson, and Anders Holm. "Interpreting and Understanding Logits, Probits, and Other Nonlinear Probability Models." Annual Review of Sociology 44, no. 1 (July 30, 2018): 39–54. http://dx.doi.org/10.1146/annurev-soc-073117-041429.
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Methods textbooks in sociology and other social sciences routinely recommend the use of the logit or probit model when an outcome variable is binary, an ordered logit or ordered probit when it is ordinal, and a multinomial logit when it has more than two categories. But these methodological guidelines take little or no account of a body of work that, over the past 30 years, has pointed to problematic aspects of these nonlinear probability models and, particularly, to difficulties in interpreting their parameters. In this review, we draw on that literature to explain the problems, show how they manifest themselves in research, discuss the strengths and weaknesses of alternatives that have been suggested, and point to lines of further analysis.
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Shah, Ayaz Ali, Sheraz Khan, and Iftikhar Ali. "Ideological Partisan of Political Parties and Reforms in Education: A Study of Pakistan Tehreek e Insaf Government in Khyber Pakhtunkhwa (2013-18)." III IV, no. III (September 30, 2019): 71–78. http://dx.doi.org/10.31703/ger.2019(iv-iii).07.
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This paper is about the linkage between party's ideological orientation and subsequent education reforms once they come into government after winning elections by taking Pakistan Tehreek e Insaaf in Khyber Pakhtunkhwa as a case study. It was found that though the improvement was made in certain aspects of education like budgetary allocation, erection of monitoring mechanisms and healthy up rise movement in enrolment. However, they were found wanting on one crucial front: reforms in textbooks and curriculum. Certain changes were made at the cost of others that came under criticism from some segment of society which again led to the Islamization of curriculum. The province had long struggled to make some healthy changes in the books by the previous government, but all this was revised by the incumbent government. Data was collected through secondary sources by consulting books, research paper, reports and newspaper articles.
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Lionar, Uun. "IDENTIFICATION OF MULTICULTURALISM VALUES IN INDONESIAN HISTORY TEXTBOOKS IN CURRICULUM OF 2013." JURNAL PENDIDIKAN ILMU SOSIAL 26, no. 1 (June 28, 2017): 64. http://dx.doi.org/10.17509/jpis.v26i1.6927.
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Indonesia is a multicultural country in which there are various ethnic, tribal, religious, and cultural elements spread out on various islands. In order to maintain the diversity from the nation disintegration threat, it is needed to have a conceptualized strategy through various aspects of life. With respect to the field of education, the concept of multicultural is internalized through the learning materials contained in the textbook. The textbook of history subject is basically set up by the government of the Republic of Indonesia in order to convey a message of values which is relevant to Pancasila as the nation's ideology. In regard to this nation’s ideology, multiculturalism in fact is considered as one of its values. Through this study, the writer will then analyze the textbook of Indonesian History subject of class X, in the first semester based on the curriculum of 2013, by identifying the values of multiculturalism contained within this aforementioned textbook. This book consists of two chapters. In particular, the first chapter discusses the materials on the spread of early civilizations in the Indonesian archipelago, and the second chapter covers the trades, rulers, and poets in the classical period (Hinduism-Buddhism). This present study employed a qualitative approach with a syntagmatic discourse analysis method, specifically using a constructivism paradigm. In particular, this method attempted to find out various facts behind a script in which one of them also included ideological and political elements. With respect to the use of constructivism paradigm, it was also used to discover something in the form of feelings / desires of the script maker. Based on the carried-out analysis, the writer found several paragraphs that implicitly contained the values of multiculturalism. The value was conveyed through various instances in the historical events. Therefore, the writer concluded that in the textbook of Indonesian History subject of Class X in the first semester, the curriculum of 2013 contained the values of multiculturalism. Although it was not explicitly stated, the ideas of multiculturalism should be reaffirmed by the teacher during the learning processes.
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Schneider, Ana-Karina. "Literary studies in Romania before and after 1989." Alea : Estudos Neolatinos 16, no. 1 (June 2014): 64–79. http://dx.doi.org/10.1590/s1517-106x2014000100005.
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In comparative terms, after the strict cultural policies and censorship of the communist regime, the literature and literary studies of post-communist Romania would seem to be almost completely free of the political. This article investigates the complex ways in which various aspects of the study and reception of English literature - from the practice of teaching English, through textbooks, to literary translation - reflect the evolution of the relationship between literature and politics in pre- and post-1989 Romania. In the asymmetrical cultural exchange resulting from the inevitable hierarchy in which Anglo-American culture is dominant, whereas Romanian culture is perpetually subordinate, the latter embraces its marginality and places itself strategically at the receiving end. I therefore argue that while Anglo-American scholars' concern with the pernicious outcomes of Anglocentricity in ES is in itself a laudable ethical move, in target cultures such as the Romanian, Anglocentricity may function as a catalyst of resistance and change.
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Mouralová, Magdalena, Eva M. Hejzlarová, Rudolf Holík, Miroslav Hubáček, and Anna Jeřábková. "What Do Diploma Theses Unveil about Academic Public Policy in the Czech Republic?" Central European Journal of Public Policy 9, no. 2 (December 1, 2015): 164–76. http://dx.doi.org/10.1515/cejpp-2016-0017.
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Abstract Although textbooks, conference papers, scientific journals and monographs deal with the research aspects of public policy, only little attention is paid to the way it is taught at universities. In this article we aim to explore academic public policy in the Czech Republic - specifically in terms of teaching outputs - using a unique method: an analysis of diploma theses. In the sample there were diploma theses defended within all the full-time Master’s study programmes having “public policy” in their names in the Czech Republic between 1995 and 2013. We conclude that there are two traditions of academic public policy in the Czech Republic, which enriches previous findings in the area and makes them more accurate. The research design and thoroughly described methodology invite other researchers to conduct international comparison of the features of academic public policy. The findings may also illustrate the trajectory made by the newly established discipline of public policy in the past twenty years in the Czech Republic, which may be of great interest to the newly formed international public policy community.
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Kravchenko, Oksana, and Iryna Albul. "Social and cultural activity of Ukrainian progressive intellectuals of the late 19th – early 20th centuries." SHS Web of Conferences 104 (2021): 01001. http://dx.doi.org/10.1051/shsconf/202110401001.
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The article deals with the social and cultural activities of Volodymyr Naumenko (1852–1919), a prominent representative of the Ukrainian progressive intellectuals of the late 19th – early 20th centuries, teacher and methodologist, editor and publisher, scholar and politician, educator and active public figure. Some aspects of V. Naumenko’s creative activity aimed at reviving the national consciousness of the Ukrainian people through the construction of an educational system on a democratic, national basis, the preparation and publishing of textbooks in the native language, the training of teaching staff for public schools are highlighted. The results of the active participation of a figure in such educational societies of the specified period as “Hromada”, “Prosvita”, “Society for promotion of primary education”, “Kyiv Literacy Society” are presented. V. Naumenko’s views on the process and features of teacher training for public schools are characterized.
