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Journal articles on the topic 'Textbook Division'
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Abdullah, Abdul Halim, and Bomi Shin. "A COMPARATIVE STUDY OF QUADRILATERALS TOPIC CONTENT IN MATHEMATICS TEXTBOOKS BETWEEN MALAYSIA AND SOUTH KOREA." Journal on Mathematics Education 10, no. 3 (August 17, 2019): 315–40. http://dx.doi.org/10.22342/jme.10.3.7572.315-340.
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This study compares Malaysian and Korean geometry content in mathematics textbooks to help explain the differences that have been found consistently between the achievement levels of Malaysian and South Korean students in the Trends in International Mathematics and Science Study (TIMSS). Studies have shown that the use of textbooks can affect students’ mathematics achievements, especially in the field of geometry. Furthermore, to date, there has been no comparison of geometry content in Malaysian and Korean textbooks. Two textbooks used in the lower secondary education system in Malaysia and South Korea were referred. The topic of quadrilaterals was chosen for comparison, and the topic’s chapter in the South Korean textbook has been translated into English. The findings show four main aspects that distinguish how quadrilaterals are taught between the two countries. These aspects include the composition of quadrilaterals topics, the depth of concept exploration activities, the integration of deductive reasoning in the learning content and the difficulty level of mathematics problems given at the end of the chapter. In this regard, we recommend the Division of Curriculum Development of the Malaysian Ministry of Education reviews the geometry content of mathematics textbook used today to suit the curriculum proven to produce students who excel in international assessments.
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Warmi, Attin. "PENGEMBANGAN BAHAN AJAR PERKALIAN DAN PEMBAGIAN DENGAN MENGADOPSI OPERASI ARITMATIKA BANGSA MESIR KUNO." BERNAS: Jurnal Pengabdian Kepada Masyarakat 1, no. 1 (January 25, 2020): 32–37. http://dx.doi.org/10.31949/jb.v1i1.130.
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This program is one of the community service programs carried out by groups of lecturers and student representatives of the mathematics education program at UNSIKA. This program is in the form of providing tutoring outside school hours to elementary school students in mathematics. Most students are of the view that mathematics is difficult. Based on these conditions, we will design a program to help the school in providing tutoring to students in dealing with students to facilitate learning multiplication and division. The form of the program is in the form of providing tutoring for elementary school students, to facilitate student learning in completing multiplication and division operations. For the implementation of this activity, the mathematics textbooks and modules that are designed for guidance and study must be prepared. The material to be applied is about mathematical materials that have been summarized relating to multiplication and division operations. The structure of teaching materials for each topic starts with concepts, examples of questions, exercises, discussions and key answers. The textbook is ready to be used for the program.
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Rileigh, Kathryn K. "Good Reads in Psychology: Recommended Books beyond the Required Textbook." Teaching of Psychology 20, no. 3 (October 1993): 183–85. http://dx.doi.org/10.1207/s15328023top2003_17.
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In both introductory and upper division psychology courses, recommended books may be successfully used to supplement required textbook assignments. Several approaches to the compilation of a recommended readings list are examined and compared, with a discussion of pedagogical implications. One such list of 56 entries with annotations is described.
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Souza, Joanne, and Paul M. Bingham. "Integration of Available and New Technologies to Raise Student Understanding and Engagement." Journal of Educational Technology Systems 34, no. 2 (December 2005): 189–98. http://dx.doi.org/10.2190/79mv-uaka-ck2m-kybv.
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We integrate available and new technologies to strongly enhance student engagement in upper division undergraduate courses on human evolution and history. First, we use peer-mentored discussion groups through the Blackboard system—appropriately scaled, constructed, and incentivized. These allow day-to-day monitoring of student understanding. Second, we use weekly Blackboard e-quizzes directed at important issues or areas of confusion including those revealed by discussion groups. Third, we use a novel digital textbook. This technology provides diverse, sophisticated assets ranging from animations and interactive questions to an extensive glossary hyperlinked to an electronic textbook. The ease of revision of this textbook allows us to react, year to year, to student need and experience. The real power of our approach derives from the extremely strong synergy between these three assets, as we will discuss. We describe successful applications of this model in large (ca. 500) and small (ca 25) classes.
