Academic literature on the topic 'Textbook authors'
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Journal articles on the topic "Textbook authors"
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Cameron, Kim S., R. Duane Ireland, Robert N. Lussier, J. Randolph New, and Stephen P. Robbins. "Management Textbooks as Propaganda." Journal of Management Education 27, no. 6 (2003): 711–29. http://dx.doi.org/10.1177/1052562903257942.
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Are management textbooks propaganda? Do textbook authors write to advance the interests of a particular group or groups (such as employees, organizations, and/or society)? Do they write to present the theory and research of the academic discipline? Do they write primarily to produce a product that consumers (faculty and students) will buy in sufficient numbers and at a price that will yield financial profit? This article explores these and related questions by asking four well-established management textbook authors—Kim Cameron, Duane Ireland, Bob Lussier, and Steve Robbins—to react to the metaphor of “management textbooks as propaganda or ideology.” Their responses provide insights into the role of textbook authors in shaping the direction of management education.
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LUO, Jing, and Yuewen XU. "What Brings a Good Textbook: The Research on Business English Textbook Compiling?" International Journal of Educational Studies 1, no. 2 (2018): 149–59. http://dx.doi.org/10.53935/2641-533x.v1i2.83.
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With the establishment of business English major in the universities in China, more and more kinds of the business English teaching materials have flooded into the market. However, the authors find that the business English teaching materials in the market can‟t totally meet the demand of business English education. Based on the theory of Constructivism, the authors firstly do the research on the present market of business English textbooks, and then design questionnaire to investigate users‟ opinion about textbook. The statistics indicates that the existing business English textbooks can‟t effectively attract the university students for self-studying, and more group work and activities are desirable. Finally, the authors try to offer some suggestions for improvement of business English textbook to enhance effectiveness of business English teaching and learning.
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Sosenke, Fanny. "Students as Textbook Authors." Mathematics Teaching in the Middle School 1, no. 2 (1994): 108–11. http://dx.doi.org/10.5951/mtms.1.2.0108.
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Writing in mathematics has already been recognized as a very meaningful learning activity. Johnson (1983) suggests that if students can write clearly about mathematical concepts, then they probably understand them. In my classes, I frequently give students opportunities to write. Students write about their problem-solving strategies and about their understanding of new concepts; they also try their hand at writing word problems. Last year, my eighth-grade first-year-algebra students worked in groups writing a chapter on factoring polynomials for an algebra textbook. This was the first time I had used writing as an integral part of a long-term assignment. The two-week project described in this article was designed as a response to the students' need for new learning experiences and my need for new assessment tools. As an added benefit, the activity proved to be an excellent way for students to review material in a way that made them think in fresh terms.
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Alver, Jaan, and Lehte Alver. "TEXTBOOK AS A CORNERSTONE OF THE TEACHING/ LEARNING PROCESS: THE CASE OF THE ESTONIAN ACCOUNTING TEXTBOOK." Distance Education in Ukraine: Innovative, Normative-Legal, Pedagogical Aspects, no. 1 (September 2, 2021): 8–11. http://dx.doi.org/10.18372/2786-5495.1.15730.
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After regaining independence, only three financial accounting textbooks have been published in Estonia. Observed Financial Accounting Textbook has become Estonian bestseller and the students have called it the “Bible of the Alvers”. Textbook is intended for use in the first accounting course at the college and university level. The concept of the textbook was formulated by three postulates. The authors of current paper explain how to write successful textbook.
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Manza, Jeff, Michael Sauder, and Nathan Wright. "Producing Textbook Sociology." European Journal of Sociology 51, no. 2 (2010): 271–304. http://dx.doi.org/10.1017/s0003975610000135.
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AbstractThe conservative role of the textbook in reproducing the dominant ideas of a disciplinary field is well known. The factors driving that content have remained almost entirely unexamined. Reviewing the universe of textbooks aimed at the American market between 1998 and 2004, we explore the persistence of the identification in American sociology textbooks of a paradigm in which structural functionalism, conflict theory, and symbolic interactionism are used to frame the theoretical core of the discipline. We examine how over time the textbook market produces both supply and demand pressures to reproduce content that is at odds with the mainstream of the profession. We draw upon in-depth interviews with recent textbook authors and their editors.
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Rostykus, Nadiia, and Diana Kulchytska. "Applied aspect of the criteria for selecting illustrative didactic materials in the ukrainian language and reading textbooks." Visnyk of the Lviv University. Series Pedagogics, no. 36 (2022): 151–58. http://dx.doi.org/10.30970/vpe.2022.36.11562.
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The article considers the issue of textbook development in accordance with the reform the New Ukrainian School. It presents the essence of the concepts “textbook development” and “the didactic material” based on the scientific literature. The authors argue that the main task of a school textbook remains unchanged, though the changes occur due to the new functions of a book in modern society development. They compare general criteria for textbooks design in the works of Jan Amos Komensky and the criteria developed in alignment with The New Ukrainian School reform. The teachers today are given the opportunity to choose the textbook, which will help them to best implement the content of primary education. Thus, each teacher in schools with the instruction in the Ukrainian language has a wide range of the Ukrainian language and reading textbooks to choose from (10 textbooks (2018) recommended by the Ministry of Education and Science of Ukraine). The authors of the article focus on the practical aspects of the primary school teachers’ evaluation of the materials selected in the textbooks. In-depth analysis allowed specifying the criteria that teachers should pay attention to in choosing the Ukrainian language and reading textbook for the 1st grade based on the practical aspect of the selected didactic materials. The results of the primary school teachers’ survey on the issue of the didactic material selection are presented. The survey revealed that there is a need for special events (seminars, workshops, webinars etc.) aimed at the development of teachers’ quality skills to analyze the didactic content of the textbooks for their objective evaluation and selection. Keywords: textbook, textbook design, didactic material, illustrative material, selection criteria.