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Petersen, Klaus, and Jørn Henrik Petersen. "Confusion and divergence: Origins and meanings of the term ‘welfare state’ in Germany and Britain, 1840–1940." Journal of European Social Policy 23, no. 1 (January 23, 2013): 37–51. http://dx.doi.org/10.1177/0958928712463160.
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It is often stated that there is no standard definition of a ‘welfare state’. A survey of the standard textbooks supports this claim. It is also often the case that academic works on welfare state and social policy history earmark lines or even pages to discussing the origins of the term welfare state. However, these brief accounts are often wrong in the details and are missing important aspects. In our article we offer the first detailed study of the origin of the term ‘welfare state’ tracing it back to the mid-19th century Germany and following its diverse and changing definitions in the German and British context until the 1940s. The study adds decades to the conventional understanding of this history and offers a more nuanced understanding of the different definitions attributed to the term before its political breakthrough in the late 1940s. Projecting this post-war understanding backwards in time – what the literature generally does – is too simple and anachronistic. Both in Germany and Britain the dominating understandings differ from our present day understanding of the ‘welfare state’ as a social security system.
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Lam, Megan. "Female Representation in the Traditional Music Classroom." General Music Today 32, no. 1 (August 10, 2018): 18–22. http://dx.doi.org/10.1177/1048371318793148.
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This article discusses how the scarcity of female representation in music history curriculums, music textbooks, and traditional classical music repertoire affects student aspirations for professional careers in music and the way in which students relate to the music. The role of political issues and social movements in the classroom, such as those concerning gender issues, remains a controversial issue. However, it is also evidently a critical aspect in better understanding and re-creating the context for women in music. This article seeks to provoke discussion surrounding traditional music curricula in the vast disparity between male and female figures in music education and to encourage continual refinement of modern classical music curricula to present a more comprehensive view of music and music history.
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Yaar, Tal. "Teaching Borders: A Model Arising from Israeli Geography Education." Borders in Globalization Review 2, no. 2 (June 9, 2021): 52–60. http://dx.doi.org/10.18357/bigr22202119633.
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Teaching the topic of a country’s borders can be challenging. This is especially the case in Israel, where not all the state’s borders are agreed: there are internal disagreements between parties on the ground and external disagreements between parts of the international community and the State of Israel. A border, the very symbol of stability and consistency, contains mixed and contradictory aspects; the borders are not always well defined and, for many people, sensitive and contentious subjects. Therefore, teachers often avoid or feel uncomfortable teaching the topic, even though they know well its importance. This study examines existing curricula and textbooks used to teach the topic in Israeli high schools, and develops a picture of teachers’ perceptions of teaching the topic through qualitative research. On this basis, the paper proposes a training model that addresses both the social and emotional side of the subject and the historical and political knowledge required to teach it. The purpose of the model is to better equip and enrich teachers to take on the task while minimizing fear of encountering or provoking adverse reactions. The teacher’s role is to expose students to different perspectives and positions, so students can begin to assess the problematic and complex nature of the topic in general and Israel’s borders in particular.
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Matyuhin, A. "Necessary knowledge for students about countering extremism (textbook «The Policy of countering extremism» edited by A. P. Koshkin." Journal of Political Research 5, no. 1 (March 26, 2021): 178–84. http://dx.doi.org/10.12737/2587-6295-2021-5-1-178-184.
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The purpose of this review is to analyze and identify the socio-political, scientific and methodological significance of the textbook "The Policy of Countering Extremism". This original and extremely important textbook for Russian students, under the general editorship of Doctor of Political Sciences, Professor A. P. Koshkin, was prepared by the author's team of the Department of Political Science and Sociology of the Plekhanov Russian University of Economics and published in 2021. The textbook has a clear structure, justification of the social significance of teaching such a course in Russian universities, and the necessary methodological set for studying and consolidating the material. The concept of "countering extremism" is defined here as an activity aimed at protecting the state, society and the individual from manifestations that are actually or potentially destructive and violent. The authors of the textbook highlight the basic blocks of studying this issue, reflected in the main sections of the material, devoted to the legal aspects of countering extremism in modern Russia, as well as targeted countering extremism in the space of information culture. The author's team of the textbook gives not only scientific ideas about the realities of the policy of countering extremism in the Russian Federation, but also allocates the necessary reserves to improve the effectiveness of this policy in the regulatory and information areas of public life. The purpose of the textbook is seen as an important material that contributes to the rationalization of the consciousness of Russian students, the formation of a full-fledged picture of the world, the education of citizenship and patriotism.
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Asgharzadeh, Alireza. "Iran and the Surrounding World." American Journal of Islam and Society 21, no. 2 (April 1, 2004): 100–103. http://dx.doi.org/10.35632/ajis.v21i2.1794.
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Ever since the publication of James Morier’s The Adventures of HajjiBaba of Ispahan (London: J. Murray, 1824) in the early nineteenth century,many authors have tried to make sense of the Iranians’ attitudes, views,and approaches to the outside world. One of the most recent works in thisarea is Iran and the Surrounding World: Interactions in Culture and Cultural Politics, edited by Nikki R. Keddie and Rudi Matthee. This volumecontains interesting articles that will certainly contribute, in Keddie’swords, “to a better understanding of many aspects of Iran’s recent history”(p. 10). The editors also hope that, by way of this book’s “modest contribution”to the field of knowledge, “[w]estern leaders will gain a greateracquaintance with this culture, as well as with the reasons for Iran’s pastreactions against the West, and especially the U.S.” (p. 10).The book is roughly divided into five parts, starting from an overviewof Iran’s cultural politics from the Safavid period (1501-1722) onward. Thissection briefly discusses Iran’s relationship with its South Asian neighborsand looks into the ever-changing ethnic and tribal relationships both withinand outside Iran. The second part links some aspects of the Safavid period’ssociopolitical and cultural life to the Qajar (1796-1921) and Pahlavi (1925-79) periods. This section explores such interesting notions as the evolvingnature of Iranian nationalism, Iranian views about outsiders, nineteenthcenturytravel literature in Iran, and some impacts of earlier missionary girls’schools in Iran. The third part discusses the new political culture in theIslamic Republic and its global dimensions, covering such areas as theIranian women’s movement and its international character, the image of“self” and “other” in school textbooks, and the international successes “ofIranian films under a clerical regime” (p. 254) ...