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Hardin, Robin, and Joshua R. Pate. "Playbook vs. Textbook: Examining Academic Transitioning of NCAA Division I-FBS Football Student-Athletes." Journal for the Study of Sports and Athletes in Education 7, no. 3 (November 2013): 229–44. http://dx.doi.org/10.1179/1935739713z.00000000014.
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Shin, Joonsik. "A proposal to the construction of textbook contents of fraction division connected to problem context." Mathematical Education 52, no. 2 (May 31, 2013): 217–30. http://dx.doi.org/10.7468/mathedu.2013.52.2.217.
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Hosoi, Shosuke. "Modernization of Topographic Mapping by Japan Meiji Government – Introduction of French Army Mapping Technology and afterwards." Abstracts of the ICA 1 (July 15, 2019): 1. http://dx.doi.org/10.5194/ica-abs-1-119-2019.
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<p><strong>Abstract.</strong> In Japan, the political system was changed greatly and new Meiji government under Meiji Emperor was born in 1868. Meiji government made great efforts to modernize Japan to hold its independence, hiring many professionals from the western advanced countries, sending many students to the western advanced countries, establishing obligatory education system, and so on.</p><p>It invited French military mission to modernize its army. The mission arrived in Japan in 1872 and stayed until 1880 changing its members. It included engineer officers as follows: Engineer captain Albert Jourdan (1872&ndash;1878), Engineer captain Ernest Vieillard (1873&ndash;1876), Engineer lieutenant captain Lucian Kreitmann (1876-1888) and two other engineer officers succeed until 1880. They worked fundamentally as the teachers of engineering including survey and mapping. Jourdan had additional works as Coast Defense plan and military construction such as Military School.</p><p> Jourdan participated in the Japan Coast Defense Planning Mission headed by French mission chief and ordered by the Army Minister,Yamagata. Coast Defense Plan maps were drawn for Kagosima Bay, Hakodate Bay, Tsuruga Bay, etc. Japanese officers of the General Staff Bureau engaged in making base maps for planning and supported the Mission in the field. The mapping technology would be transferred to the Japanese officers on the job.</p><p>The French Mission members began various military educations in 1872. TIZU SAISIKI (Map Color Rule) was published in 1873, which was translated book by Tomohiro Kosuge (later, the founder and the first director of Japan Land Survey) and others from a French map book brought by Jourdan. Jourdan and Vieillard taught military engineering, based on the textbooks 1855 for French engineer regimental schools, which were translated by T. Kosuge and others and published as KOUHEI SOUTEN (Manual for Military Engineers) including Survey Division in 1873&ndash;1875.</p><p>In 1875, Grand Military Field Exercise was held in Narashinohara near Tokyo, when the field was surveyed at 1/10,000 scale with six plane table teams including T. Kosuge directed by E. Vieillard and a map was compiled and published next year.</p><p>In 1876, the first three textbooks on mapping of the Military School were printed ; SOKUTI KOUHON (Land Survey Textbook), TIRIZUGAKU KOUHON (Topography Textbook) and SOKUTI KANHOU (Rapid Survey Method in the Military School. The former two were Kreitmann’s lecture records and the last one was translated book of a textbook of French Artillery and Engineering Application School Military Field Exercise was held in Narashinohara, when the field was surveyed with plane table method at 1/20,000 scale by the Military School pupils directed by L. Kreitmann. The compiled map was printed next year in the Military School.</p><p>In 1877, Seinan Civil War occurred in Kyushu Islan. Rapid survey maps were drawn by the members of the Survey Division of the Army Ministry. After the war, military field exercise was held in Shimoshidzu, when the field was surveyed with plane table method at 1/20,000 scale by the Military School pupils directed by L. Kreitmann. The compiled map was printed next year in the Military School.</p><p>In 1879, T. Kosuge was nominated to the head of the Survey Division, General Staff Office. He presented his second opinion, “Rapid Survey Plan of the Whole County “ without triangulation which remained as the object of study to the head of the General Staff Office and this plan was accepted.</p><p>In 1880 following the “Rapid Survey Plan”, the rapid survey began with plane table method at 1/20,000 scale in Kanto metropolitan area on a large scale.</p><p>In 1881, according the comparison of the results of the normal triangulation and the graphical triangulation on the plane table, it was concluded that the former should be adopted for the whole country control point survey and that the survey system and organization should be changed.</p><p>In 1889, Army Land Survey was founded by T. Kosuge following the model of Prussian Land Survey, Germany and the first director was T. Kosuge. However, KOUHEI SOUTEN (Manual for Military Engineers) Second Edition, Survey Division was published, translated from the textbook 1883 for the French Engineer Regimental School.</p>
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Sun, Xuhua. "“Variation problems” and their roles in the topic of fraction division in Chinese mathematics textbook examples." Educational Studies in Mathematics 76, no. 1 (August 20, 2010): 65–85. http://dx.doi.org/10.1007/s10649-010-9263-4.