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Hsu, Shan-Hui (Tiffany), and Rose Chepyator-Thomson. "Multiculturalism in Secondary School Physical Education Textbooks." Journal of Teaching in Physical Education 29, no. 2 (2010): 199–220. http://dx.doi.org/10.1123/jtpe.29.2.199.
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The purpose of the study focused on how textbook authors in secondary school physical education used multicultural education concepts, using Banks’ (2006a) dimensions and Sleeter and Grant’s (1999) approaches. Data collection methods included examination of textbooks’ chapters, indexes, and references in five textbooks. Constant comparison method was used in data analysis. The findings of the study follow: 1) Most textbook authors treated multicultural education as an additive concept in the curriculum section and emphasized issues of gender and disability, 2) all of the textbook authors adopted either Banks’ or Sleeter and Grant’s multicultural education approaches, (3) Harrison, Blakemore, and Buck addressed issues of gender, disability and ethnicity in content objectives, and 4) Metzler addressed issues of gender and disability with Banks’ content integration and equity-based pedagogy concepts. An implication concerns incorporation of multicultural education concepts in curriculum and pedagogy in preparation of preservice teachers in secondary school physical education.
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Lee, Jongwon, and Simon Catling. "Some perceptions of English geography textbook authors on writing textbooks." International Research in Geographical and Environmental Education 25, no. 1 (2015): 50–67. http://dx.doi.org/10.1080/10382046.2015.1106204.
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Mirchev, Dimitar. "NEW LATIN LANGUAGE TEXTBOOK FOR MEDICAL SPECIALTIES." Knowledge International Journal 32, no. 4 (2019): 447–50. http://dx.doi.org/10.35120/kij3204447m.
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For a long time in Bulgaria, there has been a need for a suitable Latin textbook for medical specialties with a 30-hour course, such as nursing, obstetrics, dental assistance, etc. The authors Dimitar Mirchev, PhD and Assoc. prof. Rossen Milanov aim to fill this niche through the preparation of the presented textbook. The textbook is based on the existing Latin-language textbooks in Bulgaria, while at the same time the authors strive to improve the available methodical systems for the education of students with a schedule of 30 hours per term. The main feature of the textbook is the separation of the grammar into 15 topics, according to the number of study weeks for the specialties mentioned. The authors’ purpose is to offer a balanced amount of exercises corresponding to the limited amount of time for the students to acquire the desired knowledge. This is also one of the main differences between the existing textbooks for а 60-hour schedule and the current textbook. The selection and synthesis of these exercises and the achievement of the final goal, namely the acquisition of sufficient Latin terminology corresponding to the actual needs in the students’ practical field, proved to be a difficult task and a great challenge for the authors. In Bulgaria, before 1989, there are relatively few Latin-language textbooks for medical specialties. Then the nursing and obstetrics are outside the higher education system and study in special secondary schools or colleges, while in the higher schools they prepare specialties of medicine, dentistry and pharmacy. For this reason, Latin textbooks are divided respectively for higher education institutions and for secondary school specialties. Since 2007 the nursing and obstetrics enter the higher education system and receive a Bachelor's degree. These specialties are taught in Latin, usually with textbooks prepared for medicine and dentistry. Basically this is not a problem, but gradually textbooks that are appropriate for these specialties have been prepared, according to their academic workload. Nowadays , there are no more than 3-4 textbooks in Bulgaria for classes of 30 hours. In this article, the above-mentioned textbook will be presented, highlighting its advantages and benefits on the basis of existing ones. Nurses, obstetrics and other specialties with similar workload in latin language have chiefly difficulties in learning the grammar that is absolutely necessary for the proper use of anatomical and clinical terminology. At the same time, the practice shows that all medical specialists are hampered by the correct pronunciation of medical terms, which is also a major challenge for the teachers. The textbook is divided into a grammar part with exercises according to the teaching material, greek terminology and Latin-Bulgarian and Bulgarian-Latin dictionary.
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Trahorsch, Petr, Jan Daniel Bláh, and Kristýna Ryčlová. "Conceptual mapping of geography textbook content on the example of the desert biome." European Journal of Geography 13, no. 4 (2022): 45–64. http://dx.doi.org/10.48088/ejg.p.tra.13.4.045.064.
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The aim of this study is to identify the key terms used by textbook authors when presenting desert biomes and, subsequently, to visualise the relationships between them using a conceptual map. To achieve this objective, we assessed geography textbooks using conceptual maps, which can be used to conceptualise this topic. The method used is innovative in textbook research and can be used to present results in a visual form with added value. A total of eleven university students created conceptual maps for each of the five analysed textbooks, and this was followed by a synthesis and comparison of the created maps. The effectiveness and clarity of the analysed content is one of the advantages of this visual form of analysis. The data were analysed qualitatively and quantitatively. The results show that the presentation of desert biomes in the textbooks we analysed is somewhat superficial, as the authors do not strive to interconnect concepts from different areas, and their conceptual maps lack higher hierarchy levels. Therefore, textbook authors should opt for a different conceptual approach to explanatory texts instead of the traditional coverage of the individual components of geographical environments.
Dissertations / Theses on the topic "Textbook authors"
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Långström, Sture. "Författarröst och lärobokstradition : en historiedidaktisk studie." Doctoral thesis, Umeå universitet, Institutionen för svenska och samhällsvetenskapliga ämnen, 1997. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-61516.