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Malikov, S. V., and Yu V. Gracheva. "Corruption: Two Centuries Research (Through the Pages of the Book: Lut S. S. Corruption: Bibliographic Reference Book (1810-2018). Moscow: Kontrakt, 2019. 528 p.)." Actual Problems of Russian Law 15, no. 8 (August 30, 2020): 209–15. http://dx.doi.org/10.17803/1994-1471.2020.117.8.209-215.
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The work presents the book by S. S. Lut "Corruption: a Bibliographic Reference Book (1810-2018)" (Moscow: Kontrakt, 2019). The peer-reviewed bibliographic collection contains over 13 thousand publications for more than two centuries. When forming the bibliography, the author proceeded from the definition of corruption, which is contained in the Federal Law of December 25, 2008 No. 273-FZ "On Combating Corruption". The work under review presents compendiums that in one way or another touch upon the problems of corruption and combating corruption crimes. In particular, research is given in mathematics, political science, history, sociology, economic theory, psychology, philosophy, philology and geography, i.e. works on sciences that at first glance are very far from jurisprudence. All the material is structured based on two main criteria: classification by type of work and distribution by temporal aspect. The first chapter brings together monographs, textbooks and teaching aids, separate sections of which are devoted to the problems of corruption, while the works are presented in chronological order as they are published. The second chapter contains a list of monographs and textbooks, fully or mostly devoted to the characteristics and counteraction to corruption. The third chapter integrates relevant scientific articles. The fourth chapter covers dissertations and abstracts. Of particular interest to the reader is a critical analysis of legislative acts, in one way or another, aimed at combating corruption. The analytical article broadly presents international legal acts dedicated to the problem of corruption and the development of measures to prevent it.
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Meng-Wei, Tang. "The Issue of Differences in the Phonetic System of Chinese in Mainland China and Taiwan (In Terms of Teaching Chinese as a Foreign Language in Russia)." Prepodavatel XXI vek, no. 3, 2020 (2020): 173–81. http://dx.doi.org/10.31862/2073-9613-2020-3-173-181.
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In recent years, against the background of comprehensive strengthening of relations between Russia and China, the number of Chinese language students in Russia has increased significantly. Linguistic and didactic research on the Chinese language is becoming a productively developing area. The Chinese language on the two shores of the Taiwan Strait in the 20th century has undergone significant changes due to various political, economic, cultural and social factors. The article attempts to consider the phonetic differences of the modern Chinese language in the aspect of its study in Russia, with the hieroglyphs, which are most often found in Chinese textbooks used in Russian educational institutions, being chosen as the educational material. The article also provides a classification of phonetic differences between words and phrases, which will help teachers and students to trace in more detail the evolution of the modern Chinese language and predict its further development.
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McCord, Edward A. "Warlords against Warlordism: The Politics of Anti-Militarism in Early Twentieth-Century China." Modern Asian Studies 30, no. 4 (October 1996): 795–827. http://dx.doi.org/10.1017/s0026749x00016802.
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In a recent article published in theJournal of Military History, Arthur Waldron noted that war in Chinese history has been ‘treated at best as a largely unexamined context’. One has only to look at the cursory treatment given by most textbooks to the incessant civil wars of China's ‘warlord’ period (usually dated from 1916 to 1926) to see the truth of this statement. In the above article, Waldron seeks to remedy some of this neglect by pointing out the important relationship in this period between war and the course of modern Chinese nationalism. Although less ambitious, this article also seeks to explore a more specific, yet also largely unexamined, aspect of this relationship, namely the emergence of anti-militarism, or more specifically anti-warlordism, as a defining theme in modern Chinese nationalism.
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Ledford, Kenneth F. "Lawyers, Liberalism, and Procedure: The German Imperial Justice Laws of 1877–79." Central European History 26, no. 2 (June 1993): 165–93. http://dx.doi.org/10.1017/s0008938900020112.
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Although Franz Schnabel described the nineteenth century as the “century of the formal Rechtsstaat,” most political and social historians of the German Kaiserreich have paid surprisingly little attention to the legal aspect of the development of society and polity. Textbooks in German history contain only brief mention of the enactment of legal reforms, either naming them without comment or subsuming them under administrative initiatives of the National Liberal party. More importantly, even standard works on the history of liberalism give precious little space to the important legislative reforms that are the focus of this essay; James J. Sheehan devotes only a paragraph to the adoption of the Imperial Justice Laws of 1877–79, and Dieter Langewiesche stresses the importance of legal unity and these reforms to liberals, but also in only one paragraph. In general, historians of German liberalism have left efforts to examine the development and unification of the German legal system after 1848 to legal historians, who are housed in Germany in the separate legal faculties and focus their work primarily on the history of legal doctrine. By failing to examine law as a historical artifact, however, political and social historians have also overlooked the Weberian message that law is a crucial analytical entry point into any understanding of modem society. Contemporary legal scholars stress that legal and social systems are inextricably intertwined, and that neither can be understood without a grasp of the other. Understanding legal discourse helps historians understand broader social discourse.
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Andjelkovic, Sladjana, Zorica Stanisavljevic-Petrovic, and Stevan Bugarski. "Serbian orthodox confessional primary schools in Romania (1919-1948)." Zbornik Matice srpske za drustvene nauke, no. 138 (2012): 71–87. http://dx.doi.org/10.2298/zmsdn1238071a.
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This paper shows the importance of Serbian Orthodox confessional primary schools to maintain continuity in the process of upbringing and education of the Serbs in Romania, as well as their outstanding role in preserving traditions, national and cultural identintety. The central questions of work related to the operation and organization of the Serbian Orthodox confessional elementary schools, primarily with the pedagogical aspect, in terms of their curricula, textbooks, teaching organizations, as well as control of work and school financing. Serbian Orthodox confessional school during the entire period of its existence, accompanied by numerous problems and difficulties. The establishment and development of school followed by poor material conditions for educational work, a lack of qualified personnel, war (no) opportunities and poverty of the majority Serbian population, which is in a complex constellation of post-war socio-political circumstances, led to the abolition of these schools. Although they worked in very difficult conditions, as the only schools where the teaching is performed in the native language, they have drawn a significant mark on the part of achieving continuity in education, preservation of culture and tradition of the Serbian population in Romania.
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Ariawan, Soni. "Investigating Cultural Dimensions in EFL Textbook by Using Byram Checklist." Register Journal 13, no. 1 (May 28, 2020): 123–52. http://dx.doi.org/10.18326/rgt.v13i1.123-152.