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Kusaka, Satoshi. "ANALYSIS OF LEARNING DIFFICULTIES WITH FRACTIONS IN THREE AFRICAN COUNTRIES: FOCUSING ON THE SCOPE, SEQUENCE AND MODELS OF FRACTIONS." African Journal of Education and Practice 7, no. 2 (April 15, 2021): 77–91. http://dx.doi.org/10.47604/ajep.1267.
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Purpose: This study aims to compare and analyze learning content with regard to fractions, the order in which that content is taught in primary school mathematics curricula, and how it is presented in textbooks in three eastern and southern African countries, Zambia, Ethiopia, and Mozambique as well as to clarify the characteristics of the instruction concerning fraction in each of these countries.
Methodology: Firstly, we refer to the curriculum to extract information about the learning contents and their order in each grade. Secondly, concerning the meaning of fractions, we refer to the textbooks since we cannot clearly judge from the description in the curriculum. Thirdly, we focus on the common points and differences among the three countries and analyze the causes of difficulty in learning fractions.
Findings: There is a significant discrepancy between the grades in learning fractions among the three countries. In addition, the learning order differs to a certain degree. A common feature of the three countries regarding the order is the multiplication and division of fractions. For all three countries, while the addition and subtraction of fractions and types of fractions are handled separately by different grades, the multiplication and division are all taught in one grade. Further, how the meaning of fractions is taught is common to all three countries. In all the countries, the part-whole concept of fractions is mainly employed, and the fraction as measurement concept is not taught at all. Unfortunately, since children learn without considering fractions as measurements, their understanding of fractions will be limited.
Unique contribution to theory, practice, and policy: Regarding fraction, basic research on the teaching content and their order in African countries have not been conducted extensively. While improving the quality of education is a common goal globally, it is paramount to analyze the difficulty in learning fractions from the perspectives of the intended curriculum and textbook. The result will be the implication for revising the curriculum and suggestions for teaching fractions.
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Shannon, Kathleen. "It's Not the Moore Method, But… A Student-Driven, Textbook-Supported, Approach to Teaching Upper-Division Mathematics." PRIMUS 28, no. 2 (November 8, 2017): 118–27. http://dx.doi.org/10.1080/10511970.2017.1348416.
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Wicaksono, Agung. "PENERAPAN PENDEKATAN PEMBELAJARAN OPEN ENDED UNTUK MENINGKATAKAN PEMAHAMAN SISWA KELAS V AL ANKABUT SDIT AL FAHMI PALU PADA MATERI OPERASI HITUNG BILANGAN BULAT." IBTIDAI'Y DATOKARAMA: JURNAL PENDIDIKAN DASAR 2, no. 1 (June 30, 2021): 25–36. http://dx.doi.org/10.24239/ibtidaiy.vol2.iss1.24.
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The background of this research is that generally students understand the concept of multiplication and division of integers by memorizing. Basically, the memorization method will be appropriate if you memorize it, you know and understand what you have memorized. So that students do not just memorize alone. However, students really understand what they have memorized, and the teacher in providing material on multiplication and division of integers is only glued to the textbook but does not use other solutions that are easier for students to understand. To improve students' understanding of the operations of multiplication and division of integers, learning uses an Open-Ended approach that designs a solution and answer in the operation of multiplication and division of integers with more than one solution and answer. The main objective of this research is to find out how big the Open-Ended learning approach is in improving the understanding of fifth grade students of Al Ankabut SDIT Al Fahmi on the operations of multiplication and division of integers. In this study, the researcher conducted classroom action research with six students as research subjects who were selected based on their ability level, consisting of six students, namely two students with low abilities, two students with moderate abilities, and two students with high abilities. The process of collecting data was done through tests, observations, interviews and field notes. The action was carried out four times, namely Action (1) was learning about all the elements in multiplication using Open-Ended learning through a structural approach. Action (2) is learning about integer multiplication operations with the application of Open-Ended learning through a structural approach. Action (3) is learning about all the elements in the division using Open-Ended learning through a structural approach. Action (4) is learning about the operation of dividing integers by applying Open-Ended learning through a structural approach. The results show that learning with an Open-Ended approach can improve the understanding of fifth grade students at Al Ankabut SDIT Al Fahmi Palu in the operations of multiplication and division of integers.