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The present dissertation deals with the writers of high-school history textbooks and their way of writing history. Questions concerning who has written these books, why and how they have done so, and what they have written, are posed from a didactic perspective. In order to answer these questions, the author has employed the method of oral history. Initially, thirteen of the original sixteen authors were interviewed. After that, life-story interviews were conducted with one author each selected from the three categories of textbook authors determined by the first round of interviews. Seven of these authors' textbooks (comprising fourteen book sections) were studied in a more summary fashion, whereafter a more in-depth analysis of how these authors' books present the period 1914-1945 was undertaken. The study showed that the writers were middle-aged or elderly, middle-class men living in the southern regions of Sweden, whose political sympathies tended toward liberalism. They provided a number of different reasons for choosing to write history textbooks, though monetary considerations seemed to have been more or less overriding. Writing seems to have been a solitary job for them, even if they belonged to a team of writers. There are many uncertainties concerning the main didactic ideas motivating their writing. There also proved to be a distinct difference between those writers who identified themselves as researchers, and those who called themselves teachers. Resarchers have included new results in their textbooks to a greater degree, provided a more multifacetted view of history, and written more on the problems of historiography. The teachers have written a simpler, more story-telling type of prose, while their books have also provided more suggestions for practical solutions to teaching problems. Their books have also sold far better than the researchers'. All of the authors' writing has been influenced by government curricula and inspection committees, commercial conditions, the tradition of history-textbook writing and experiences from their own life-worlds, the latter of which I term "the voice of the author".<br>digitalisering@umu
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Thiele, Rodney B. "Textbook authors', teachers' and students' use of analogies in the teaching and learning of senior high school chemistry." Thesis, Curtin University, 1995. http://hdl.handle.net/20.500.11937/2190.
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This thesis reports a series of studies into textbook authors', teachers' and students' use of analogies to improve students' understanding of abstract chemistry concepts. The five research problems considered: (a) the nature and extent of analogy use in textbooks; (b) the views of textbook authors and editors concerning analogies; (c) how, when, and why analogies were used by experienced chemistry teachers; (d) the development of an instrument to determine chemistry students' understanding of analogies; and (e) how chemistry students use the analogies presented as part of their chemistry instruction.Study One reports the findings of an investigation of ten chemistry textbooks used by Australian students for the nature and extent of analogy inclusion. The study found that, while used sparingly, analogies were employed more frequently in the beginning of textbooks and that the analogies used concrete analog domains to describe abstract target concepts. There was considerable use of pictorial-verbal analogies although simple analogies comprised a substantial proportion and stated limitations or warnings were infrequently employed.Study Two involved interviews with the authors of eight of the above mentioned textbooks to determine authors' views on analogies and their use in textbooks and teaching. The study identified a relationship between how frequently analogies were used by the author and what he or she considered to be the characteristics of a good chemistry teacher. Each author had a good understanding of the nature of analogy and each sought a flexible environment for its use - most arguing that analogies are better used by teachers than printed in textbooks. They appeared to favour analogies embedded in text or placed in margins rather than as post-synthesisers or advance organisers.Study Three reports an investigation into six chemistry teachers' use of analogies in Western Australia and England. This study found that the teachers drew upon their experiences and professional reading as sources of the analogies that tended to be spontaneously used when they felt their students had not understood an explanation. The analogies tended to map functional attributes of abstract target concepts with some teachers using the blackboard to illustrate pictorial analogies and some including statements of limitations.Study Four describes the development of analogy maps - instruments used to determine the effectiveness with which students map given analogies. The iterative development process engaged classroom-based research methods to develop an instrument of value both for teaching and for school-related research. A rating system enables researchers to compare students' effectiveness at mapping analogies with variables such as analogy type.Studies Five and Six describe how a combination of interviews and analogy map surveys were used to investigate how students used analogies in chemistry. The study found that students felt more confident with pictorial-verbal analogies although they were not necessarily able to map these analogies better than verbal (only) analogies. Also, student mapping confidence appeared not to depend upon the level of enrichment supplied and added enrichment did not necessarily aid mapping performance. Further, the analogy maps were useful as a means to identify alternative conceptions and there was little evidence that the analogy maps contributed to the formation of alternative conceptions in the learners.The final chapter draws together and discusses the assertions made in all of the previous studies before considering the contribution of the thesis to theory building. The implications of the research are discussed and suggestions made for future research on analogies in chemistry education. The chapter concludes by outlining examples of how and where the findings of this research have begun to be disseminated.
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Thiele, Rodney B. "Textbook authors', teachers' and students' use of analogies in the teaching and learning of senior high school chemistry." Curtin University of Technology, Science and Mathematics Education Centre, 1995. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=11395.
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This thesis reports a series of studies into textbook authors', teachers' and students' use of analogies to improve students' understanding of abstract chemistry concepts. The five research problems considered: (a) the nature and extent of analogy use in textbooks; (b) the views of textbook authors and editors concerning analogies; (c) how, when, and why analogies were used by experienced chemistry teachers; (d) the development of an instrument to determine chemistry students' understanding of analogies; and (e) how chemistry students use the analogies presented as part of their chemistry instruction.Study One reports the findings of an investigation of ten chemistry textbooks used by Australian students for the nature and extent of analogy inclusion. The study found that, while used sparingly, analogies were employed more frequently in the beginning of textbooks and that the analogies used concrete analog domains to describe abstract target concepts. There was considerable use of pictorial-verbal analogies although simple analogies comprised a substantial proportion and stated limitations or warnings were infrequently employed.Study Two involved interviews with the authors of eight of the above mentioned textbooks to determine authors' views on analogies and their use in textbooks and teaching. The study identified a relationship between how frequently analogies were used by the author and what he or she considered to be the characteristics of a good chemistry teacher. Each author had a good understanding of the nature of analogy and each sought a flexible environment for its use - most arguing that analogies are better used by teachers than printed in textbooks. They appeared to favour analogies embedded in text or placed in margins rather than as post-synthesisers or advance organisers.Study Three reports an investigation into six chemistry teachers' use of ++<br>analogies in Western Australia and England. This study found that the teachers drew upon their experiences and professional reading as sources of the analogies that tended to be spontaneously used when they felt their students had not understood an explanation. The analogies tended to map functional attributes of abstract target concepts with some teachers using the blackboard to illustrate pictorial analogies and some including statements of limitations.Study Four describes the development of analogy maps - instruments used to determine the effectiveness with which students map given analogies. The iterative development process engaged classroom-based research methods to develop an instrument of value both for teaching and for school-related research. A rating system enables researchers to compare students' effectiveness at mapping analogies with variables such as analogy type.Studies Five and Six describe how a combination of interviews and analogy map surveys were used to investigate how students used analogies in chemistry. The study found that students felt more confident with pictorial-verbal analogies although they were not necessarily able to map these analogies better than verbal (only) analogies. Also, student mapping confidence appeared not to depend upon the level of enrichment supplied and added enrichment did not necessarily aid mapping performance. Further, the analogy maps were useful as a means to identify alternative conceptions and there was little evidence that the analogy maps contributed to the formation of alternative conceptions in the learners.The final chapter draws together and discusses the assertions made in all of the previous studies before considering the contribution of the thesis to theory building. The implications of the research are discussed and suggestions made for future research on analogies in chemistry education. The chapter ++<br>concludes by outlining examples of how and where the findings of this research have begun to be disseminated.