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The present study is a content analysis that aims to investigate cultural dimension in an English textbook prescribed for senior high school in Indonesia which is officially published by the Ministry of Education and Culture in 2017. The data include 11 conversations, 17 reading texts, and 83 visual elements that are analysed qualitatively by employing Byram’s checklist. The findings show that stereotypes and national identity dominate the cultural dimensions with 28.05% and followed by social interaction and socialisation and life cycle with 15.9%. The occurrence of national geography is significant with 12.2%. However, social identity and social group, belief and behaviour, national history and social and political institutions are prescribed with less than 10%. The inclusion of various cultural dimensions has certain purposes. The inclusion of national identity, for instance, is pivotal for learners since the textbook is prescribed for senior high school students who are tremendously curious to determine their characters. This idea is aligned with the aim of the curriculum to facilitate the development of students with good character, good behaviour and strong nationality. It is concluded that the English textbook in Indonesia is on the way to its perfection in terms of proportionally represented cultural dimensions. However, the presence of various cultural aspects of the target culture and international target culture is also important to help students develop cultural competence and a certain level of respect as well as tolerance for others. Keywords: Textbook, cultural dimensions, cultural competence, national identity
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El Khatib, Ahmed Sameer. "Accounting Standards for Islamic Financial Institutions in United Kingdom and Indonesia." Revista de Negócios 21, no. 2 (April 10, 2018): 7. http://dx.doi.org/10.7867/1980-4431.2016v21n2p7-24.
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The objective of this paper is to analyse determinants that influence implementation of accounting standards for Islamic Financial Institutions (IFIs) by examining the history of accounting standards and two different contexts as applied to IFIs in the United Kingdom and Indonesia. The paper explores available texts and literature mainly from international journals and textbooks. Employing the Ibn Khaldun perspective, this study analyses two determinants i.e. institutional setting that may be suitable in the context of the United Kingdom, and accounting needs in the case of Indonesia. The research shows the determinants are well fitted with interdisciplinary characters of Ibn Khaldun model of civilization i.e. G = f(S, N, W, j and g). This explains the political authority (G) which is influenced concurrently by factors such as the direction of Shari’ah (S), the role of people (N), the use of wealth (W), the development of a country (g), and the promotion of justice (j) leads a civilized society. This paper has practical significance for accounting standard setters in the Islamic finance industry and policy makers, for understanding the environmental determinant perspective of the country and using this perspective for positioning important aspect in accounting standard setting, developing policies; and articulating procedures to maximize development of Islamic finance.
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Müller, Laurenz. "Revolutionary Moment: Interpreting the Peasants' War in the Third Reich and in the German Democratic Republic." Central European History 40, no. 2 (March 7, 2007): 193–218. http://dx.doi.org/10.1017/s0008938907000258.
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History textbooks speak of an American, an English, a French, and a Russian revolution, but historians do not recognize a “German Revolution.” For this reason the formation of a German national state was long described as an aspect of a German “divergent path” (Sonderweg) or exceptionalism. While this concept established itself in post-1945 West Germany, German historical scholarship had even earlier insisted on a uniquely German transition from the Old Regime to the modern state, fundamentally different from what took place in the other western European countries. Still earlier, German idealist thinkers had declared the national state (Reich) to be the German people's historical objective. Around 1900 the Reich was understood to be not a rational community based on a contract between independent individuals, as were France and England, but a national community of destiny. The German ideal was not a republic split up into political parties but an organic community between the Reich's people and its rulers. This is why German history had never known a successful revolution from below. During the nineteenth and the early twentieth century, this alleged unity was seen in a positive light, but after 1945 it inspired an explanation, which quickly became canonical, of why German history had led to a catastrophe. German exceptionalism was now understood, especially by German social historians, as a one-way street toward the National Socialist regime.
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Leslie, Esther. "On making-up and breaking-up: woman and ware, craving and corpse in Walter Benjamin's Arcades Project." Historical Materialism 1, no. 1 (1997): 66–90. http://dx.doi.org/10.1163/156920697100414104.
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AbstractWalter Benjamin's writings on the Paris shopping arcades and nineteenth- century urban industrial culture are frequently referenced in contemporary examinations of ‘modernity'. In current cultural studies Benjamin's investigation of the aesthetics of merchandise and his insights into the social fact of mass consumerism are repeatedly invoked. Indeed these investigations may be alluded to even more frequently than reference is made to Benjamin's once much reproduced essay ‘The Work of Art in the Age of Mechanical Reproduction'. A decade and a half ago Benjamin's ‘Artwork’ essay (1935—9) was one of the most frequently cited essays in new art history and cultural studies academic textbooks. To put it crudely, a turnaround has occurred. In the 1970s academic (and non-academic) attention spotlit Benjamin's materialist history of artistic production, distribution and reception as presented in the ‘Artwork’ essay and in ‘The Author as Producer’ (1934). The political events of 1968 had made Benjamin extremely readable. His thoughts discharged after some years delay. Most alluring to the German 68ers were the statements on political art and Benjamin's dissections of fascism. Also entrancing were Benjamin's analyses of experience. Benjamin wrote extensively, and from early on, about ways of expanding the conceptualisation of experience: sometimes philosophically - by means of Kant-critique, sometimes aesthetically — by a probing of surrealism and psychoanalysis, and sometimes practically – through experiments with hashish, which were later written up as protocols. John Berger's Ways of Seeing (1972) represented an original attempt to introduce Benjamin to an English audience, via the appropriately mass mediation of television. Benjamin was adopted as a leftist mascot, and a materialist who could recommend directions for art interpretation and more importantly, cultural practice. The approaches of the 1980s and 1990s, inflected by the priorities of feminist and postmodernist scholarship as they have loomed in cultural studies, art history and sociology, increasingly turned to those aspects of Benjamin's work that appear to illuminate a burgeoning interest in urbanism and consumerism. Interest has shifted away from cultural production and critique towards consumption and characterization. These days, Benjamin is regularly served up as one of the theorists who can vindicate a feel-good consumerism, lending a glamourizing and theoretical loftiness to the activity of shopping. Indeed, far from blasting the chimeras of commodity fetishism, Benjamin becomes the commodity's high-priest.
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Mendes, David, Ana Carolina Pimentel Duarte Fonseca, and Fernanda Filgueiras Sauerbronn. "Modos de ideologia e de colonialidade em materiais didáticos de Contabilidade." education policy analysis archives 28 (June 29, 2020): 99. http://dx.doi.org/10.14507/epaa.28.5061.
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This paper aims to identify aspects of neoliberal ideology in the chapters dealing with accounting principles, in the textbook Introductory Accounting by FEA USP and in CPC00 (R2) - Conceptual Framework for Financial Reporting. To achieve the objective, we analyze the typical linguistic modes through which ideology operates, based on Thompson (2011). It is a critical and interpretative research that aims to discuss accounting education in Brazil from a decolonial perspective. The analyzed texts identified the ideological modes that legitimize, naturalize and universalize a neoliberal capitalist society and contribute to an image of accounting focused solely on the financial market, through a monological and normative approach in teaching materials. In this sense, the present study points to the need for an educational accounting policy, in addition to traditional calculations and techniques, which recognizes the role of accounting as a language, since it has its own grammar and structure that ensure the conditions for the reproduction of texts in different socio-political contexts.