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Kong, Po-ping, and 江保平. "An evaluation of the design of ELT textbooks used in Hong Kong primary schools : do authors integrate principles of learner autonomy into textbooks?" Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/207133.
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This study investigates whether principles of learner autonomy are integrated into ELT textbooks used in Hong Kong primary schools. Primary quantitative data were generated through an analysis of textbooks, and the supporting qualitative data came from interviews with teachers and lesson observations. Two sets with a total of twelve English language textbooks published for Primary Four, Primary Five and Primary Six students by Oxford University Press (China) Ltd. and Pearson Hong Kong were evaluated. Five teachers participated in the interviews while lesson observations were conducted with three of them. The results show that principles of learner autonomy are included in the textbooks to some extent. Out of the five key principles of learner autonomy, only self-assessment is achieved fully. The other key principles are partly achieved (i.e. self-selecting learning strategies, self-selecting materials and classroom activities) or not achieved (i.e. self-setting goals and self-reflection). There is currently not enough attention given in these primary ELT textbooks to promoting learner autonomy. In addition, it is found that there is no great difference in the degree of learner autonomy promoted across educational levels. The findings also suggest that different authors have different levels of awareness of promoting learner autonomy. This study concludes that a set of guidelines about the incorporation of principles relating to learner autonomy would facilitate authors and publishers in designing textbooks.<br>published_or_final_version<br>Applied English Studies<br>Master<br>Master of Arts in Applied Linguistics
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Stillesjö, Karin. "Ny kursplan, ny lärobok? : Om hur en historielärobok blir till utifrån nya kursplaners utfomning." Thesis, Södertörn University College, Lärarutbildningen, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-3346.
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Josefsson, Hobel. "En studie av hur mellankrigstiden presenteras i grundskoleläroböcker i historia." Thesis, Södertörns högskola, Lärarutbildningen, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-25378.
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Although textbooks are scientifically proven that they are important and central to the school curriculum one should think critically about the content in textbooks - is it really compatible with the curriculum of following the textbook tradition? As a teacher there are different ways to reflect on which textbook to choose. It is important to compare several textbooks with each other and be aware that a textbook should follow the curriculum. A teacher examines many sections/topics in the textbooks, but in this paper only one section will be reviewed among four different textbooks. The section to be compared, in the paper, is the interwar period. The reason for this choice is that the topic is required according to the current curriculum Lgr11. The essay will show an investigation about a few selected textbook authors. The main question is if the authors write as the textbook tradition or according to the curriculum. Four different textbooks will be compared in this paper where two of these books have the same publisher, the same author but two different curriculums (Lpo94 and Lgr11). The essay is based on a qualitative research in which a text analysis is done – to analyze if the textbooks follows the required topics of the curriculum or following the textbook tradition. Even an quantitative study has been done as an analysis of textbooks whereas the amount of pages and headlines are in focus. This was made to compare how much the authors have written about the interwar period and if similar headlines was used. A comparison of different curriculums has also been done, between the Lpo94 and Lgr11. This was made to see if there was a change in content or how authors wrote about the same historical event. This may provide an explanation for why the textbook authors have written different in both textbooks written by the same author and printed by the same publisher but in line with two different curricula. Author: Hobel Josefsson. Mentor: Örjan Simonson The spring 2013 Keywors: history, interwar period, textbooks, textbook author, textbook tradition, curricula – syllabus, comparative Nyckelord: historia, mellankrigstiden, läroböcker, läroboksförfattare, lärobokstradition, läroplaner – kursplan, jämförelser
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Na, Pattalung Piengpen Newsom Ron. "An analysis of sexist language in ESL textbooks by Thai authors used in Thailand." [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-9057.
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Na, Pattalung Piengpen. "An Analysis of Sexist Language in ESL Textbooks by Thai Authors Used in Thailand." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc9057/.
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This study identified the types of sexist language that appear in ESL textbooks by Thai authors. The study analyzed the ESL textbooks by Thai authors sold at the Chulalongkorn University bookstore during spring 2007. It was a qualitative case analysis of fifteen ESL textbooks covering the beginning, intermediate, and advanced levels of ESL instruction. The study used feminist criticism to discover what gender roles are sanctioned as appropriate in ESL textbooks by Thai authors and if the language used supports or challenges patriarchy. The results of this study show that sexist language is present in the textbooks and that the textbooks contain content that promotes sexist assumptions concerning gender roles. As a whole, the language and examples used in ESL textbooks by Thai authors support patriarchy.
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Hansen, Vanessa, and Maximilian Broberg. ""Reality has an author" : An analysis of how Inner and Outer circle speakers are constituted in English language textbooks in Sweden." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-167971.