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Saaid, Shahnil Asmar, and Zaiha Ahmad. "The Communicative Aspects of Textbooks’ Prefaces." International Journal of the Book 6, no. 2 (2009): 5–12. http://dx.doi.org/10.18848/1447-9516/cgp/v06i02/57850.
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Kin Cheung Adrian, Yan. "Challenges of cultivating critical citizens in Hong Kong." Asian Education and Development Studies 8, no. 1 (January 7, 2019): 14–27. http://dx.doi.org/10.1108/aeds-06-2017-0050.
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PurposeThe purpose of this paper is to offer the latest empirical findings of the difficulties and challenges in teaching New Senior Secondary (NSS) Liberal Studies in Hong Kong from the perspective of pre-service teachers.Design/methodology/approachThis qualitative study is based on Danielewicz’s critical pedagogy framework for identity development. A sample of four pre-service teachers were recruited from the last cohort of final-year bachelor of education students at the University of Hong Kong. They were invited to engage in dialogues of enquiry, through which they recount their teaching encounters during their teaching practices. Emphasis would be put on two relevant pedagogical principles, including deliberation and reflexivity, which are of particular relevance to the case of Liberal Studies.FindingsChallenges revealed the dispositions of conformist learning among the students, manifested in forms of misquoted information and the populist sentiments mirrored from mainstream media, which cost teachers extra efforts to facilitate inquiry-based learning. Adopting deliberation and reflexivity as pedagogical principles, student–teachers responded with attempts to reconnect daily life experiences to teaching, bringing back the social context of knowledge and seeking synergy between traditional and liberatory teaching methods.Research limitations/implicationsThis study is drawn from a relatively small sample of pre-service teachers and may run the risk of over-generalization. Moreover, this study tends to neglect other factors such as classroom dynamics, school culture, colleagues’ rapport and students’ responses.Originality/valueGiven the novelty of Liberal Studies as a compulsory subject under the NSS curriculum and its specificity in Hong Kong education system, the amount of literature devoted to this area has been inadequate; among the available studies, the majority tend either to focus on the macro level, addressing the broader narratives of education policies and curriculum studies (e.g. Fung and Yip, 2010; Cheung and Leung, 1998) or to discuss the topic with exclusive reference to political transition and post-colonialism in the 1980s and 1990s (e.g. Morris and Chan, 1997). Studies on the micro level have generally paid little attention to the dynamics of Liberal Studies teaching, focusing instead on its relationships with other aspects such as private tutoring (Chan and Bray, 2014) and cultural representations of religion in Liberal Studies textbooks (Jackson and Han, 2016); pedagogical studies on the subject remain a minority.
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Adoneva, I. G., and Yu V. Druzhinina. "Power of emperor in Russian legal discourse of second half of 19th– early 20th centuries: justification and options for interpretation." Omsk Scientific Bulletin. Series Society. History. Modernity 6, no. 1 (2021): 9–15. http://dx.doi.org/10.25206/2542-0488-2021-6-1-9-15.
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The article is devoted to resolving the issue of how the legal intellectual elite of the period under review understood the imperial power, its origin, capabilities and authorities. The legal professorship formed an outwardly consistent discourse between the theoretical aspects of state law and the content of the Basic State Laws of the Russian Empire: teachers had to justify and explain the existence of the unlimited power of the monarch. They analyzed the courses of state law developed by nine professors of the Imperial Universities and the School of Law. The methodological basis of this study is the history of intellectual culture as an analysis of legal ideas and discourses in the context of the second half of the 19th - early 20th centuries. The power of the emperor is characterized by the authors of textbooks in a section that is most often called «On the Supreme Power». Russian autocracy was described by jurists in a conceptual and categorical apparatus borrowed from their European colleagues. Legal scholars were looking for a balance between their own personal and scientific ideas and the form of government that existed in the Russian Empire. Despite the differences in the political outlook, they saw the reason for the Russian autocracy in the historical development: a vast territory, low population density, and the virtual absence of a struggle between the government and society. For state scholars closely associated with Western jurisprudence, who shared its values, it was important to emphasize the belonging of the Russian Empire to the European world, where a skeptical view of the Russian monarchy remained. This way out was the idea of legality. Without disputing the content of the «Fundamental State Laws» and guided by censorship considerations, the professors tried to convey to the student university audience the idea that the bureaucratic apparatus formed in the empire is a natural limiter of the imperial power; the legal framework is an obstacle to despotism, and the judiciary is in fact independent. This kind of theoretical constructs became a compromise between the preservation of absolute monarchical power and the worldview of those jurists who shared liberal values
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Syam, Samsudin. "An AN INVESTIGATION ON THE INDONESIAN CULTURAL ASPECTS IN ENGLISH TEXTBOOKS FOR SENIOR HIGH SCHOOLPUBLISHED BY KEMENDIKBUD." Lingual: Journal of Language and Culture 8, no. 2 (February 8, 2020): 16. http://dx.doi.org/10.24843/ljlc.2019.v08.i02.p04.
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Abstract
Cultural understanding is the core of language acquisition because language and culture can not be seperated with language. Culture can be understand through media either electronic or manual such internet, magazine, textbooks etc. Textbook is one of the media used most people in school. In textbooks, there are many cultural aspects presented for students. Therefore, this study aimed at presenting the cultural aspects, describing the frequency of cultural aspects and Indonesian cultural aspects in English textbooks of 2013 curriculum and describing the level of quality of English textbooks in terms of intercultural awareness.
This study employed a qualitative research design. The data are the cultural aspects and Indonesian cultural aspects in English textbooks of 2013 curriculum grade X, XI and XII. The textbook of these grades has not analyzed by the other researchers. The results show that English textbooks grade X, XI and XII contained 490 cultural aspects consisting of 232 products, 75 practices, 11 perspectives and 172 persons (Yuen:2001).While Indonesian cultural aspects contained 127 consisting of 64 cultural aspects on grade X, 34 on grade XI, and 29 on grade XII.
From the results of the study, it can be concluded that the presentation of cultural aspects and Indonesian cultural aspects are not balanced and does not provide student to have intercultural awareness. And third English textbooks are equality to use in terms of basic cultural awareness. Whereas, advanced cultural awareness and intercultural awareness leveldo not support students to have intercultural awareness. From the results above the authors of English textbooks should put the more cultural information explicitly Indonesian cultural aspects to enrich students cultural information.
Keyword: Indonesian Cultural Aspects, English Textbooks, Kemendikbud
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Neary-Sundquist, Colleen A. "Aspects of Vocabulary Knowledge in German Textbooks." Foreign Language Annals 48, no. 1 (March 2015): 68–81. http://dx.doi.org/10.1111/flan.12126.