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English is a global language with hundreds of millions of speakers all over the world. In Sweden,English is one of the most important subjects in primary and upper secondary school. As a guideand supplement, many teachers use textbooks in their teaching, but not much research has beenconducted on the contents of textbooks and how it may influence students’ worldview.This study aims to investigate how different speakers of English are constituted in four textbooksfrom English level 5 in the Swedish upper secondary school. The purpose of the study is to shedlight on possible problems that might arise with unreflected use of textbooks and it is based ondiscourse theory and the Concentric Circles Model. The authors reach the conclusion that thetextbooks constitute a reality where the traditional core of native English speaking countriesdominates the English-speaking world. Furthermore, the analysed textbooks were found not tofollow several of the directives set down in the national curriculum. Hopefully this study willcontribute to broaden the research field of textbook analysis in Sweden.
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Björk, Martin. "Folkmord i läromedlen : En undersökning om folkmords behandling i fem läromedel för gymnasiets A kurs i historia." Thesis, Södertörn University College, Lärarutbildningen, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-3497.
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<p>A large number of genocides have taken place in our history. The purpose of this essay is to examine how genocide is treated in five high school history textbooks. I have studied a large number of issues. I have examined which genocides are discussed in the textbooks and which genocides the textbooks don’t discuss. I have also examined if there are differences between the textbooks about that matter. I have studied in which context the genocides are discussed. I have also examined how the genocides are described and if there are any differences between the authors about that matter.</p><p>The method of the essay is a quantitative and qualitative text analysis. I have used the following history theories in my analysis: a critical emancipation perspective of history<em>, </em>the materialist <em>conception of history</em> and the <em>idealist conception of history.</em> In the essay a have used Frank Chalks and Kurt Jonassohns definition of genocide.</p><p>The study has shown that a large number of genocides are discussed in the textbooks, but also that a large number are not discussed. There are differences between the textbooks about that matter. The study has confirmed the critical emancipation perspective of history.</p><p>The study has shown that the descriptions of the genocides have its similarities and it's differences.</p>
Books on the topic "Textbook authors"
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Sebesta, Judith Lynn. An annotated textbook survey of Greek and Latin authors. published by the Classical Association of the Atlantic States, Inc., 1987.
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Sebesta, Judith Lynn. An annotated textbook survey of Greek and Latin authors. Classical Association of the Atlantic States., 1987.
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D, O'Rourke Kevin, ed. Ethics of health care: An introductory textbook. 2nd ed. Georgetown University Press, 1994.
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Silverman, Franklin H. Authoring a textbook or professional book: A guide to what publishers do and don't want authors to know. CODI Publications, 1993.
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Michael, Harrington L., ed. "On the ecclesiastical hierarchy": The thirteenth-century Paris textbook edition. Peeters, 2011.
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Katorkin, Sergey, Mihail Mel'nikov, Pavel Myshencev, Sergey Sushkov, and Sergey Sushkov. Lymphedema of the lower extremities: modern aspects of complex treatment: textbook. allowance. INFRA-M Academic Publishing LLC., 2017. http://dx.doi.org/10.12737/25282.
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The training manual sets forth modern views on the etiology, pathogenesis, clinic and principles of complex treatment of lymphedema of the lower extremities.
 Individual tactics based on the use of clinico-functional and biomechanical methods in diagnosis and treatment are substantiated.
 The authors described methods of conservative treatment, the technique of classical operations and modern innovative technologies. It meets the requirements of the Federal State Educational Standard of Higher Education of the latest generation.
 The manual is intended for students of medical higher educational institutions, clinical residents, surgeons, angio-surgeons and general practitioners
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Falaturi, Abdoldjavad. Muslim thoughts for teachers and textbooks authors. Islamic Scientific Academy, 1990.
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Sokolova, Tat'yana, and Elena Chubina. Forensic author's expertise. INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1877327.
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The textbook presents a system of training tasks and cases, the purpose of which is to form a circle of students with the necessary knowledge, skills and abilities in the field of forensic expert examination.
 The tasks are based on expert practice in full compliance with the requirements of the Federal State Educational Standard (3++) in the specialty 40.05.03 "Forensic Examination". Many of the proposed cases and tasks are based on the materials of real court cases.
 For students and postgraduates of law and philological universities, linguists, practicing lawyers, researchers.
Book chapters on the topic "Textbook authors"
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Otto, Marcus. "Textbook Authors, Authorship, and Author Function." In The Palgrave Handbook of Textbook Studies. Palgrave Macmillan US, 2018. http://dx.doi.org/10.1057/978-1-137-53142-1_6.
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Even, Ruhama, Michal Ayalon, and Shai Olsher. "Teachers Editing Textbooks: Transforming Conventional Connections Among Teachers, Textbook Authors, and Mathematicians." In Mathematics Education in a Context of Inequity, Poverty and Language Diversity. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-38824-3_10.
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Frasson, Docteur N., Marie Valange, Isabelle Almeras, Mathieu Izquierdo, and Gwenola Ster. "Correction to: Treatment of Immature Scars: Manual Massages." In Textbook on Scar Management. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-44766-3_65.
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Owing to an oversight on the part of the production, this chapter was initially published with incorrect authorship. The chapter was published with first author name alone, co-authors were inadvertently missed.
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Catling, Simon, and Jongwon Lee. "English Geography Textbook Authors’ Perspectives on Developing Pupils’ Geographical Knowledge and Thinking." In The Power of Geographical Thinking. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-49986-4_15.
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Liu, Wei, Xiaoli Wu, Zheng Gao, and Lingling Xia. "Minimally Invasive Technologies for Treatment of HTS and Keloids: Low-Dose 5-Fluorouracil." In Textbook on Scar Management. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-44766-3_30.