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Kostikova, Ilona, Yuliia Вozhko, Tetiana Razumenko, and Evdokiya Goloborodko. "The Translation Peculiarities of the Ancient Ukrainian Monument «On the Campaign of Igor» by American Researchers Jack Haney and Eric Dahl." Revista Amazonia Investiga 9, no. 28 (April 21, 2020): 545–51. http://dx.doi.org/10.34069/ai/2020.28.04.59.
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The article analyzes some peculiar features in the English translation of the glorious Ukrainian literary monument «On the Campaign of Igor» («Slovo o polku Igoreve») by the famous American researches Jack Haney and Eric Dahl. It also considers the various publications and translations of the work in English, taking into account the Ukrainian monument translation. It is stated that in America there are very few works published by the scholars on this issue. It is connected not with the lack of interest in «On the Campaign of Igor», but it is due to the work complexity with the poem, the problems of translation, and the presence of «confusing selections», as well as unawareness of the political, economic, and everyday situation of those times. It is obvious that the American textbook «On the Campaign of Igor» is a classical scientific English-language edition containing the poem text, explanations, and key aspects. It allows American students not only to study the text of the ancient Ukrainian monument in the original language, but also learn about the historical and literary situation of those times as the Americans imagine it.
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Grushkin, Donald A. "Ceil Lucas (ed.), The sociolinguistics of sign languages. New York: Cambridge University Press, 2001. Pp. vii, 259. Hb $65.00." Language in Society 32, no. 3 (June 2003): 422–24. http://dx.doi.org/10.1017/s0047404503233054.
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Although it is easy to do so, The sociolinguistics of sign languages (henceforth SSL) is not to be confused with Ceil Lucas's other books, The sociolinguistics of the deaf community (1989) and its sequels, the Sociolinguistics in Deaf Communities series. Whereas the latter volumes aim to present new research in the area of sociolinguistics pertaining to Deaf people and other users of sign languages, the book under review presents almost no new (to those already familiar with this field) information on aspects of sociolinguistic research on members of this language community. Instead, this book should more accurately be seen as a companion volume to her book (with Clayton Valli) Linguistics of American Sign Language: An introduction (2000; henceforth LASL). Like LASL, SSL is intended as a textbook for use in college-level courses dealing with linguistics (or a stand-alone course in sociolinguistics, as was Lucas's intention) of sign languages and Deaf communities.
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Maevskaya, L. B. "THE INFLUENCE OF ISRAILIYAT ON THE TEACHINGS OF THE SECT OF EARLY ANTHROPOMORPHISTS, THE HISTORY OF THE HANBALI MADHHAB AND THE FORMATION OF RELIGIOUS AND PHILOSOPHICAL VIEWS OF IBN TAYMIYYAH." Innovative Solution in Modern Science 4, no. 40 (July 5, 2020): 39. http://dx.doi.org/10.26886/2414-634x.4(40)2020.4.
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The relevance of this topic is due to the lack of study of the history of the formation of two mutually exclusive concepts of God, tanzih akyda (impropriety) and tashbih akyda (likening God to created) and the influence of this process on the formation and development of the Hanbali madhhab in Russian history and religious studies. The influence of Israiliyat, individual stories and beliefs inherent in some Jewish and Christian sects on the formation of the teachings of anthropomorphic sects is also noted. In this regard, the special role of neophytes, who formally accepted Islam and actively introduced Israelism, was noted. This applies primarily to Kab al-Akhbar and Wahb Ibn Munabbih. The subject of the study is tanzih akida and tashbih akida, the influence of Israiliyat on its formation and its role in the history of the Hanbali madhhab. Due to the fact that our research is primarily of a philosophical and religious nature, we applied research methods adopted in these Humanities. As a result, we studied the processes of influence of Israiliyat on the formation of tashbih akyda and came to the conclusion that it had a great impact on the formation of the Hanbali madhhab and the historical features of its development. Particular emphasis was placed on the fact that Imam Ahmad Ibn Hanbali, the eponym of Hanbali madhhab, held the aqida of unlikening God to created, but some of his disciples, who were followers of some anthropomorphistic sects, brought tasbih aqida mazhab, which was formed largely under the influence of Israiliyat. This has led to the fact that for many centuries, under the name of Hanbali madhhab, researchers unite two groups of people who profess a diametrically opposite concept of God. This research occupies an important place in religious studies, history and philosophy, because it reveals new aspects of the formation and historical development of this madhhab. There is also shown the Israiliyat influence on the formation of tasbih aqida and religious-philosophical doctrine, which at the turn of XIII – XIV centuries was preached by a famous religious figure from Syria – Ahmad Ibn Taymiyah, known for having the key influence on the formation of the Wahhabi sect in Arabia. The scope of the research results includes: theoretical development of courses and textbooks on the history of Islam, Islamic theology and sectarianism, etc. Practical application of the research results is possible in the development of methods for resolving religious and political conflicts of modern times, mainly between Sunnis and Shiites, as our research helps to understand the origins of their appearance and the formation of religious and political differences.Key words: Islam, Muslim, Israiliyat, tanzih aqida, tasbih aqida, Kab al-Ahbar, Wahb Ibn Munabbih, Hanbali madhhab, Ahmad Ibn Imam Hanbali, Ibn al-jawzi, the history of Baghdad
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Alves, Alison Sullivan de Sousa, and Francisco Vieira da Silva. "Reflexões sobre a Interdisciplinaridade em Livros Didáticos de História: um Olhar Sobre o Ensino do Regime Ditatorial Brasileiro." Revista de Ensino, Educação e Ciências Humanas 20, no. 4 (December 20, 2019): 400–404. http://dx.doi.org/10.17921/2447-8733.2019v20n4p400-404.