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AbstractBoth hypertrophic scar (HTS) and keloid are pathological scars that tend to overgrow and overproduce extracellular matrices, lead to large-sized scars along with severe pain and itching, and even result in functional disability. In particular, keloids are considered as benign skin tumors due to their nature of uncontrolled growth beyond the original wound boundary and invasion into normal skin; therefore, anticancer therapy has been employed in keloid therapy. 5-Fluorouraci (5-FU), a pyrimidine analog, is a commonly used chemotherapy agent and it has also been previously used in keloid treatment with intralesional injection at a concentration of 40–50 mg/ml. The authors propose the use of low dose 5-FU at the concentration of 1.5–5 mg/ml for establishing a sustainable chemotherapy without causing significant side effects in order to cure keloid by a possible long-term chemotherapy, which is essential for controlling keloid relapse. Since 2002, the authors have treated over 10,000 cases of keloids and demonstrated that this approach is effective and safe. In addition to intralesional injection treatment of keloids and HTS with combined use of 5-FU and steroids, it was also used for preventing keloid recurrence after surgical excision. In this chapter, the authors introduce the general background of keloid and HTS chemotherapy, the rational of using low-dose drugs, and the clinical protocol of low-dose 5-FU injection therapy and its applications along with typical case presentation.
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Téot, Luc. "Clinical Case: Earlobe Keloid." In Textbook on Scar Management. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-44766-3_61.
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AbstractEarlobe keloid is encountered in young adults with different etiologies, with some of them occurring spontaneously and others being secondary to earlobe piercing. In both sexes, the lesions may be limited to the fold or the external canthus or embed the posterior part of the ear. The rate of recurrence is higher than 80% when surgical excision is realized alone and associations of procedures are proposed. They may vary between authors, with some of them proposing excision and radiotherapy and others preferring excision supplemented by postoperative injections of corticosteroids, cryotherapy being also proposed as well as YAG lasers. In this clinical case, 5-FU 50 mg/mL injections were administered every 3 weeks before surgical excision. The patient was followed every month till the 14th month postoperation. The result was good with no recurrence.
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Väljataga, Terje, Sebastian H. D. Fiedler, and Mart Laanpere. "Re-thinking Digital Textbooks: Students as Co-authors." In Advances in Web-Based Learning -- ICWL 2015. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-25515-6_13.
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Vučurović, Ana, Géraldine Anthoine, Charlotte Trontin, et al. "Conclusions." In Plant Pathology in the 21st Century. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-99811-0_4.
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AbstractThe organisation of a test performance study (TPS) requires significant inputs in finances, time, and a high level of expertise from the TPS organiser to ensure a smooth process and reliable results. In this book authors have used collective experience gained in the organization of 12 TPS studies, as well as previous extensive experience in the organization of similar studies to prepare a ‘textbook’ for organisers of future TPS not only in the field of plant pest detection, but also in other areas of microbiology. This chapter summarises the main challenges which can occur during the TPS organisation and provides the recommendations how to foresee them and successfully organize TPS.
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"Authors." In Textbook Quality. V&R Unipress, 2013. http://dx.doi.org/10.14220/9783737002240.237.
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"Working with Your Textbook Publisher." In Handbook for Academic Authors, 6th ed. Cambridge University Press, 2022. http://dx.doi.org/10.1017/9781009063876.009.
Full textConference papers on the topic "Textbook authors"
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Sheppard, Sheri, Kim Jones, and Natalie Jeremijenko. "Developing ‘Text Learning Capture’ to Examine How Students Learn From Texts and How Texts Learn From Students." In ASME 1998 Design Engineering Technical Conferences. American Society of Mechanical Engineers, 1998. http://dx.doi.org/10.1115/detc98/dtm-5655.
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Abstract This paper describes an innovative assessment method that provides formative feedback on the effectiveness of an engineering textbook. We describe the development of the Text Learning Capture Method and the prior art that it is drawn from. We then go on to interpret and analyze the protocols captured with the method and describe the preliminary results generated with its application. Concrete examples of how the feedback enables us to identify the text’s readability, comprehensibility, and usability are given. From the analysis a list of questions was generated about how students learn from engineering textbooks. The textbook assessment work presented here was motivated by a desire on the part of the author of the textbook (hereafter the text-author in contrast to the authors of this paper) to understand more fully the role of this textbook in supporting student learning. We began with questions such as: “Do students relate to the real-world examples given?”; “How do students work through the equations?”; “How are figures utilized?”; “Are students excited by a textbook that uses a familiar multi-faceted artifact to demonstrate engineering principles?”. In our attempts to carefully answer these questions we generated questions such as: “Can learning from a text book be thought of as passive?”; “What constitutes effective learning from texts?”; “What are best reading practices?”; and “How much control does an author have over this?”.
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Kim, Mijung. "Science and Mathematics Textbook Authors' Hopes for Peace and Sustainability in a Changing World." In 2019 AERA Annual Meeting. AERA, 2019. http://dx.doi.org/10.3102/1436002.
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Косулина, Л. Г. "Social movements in Russia of the XIX century: studying at school and university. Succession and innovations." In Современное социально-гуманитарное образование: векторы развития в год науки и технологий: материалы VI международной конференции (г. Москва, МПГУ, 22–23 апреля 2021 г.). Crossref, 2021. http://dx.doi.org/10.37492/etno.2021.34.25.051.
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в статье содержится сравнительный анализ освещения проблем становления и эволюции общественных движений России в XIX в. в школьных учебниках, разработанных в соответствии с требованиями Концепции нового УМК по отечественной истории, историко-культурного стандарта и включенных в федеральный перечень учебников. Автор выявляет базовые для всех учебников проблемы и специфику их освещения каждым авторским коллективом. При этом представленный в школьных учебниках материал рассматривается с точки зрения базовых знаний для дальнейшего изучения данной темы в вузовском курсе «История», на основе которых предлагаются авторские рекомендации, как содержательного, так и методического характера по усовершенствованию вузовского курса истории. the article provides a comparative analysis of the coverage of the formation and evolution of social movements in Russia in the XIX century in the school textbooks, designed in accordance with the requirements of the concept of a new textbook on national history and historical and cultural standards, included in the federal list of textbooks. The author identifies the basic issues for all textbooks and the specifics of their coverage by each author's team. The material given in school textbooks is examined from the point of view of basic knowledge for further study of this subject in a high school course of "History". Based on these recommendations the author offers both substantial and methodical recommendations for the improvement of the university course of history.
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Dat, Nguyen Van. "A Review on Approaches of Evaluating Tertiary Textbooks." In The 4th Conference on Language Teaching and Learning. AIJR Publisher, 2022. http://dx.doi.org/10.21467/proceedings.132.20.
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An important part of the training process is textbook evaluation, which lets students determine whether or not the curriculum satisfies their goals while also helping teachers enhance their professional capacities. The textbook is still the most common type of material utilized in today's foreign language classrooms. It serves as the core of a training program and provides learners with the essential input they require through a wide range of different activities. This article clarified the textbook, coursebook, and materials' roles in ELT classrooms. This article also reviewed three main approaches to coursebook evaluation: Tomlinson’s approach (2003), Littlejohn’s approach (1998 & 2011), and McGrath’s approach (2002). The author also summarized the main criteria for textbook evaluation. The design of future textbooks at tertiary levels is discussed, along with some of the potential directions that could be taken.
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Tzanev Roussev, Rossen. "La thèse de doctorat et la dimension préliminaire de l’écriture." In 2ème Colloque International de Recherche et Action sur l’Intégrité Académique. « Les nouvelles frontières de l’intégrité ». IRAFPA, 2022. http://dx.doi.org/10.56240/cmb9918.
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The problem of the birth of the genre of the academic writing textbook – in the United States, Europe and France – allows us to approach the question of doctoral writing in terms of the literature of editorial orientation (devoted to what one must do to write a good thesis) and the literature of academic integrity (devoted to what one must not do to write a good thesis). It is from this perspective that the paper highlights the writing textbooks of Umberto Eco (1977), Michel Beaud (1985) and Howard S. Becker (1986). The writing textbook, beginning with the very first one, John Conrad Almack’s (1930), is seen as an academic effect of the growth in student enrollment and, in particular, in doctoral student enrollment. The author states a chronological hypothesis that the year of publication of John C. Almack’s textbook, 1930, marks the beginning of American academic hegemony.
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Bedwell, Mike. "Death to the textbook!" In Statistics Education and Outreach. International Association for Statistical Education, 2011. http://dx.doi.org/10.52041/srap.11701.
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It will be argued that, at the introductory level at least, the Internet has rendered the statistics textbook redundant. This is because textbooks are inevitably out-of-date, often ossifying techniques rather than investigating fundamental concepts, especially those which continue to excite controversy to this day; these include Bayes’ theorem and the competing merits of significance testing and of confidence levels. The author will cite evidence from the library of his own former university, and outline his plans for a Statistics Vademecum. This will not be a textbook, but rather series of questions which direct the reader to look up concepts on the internet and answer Socratic-style questions about them.. The vision is that the reader should arrive at an informed opinion on the cliché ‘lies, damned lies....’, and appreciate that is neither mathematics nor IT, but rather logic that presents the challenge in understanding statistics .
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Marković, Đorđe. "VIDOVDANSKI USTAV U UDžBENICIMA USTAVNOG PRAVA – VEK KASNIJE." In 100 GODINA OD VIDOVDANSKOG USTAVA. Faculty of law, University of Kragujevac, 2021. http://dx.doi.org/10.46793/zbvu21.057m.
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The article analyses the attitude of writers of the constitutional law textbooks from the former Yugoslavia towards the Vidovdan Constitution. The author focuses on the textbooks used at the time of writing in teaching and for exam preparation of Constitutional Law at state-owned law faculties as of academic year 2020/21. However, the analysis also includes several textbooks that represent a kind of historical readings. By comparing the relevant materials, the author made an attempt to shed light on scientific, legal and even political attitude of various authors towards the Vidovdan Constitution, and indirectly towards the Yugoslav state itself. The significance of this analysis is reflected in the fact that young generations - future lawyers and members of the social elites of the states created on Yugoslav foundations, get acquainted with their constitutional history through textbooks of constitutional law.
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Kao, Imin. "Teaching MEMS to Mechanical Engineering Students: A Paradigm Shift From Macro to Micro World." In ASME 2001 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2001. http://dx.doi.org/10.1115/imece2001/de-23289.
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Abstract This paper presents pedagogical issues and experience in teaching the introduction to MEMS (Micro Electro-Mechanical System) course to a group of engineering students, primarily Mechanical Engineering students. The paper draws upon the author’s experience in teaching the MEMS course. Since MEMS is highly inter-disciplinary, the presentation of various relevant topics in MEMS, which may or may not be familiar to a mechanical engineering student, is of critical importance. These topics vary from physics, electrochemistry, materials, and electronic engineering, to various areas in mechanical engineering. An integrated approach for the presentation of subjects, especially in design and fabrication, was found to be very helpful. Moreover, the paradigm shift from the macro world, that most students are familiar and comfortable with, to the micro world is significant and needs to be emphasized. The author found the concept of scaling law, when shifting to the micro world, to be essential in the presentation of MEMS to engineering students in order for them to comprehend the size factor in MEMS. In addition, understanding and appreciation of the strengths and limitations of MEMS are also critical in learning MEMS. Finally, a good textbook will facilitate the learning process of such vast subject. A bibliography of useful textbooks and reference books used by the author will be listed at the end of this paper.
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Volynkina, Vera. "Author’s online course on medieval Italian culture: development model." In TSNI 2021 - Textbook: Focus on Students’ National Identity. Pensoft Publishers, 2021. http://dx.doi.org/10.3897/ap.e4.e1094.