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O conceito e a perspectiva de interdisciplinaridade em conteúdo dos livros didáticos de História nos levam a refletir acerca de como as disciplinas escolares se comunicam entre si no quesito interdisciplinar em suas práticas de ensino e aprendizagem. Desse modo, o objetivo desta pesquisa foi analisar alguns conceitos interdisciplinares para o ensino e a aprendizagem escolar. Para tanto, pretende-se comparar alguns conceitos de interdisciplinaridade e a sua aplicação em sala de aula a partir de propostas do livro didático de História no tocante ao Regime Militar Brasileiro. Assim, utilizaremos como referencial teórico Thiesen (2007) e suas proposições acerca da interdisciplinaridade como movimento articulador no processo ensino-aprendizagem. Metodologicamente, trata-se de um estudo descritivo-interpretativo de natureza qualitativa. No que toca especificamente ao ensino de História, observamos que o tratamento dispensado ao regime ditatorial brasileiro poderia lançar mão de reflexões produzidas noutros campos do saber, como os estudos da ciência política e da sociologia. Assim, a temática em foco seria entrevista a partir de diferentes vieses, tornando o ensino de História produtivo e significativo. A quase inexistência da interdisciplinaridade na educação básica é fruto de uma lógica acadêmica pautada na tradição positivista que compartimentou o saber em disciplinas, especializando as ciências e, com isso, fragmentando o conhecimento. Palavras-chave: Educação Básica. Aprendizagem. Autoritarismo. AbstractThe concept and perspective of interdisciplinarity in the content of History textbooks lead us to reflect on how school subjects relate to one another in the interdisciplinary aspect of their teaching and learning practices. Thus, the objective of this research is to analyze some interdisciplinary concepts for teaching and learning. Therefore, it is intended to compare some concepts of interdisciplinarity and its use in the classroom based on proposals taken from the History textbook content concerning to Brazilian Military Government. For this purpose, we will use as theoretical framework Thiesen (2007) and his propositions about interdisciplinarity. Methodologically, it is a descriptive-interpretative study of qualitative nature. With regard specifically to the teaching of history, we observed that the treatment of the Brazilian dictatorial regime could use reflections produced in other fields of knowledge, such as the studies of political science and sociology. Thus, the theme in focus would be interview from different biases, making the teaching of history productive and meaningful. The almost nonexistence of interdisciplinarity in basic education is the result of an academic logic based on the positivist tradition that compartmentalized knowledge in disciplines, specializing the sciences and, thus, fragmenting knowledge. Keywords: Basic Education. Learning. Authoritarianism.
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Fredwall, Terje Emil, and Inger Beate Larsen. "Textbook descriptions of people with psychosis – some ethical aspects." Nursing Ethics 26, no. 5 (April 29, 2018): 1554–65. http://dx.doi.org/10.1177/0969733017753742.
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Background: Textbooks are central for the education of professionals in the health field and a resource for practitioners already in the field. Objectives: This article focuses on how 12 textbooks in psychiatric nursing and psychiatry, published in Norway between 1877 and 2012, describe and present people with psychosis. Research design: We used qualitative content analysis. Ethical considerations: The topic is published textbooks, made available to be read by students, teachers and professionals, and no ethical approval was required. Findings: The analysis shows that all 12 textbooks describe and present people who are considered as psychotic from a ‘perspective from above’. In this perspective, the readers are learning about psychosis in the professional’s language and from the author’s viewpoint. Most often the textbooks communicate a universal image of people with psychosis, a description that fits with the diagnostic criteria. The analysis also shows that two textbooks in psychiatric nursing combined this perspective with a ‘perspective from within’. Here, the readers are learning about psychosis from the patients’ own viewpoint. The authors communicate a personal, psychotic universe that differs from various people, even if they have the same diagnosis, and the descriptions are focusing on the patient as a whole person. Discussion and conclusion: Drawing partly on Rita Charon’s writings about narrative knowledge in the health field, and partly on insights from Martha Nussbaum and her concept of narrative imagination, we argue that mental health professionals need to learn about, understand and fathom what patients go through by reading, listening to and acknowledging the patients’ own stories and experiences. Cultivating the capacity for empathy and compassion are at the very heart of moral performance in the mental health field. A valuable moral resource in that regard is leading textbooks and how they describe and present people with severe mental illness.
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Hamdan, Amani. "The Role of Authentic Islam: The Way Forward for Women in Saudi Arabia." HAWWA 10, no. 3 (2012): 200–220. http://dx.doi.org/10.1163/15692086-12341237.
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AbstractThis paper explores the main reasons for which progressive Saudis can be optimistic that women will eventually achieve their rightful place in society in general and in the employment sector in particular. A critical analysis is performed of the social, cultural, and religious background to gender inequality as well as of the current state of women’s education and employment. The evidence considered of the everlasting gender discourses in Saudi Arabia includes examples from the girls’ home economics textbook for Grades 7 and 8. This paper confirms that Saudi society is witnessing a growing acknowledgment of the undeniable Scriptural basis for women’s participation in all aspects of public life and an accompanying dilution of the influence of the some conservativeUlamaas enforcers of a narrow and literal interpretation of Islam. This paper also confirms that important institutional and policy changes are underway that are creating new educational and employment opportunities for women. The result is that the deeply entrenched gender issues that has for so long characterized the Saudi education system and society as a whole is being challenged by progressive Islamic principles and by a variety of institutional reforms, among other factors.
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Prokopets, E. "Methodological aspects of the technology of developing electronic textbooks." Bulletin of the Innovative University of Eurasia 81, no. 1 (March 27, 2021): 30–37. http://dx.doi.org/10.37788/2021-1/30-37.
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The widespread introduction of information technologies makes significant changes in various spheres of human activity. The education sector is no exception. In this regard, in this article, the author considers the actual problem of developing electronic textbooks and is one of the most relevant and promising areas of informatization of the educational process. The analysis of the works of scientists A.A. Andreev, A.I. Bashmakov, T.I. Koval, V.M. Kukharenko, E.S. Polat, P.I. Serdyukov, S.S. Sysoeva, A.Yu. Uvarova was conducted. These works contain requirements for the development of electronic textbooks. Based on the results of the analysis, the author described the stages of developing electronic textbooks, the principles that they should correspond to, and also provided a list of modules that should make up an electronic textbook. From the existing variety of software packages, the author distinguishes CourseLab, Smart Builder, MOS Solo, Google Sites, iSpring Suite, TurboSite, Adobe Animate, HTML5. The development of electronic textbooks based on the technology presented by the author of the article and their subsequent application in the educational process will help to organize the educational and cognitive activities of students at a more effective level. Purpose is the description of the technology for the development of electronic textbooks, taking into account existing requirements. The article uses methods of analysis, synthesis and deduction. The analysis of requirements and principles of development of electronic textbooks is carried out on the basis of the descriptive-analytical method. The practical result of the proposed technology is the developed electronic textbook "Development of mobile applications". The results of the study, in addition to their theoretical significance, also have practical significance, which consists in the positive dynamics in resolving the contradiction between the continuously increasing flow of information and the limited opportunities of students to assimilate it. The conscious use of electronic textbooks in the educational process is one of the fundamental ways to improve the quality of education by changing the methods of teaching used in the direction of individualization and focus on the student.
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Levine, Myron A. "Using Video to Teach British Politics." Political Science Teacher 3, no. 1 (1990): 21–22. http://dx.doi.org/10.1017/s0896082800000957.