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Куренышева, Е. П. "The concept of the Revolution of 1917 in modern school textbooks on the history of Russia." In Современное социально-гуманитарное образование: векторы развития в год науки и технологий: материалы VI международной конференции (г. Москва, МПГУ, 22–23 апреля 2021 г.). Crossref, 2021. http://dx.doi.org/10.37492/etno.2021.46.10.052.
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в данном выступлении анализируется концепция революции 1917 года, представленная в школьных учебниках, рекомендованных к обучению в российских школах в перечне 2020/2021 гг. Сюда относятся учебники под редакцией А.В. Торкунова, под авторством Н.В. Загладина, Ю.В. Петрова, А.Н. Сахарова, под общей редакцией В.А. Тишкова, под редакцией С.П. Карпова, также в соавторстве О.В. Волобуева, С.П. Карпачева, П.Н. Романова. В статье выявляются общие черты концепции революции 1917 года в России, а также раскрываются различия в представлении причин, хода, значения и последствий событий. Ни в одном школьном учебнике уже события 1917 года в России не отражаются как закономерный и неизбежный процесс перехода от капиталистической формации к коммунистической, как это было в советских учебниках. Общим в подаче революционных событий стало и то, что в отличие от советской эпохи, где в учебниках либерально-буржуазный Февраль противопоставлялся социалистическому Октябрю, в современных учебниках события февраля-октября 1917 года подаются как единый процесс, как Великая российская революция. Различий в трактовках, тем не менее, много. the presentation analyzes the concept of the revolution of 1917, presented in school textbooks recommended for teaching in Russian schools in the list of 2020/2021. This includes textbooks edited by A.V. Torkunov, also authored by N.V. Zagladin, Yu.V. Petrov, A.N. Sakharov, also edited by V.A. Tishkov, also edited by S.P. Karpov, also co-authored by O.V. Volobuev, S.P. Karpachev, and P.N. Romanov. The speech reveals the common features of the concept of the revolution of 1917 in Russia, as well as reveals the differences in the presentation of the causes, course, meaning and consequences of the events. The events of 1917 in Russia are not reflected in any school textbook as a natural and inevitable process of transition from the capitalist formation to the communist one, as it was in the Soviet textbooks. What is common in the presentation of revolutionary events is that, in contrast to the Soviet era, where in textbooks the liberal-bourgeois February was opposed to the socialist October, in modern textbooks the events of February – October 1917 is presented as a single process, as the Great Russian Revolution. Nevertheless, there are many differences in the interpretations.
Reports on the topic "Textbook authors"
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Dmytrovskyi, Zenon. THE TEXTBOOK, THAT TEACHES AND BRINGS UP. Ivan Franko National University of Lviv, 2022. http://dx.doi.org/10.30970/vjo.2022.51.11414.
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The review is about textbook on television and radio communication for students, teachers of faculties and departments of journalism, as well as journalists-practitioners, prepared by the author’s team edited by Vasyl Lyzanchuk. Textbok absorbed some considerations and conclusions from previous theoretical developments, which found a new meaning here, deeper argumentation, supplemented by many interesting observations that correspond to the spirit of the time, the innovations that have appeared in recent years in the media space of Ukraine. The textbook has ten sections, each of which is designed to enrich the student with knowledge of television and radio communications, teach him or her all that a media professional should know and be able to apply it in practice. The titles of the sections indicate their practical orientation: «Basic methodical measures of functioning of information radio and television genres», «How we analyze, interpret, explain facts, events, phenomena», «Features of the creation of artistic programs on radio and television» and others. All sections of the textbook are meaningfully connected and constructed in such a way as to provide students with the opportunity to gradually, step by step to deepen their theoretical and practical knowledge of television and radio communications. This is undoubtedly the merit of the authors of the edition. The student will benefit from the numerous examples of television and radio materials prepared by the students themselves. Their creative work should convince that this work can serve as a stimulus for creative work for future journalists during their years of study. In addition to professional competence, as rightly emphasized in the textbook by Professor Vasyl Lyzanchuk, “It is very important to form in students, future journalists, socio-national competence, deep understanding of the essence of freedom of speech and responsibility for the content of the spoken word and image, to develop the belief that they are active participants in the Ukrainian state-building processes, and not intermediaries or repeaters of information”. It should be noted that the educational element is present throughout the textbook starting with the first chapter, historical (author Professor Ivan Krupskyi). While studying this textbook, students should realize that from the honor of journalists, their dignity, patriotism depends on the honor, authority, bright name of Ukraine, its future; that their assertion of Ukrainian national identity is the key to further prosperity of our state.
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Zhytaryuk, Maryan. UKRAINIAN JOURNALISM IN GREAT BRITAIN. Ivan Franko National University of Lviv, 2021. http://dx.doi.org/10.30970/vjo.2021.50.11115.
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Professor M. Zhytaryuk’s review is about a book scientific novelty – a monograph by Professor M. Tymoshyk «Ukrainian journalism in the diaspora: Great Britain. Monograph. K.: Our culture and science, 2020. 500 p. – il., Them. pok., resume English, German, Polish.». Well-known scientist and journalism critic, Professor M. S. Tymoshyk, wrote a thorough work, which, in terms of content, is a combination of a monograph, a textbook and a scientific essay. This book can be useful for both students and practicing journalists or anyone interested in the history of the Ukrainian diaspora, Ukrainian journalism and Ukrainian culture. The author dedicated his work to Stepan Yarmus from Winnipeg, Canada – archpriest, journalist, editor, professor. As the epigraph to the book were taken the words of Ivan Bagryany: «Our press, born under the sword of Damocles of repatriation», not only survived and survived to this day, but also showed a brilliant ability to grow and develop. It was shown that beggars that had come to the West without money at heart can and know how to act so organized. It was also an example of how a modern «enbolshevist» and «denationalized» by the occupier man person is capable of a combined mass action».