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One of the most difficult aspects of teaching a comparative politics course is getting students to “feel” the politics of a nation they have not visited. Students may be able to repeat what they have learned from a comparative politics text; but such rote learning does not guarantee understanding. Students need to place material in context. Indeed, this quite visually-oriented generation needs to “see” material for reinforcement.For the teacher of British Politics (or of a Western European course emphasizing Britain), a unique and affordable resource is available. C-SPAN visited London in November and December of 1988. The interviews they completed with British politicos is available through Purdue University's video archives.I used a series of these tapes to supplement my lectures in a Summer 1989 course I taught on Contemporary British Politics. While I made no attempt to measure it, my feeling is that these tapes (together with the usual textbook assignments and numerous copies of articles from British newspapers) gave the students, a much better understanding of British politics than that normally evidenced in such courses taught in American colleges. For American students, it was almost like “being there”; they witnessed the House of Lords in action; they saw the Queen's Speech at the Opening of Parliament; and they had the functional equivalent of class visits with some notable British political figures.
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Gidae Lee. "Aspects and Characteristics of “Yangbanjeon" in High School Textbooks." EOMUNYEONGU 75, no. ll (March 2013): 191–221. http://dx.doi.org/10.17297/rsll.2013.75..008.
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Kofman, Eleonore. "Political geography textbooks for Myopic lecturers?" Journal of Geography in Higher Education 15, no. 1 (January 1991): 69–74. http://dx.doi.org/10.1080/03098269108709131.
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Menon, Nivedita. "Review: Social and Political Science Textbooks." Contemporary Education Dialogue 4, no. 1 (July 2006): 158–62. http://dx.doi.org/10.1177/0973184913411137.
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Aydin, Sevgi, and Selma Tortumlu. "The analysis of the changes in integration of nature of science into Turkish high school chemistry textbooks: is there any development?" Chemistry Education Research and Practice 16, no. 4 (2015): 786–96. http://dx.doi.org/10.1039/c5rp00073d.
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To attain the goal of scientific literacy, the nature of science (NOS) is one of the areas that should be addressed. In many countries, the training of scientifically literate generations is a fundamental aim of science education, as a result there is an emphasis on NOS in science curricula and curricular materials. Textbooks prepared to teach curricula should incorporate aspects of NOS for all grades. In Turkey, the secondary science curricula were reformed in 2013. In this document analysis, aspects of NOS were included, the approach adopted for integrating aspects of NOS (i.e., explicit-reflective, implicit, and historical), and content-embeddedness of integration were analyzed in the reform-based and old high school chemistry textbooks published and provided by the National Ministry of Education. The results revealed that from the 9th to the 12th grade, the number of NOS aspects mentioned in the textbooks decreased. The most frequently cited aspects were the tentative nature of scientific knowledge, the empirical basis of science, and the difference between observation and inference. However, models in science, creativity and imagination were NOS aspects that were overlooked. Regarding the approach, contrary to the suggestion of the literature, the implicit approach was employed frequently. Finally, NOS aspects were provided in a content-embedded way in the 9th and 10th grades whereas they were presented mostly in a content-generic way in the 12th grade. Only the 9th grade textbook provided two NOS activities for teaching NOS. Although some changes have been made regarding teaching NOS, some important parts are missing. In light of the results, we suggest that all NOS aspects should be integrated into textbooks in an explicit-reflective way. Additionally, for teaching NOS, explicit-reflective activities should be offered in textbooks.
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Mohar, Alenka Kepic. "The Materiality of Textbooks." Logos 30, no. 2 (November 4, 2019): 26–34. http://dx.doi.org/10.1163/18784712-03002005.
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This article discusses changes in the materiality of textbooks by examining several examples of primarily Slovene textbooks from various periods. By focusing on their spread design rather than technical aspects (e.g., length, weight, and format), one may infer that their materiality changed with the development of printing technologies and publishing skills. Based on the assumption that textbook visuality is a field of meaning that requires different bodily movements, postures, and engagement with the physical environment to produce cognitive processing, this article sheds light on how the body adapts to the changed materiality of digital textbooks. Numerous micro-movements in a long string of procedures are required in a digital textbook ecosystem. All the participants should be aware of the different demands and properties of the digital textbook ecosystem. Therefore, further empirical research is needed.
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McAndrew, Marie, Amina Triki-Yamani, and Falk Pingel. "Teaching about Islam and the Muslim World." Journal of Educational Media, Memory, and Society 3, no. 1 (March 1, 2011): 1–4. http://dx.doi.org/10.3167/jemms.2011.030101.
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Textbooks play a critical role in representing and fixing the desired view of society and of intergroup relations in the minds of future generations. As such, textbooks crystallize and translate into a pedagogical form existing dynamics involving the complexity of knowledge and the dominant ideological representations of ethnic or international relations. Studies of teachers’ use of textbooks show that teachers tend to rely heavily on textbooks when teaching less familiar topics, particularly topics dealing with international aspects and dimensions of education.
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Raigón-Rodríguez, Antonio. "Analysing cultural aspects in EFL textbooks: a skill-based analysis." Journal of English Studies 16 (December 18, 2018): 281. http://dx.doi.org/10.18172/jes.3478.
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In teaching/learning English as a Foreign Language, one of the goals is to develop interculturally competent citizens. Consequently, culture must play a major role. As textbooks are carriers of cultural information, special attention should be paid to the cultural content of textbooks. This article compares the cultural content of six B2-level textbooks for English language teaching in Spain. The editions range from 1992 to 2013 and were distributed by well-known publishing houses. The purpose of the study is to identify whether cultural content (general, big ‘C’ and small ‘c’) has been incorporated in newer editions to answer to globalised needs and, secondly, to determine which skill is used preferably to do so. The author has adopted a culture learning model developed by Lee (2009) and design a three-fold cultural checklist. Then, content analysis methodology (Krippendorff 2004) has been used to quantify qualitative data. Data suggest that even in newer editions, products, artefacts and external behaviours are used more frequently when trying to portray a specific culture, leaving aside general cultural content and internal culture (small ‘c’). It was also found that skill usage is different depending on the type of culture learning.
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Tarasova, Irina A. "Speech culture in professional communication." Izvestiya of Saratov University. New Series. Series: Philology. Journalism 21, no. 2 (May 25, 2021): 235–38. http://dx.doi.org/10.18500/1817-7115-2021-21-2-235-238.
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Two textbooks on speech culture for the law students are reviewed. Special emphasis is placed on the speech culture aspects of professional communication. The structure of the textbooks is analyzed, as well as the system of tasks and the reference material.
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이향근. "The Aspects of Literature Works on 2009 Elementary Korean Textbooks." KOREAN EDUCATION ll, no. 106 (March 2016): 65–92. http://dx.doi.org/10.15734/koed..106.201603.65.
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Brown, Dale. "What aspects of vocabulary knowledge do textbooks give attention to?" Language Teaching Research 15, no. 1 (December 23, 2010): 83–97. http://dx.doi.org/10.1177/1362168810383345.
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