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Saputra, Fren Dwiyan. "Gender Representations in EFL Textbooks." Edukasi: Jurnal Pendidikan dan Pengajaran 6, no. 1 (June 27, 2019): 247–59. http://dx.doi.org/10.19109/ejpp.v6i1.3109.
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This study aimed at finding out the proportion of gender representation in EFL Textbook: When English Rings A Bell VII whether it showed equal proportion or not. The design of this research was content analysis research with 1896 characters and 1344 pictures as the study’s data. The procedure of analyzing the data started by classifying the data into male and female division, then it was analyzed based on Brugeilles & Cromer aspects, while the pictures were simply classified into male or female category. The presentation of male and female category was made by drawing the inferences by the researcher. The result of the analysis was made in the form of percentage and inferences. The result of the study showed the percentage of characters of male was 71% and 29% for female category. Under picture analysis, 55% was male category and 45% was female category. It indicated that When English Rings A Bell VII did not have a balance proportion or an equal representation between male and female category, both under characters and pictures analysis.
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Vishnevskiy, A. F., and A. P. Grahotskiy. "V. D. Spasovich's Criminal Law Ideas: To the 190th Birthday of the Jurist." Actual Problems of Russian Law 1, no. 12 (January 20, 2020): 170–79. http://dx.doi.org/10.17803/1994-1471.2019.109.12.170-179.
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Spasovich V.D. is the author of the first criminal law textbook in the Russian Empire. The progressive criminal law ideas formulated by the author provoked indignation in reactionary circles. By the decision of the special commission of the III division, the textbook was excluded from the educational process, and its author was forbidden to carry out teaching activities. For a long time Spasovich was not mentioned among the representatives of the brilliant galaxy of pre-revolutionary forensic scientists. Only in recent years, his works have been reprinted and are gradually entering the scientific circulation. The purpose of this paper is to study the Spasovich’s criminal law ideas and to determine the contribution of the jurist to the science of Russian criminal law. The authors conclude that the Spasovich’s ideas laid the foundations for the formation of a classical school of criminal law in the Russian Empire. The jurist carried out a deep theoretical development of the problems associated with the corpus delicti, the goals and measure of punishment, free will, and statutes of limitations. In his writings, Spasovich substantiated the fundamental principles of criminal law science: legality, equality, justice, commensurability of crime and punishment, respect for the dignity of the individual, the value of human rights and freedoms.
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Brott, Shirley. "News of The Academy of Neonatal Nursing." Neonatal Network 28, no. 2 (March 2009): 119–21. http://dx.doi.org/10.1891/0730-0832.28.2.119.
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On April 3rd, 2009, advanced practice neonatal nurses will come together in historic Boston to learn about the latest advances in neonatal nursing practice, to network, and to share their expertise with colleagues while enjoying the amenities of the Boston Westin Waterfront hotel. On Friday, April 3rd, Dr. Richard A. Polin will open the conference by discussing recent advances in neonatal practice related to scientific discoveries. Dr. Polin, a recent Neonatal Education Award in Perinatal Pediatrics recipient from the American Academy of Pediatrics, is also coauthor of the popular textbook, Fetal and Neonatal Physiology. He is currently the director of the Division of Neonatology of the Morgan Stanley Children’s Hospital of New York-Presbyterian and professor of pediatrics at Columbia University College of Physicians and Surgeons.
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Kopper, Christopher. "Germany's National Socialist Transport Policy and the Claim of Modernity: Reality or Fake?" Journal of Transport History 34, no. 2 (December 2013): 162–76. http://dx.doi.org/10.7227/tjth.34.2.5.
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The construction of the extensive motorway network by the Nazi regime has often been seen as a textbook example of a thorough motorisation policy. But the motorway construction took place under a transport policy that favoured public railroads at the expense of private road haulage companies. A strict regulation of freight rates prevented road hauliers from competing with railroads and gaining a greater share of the freight market. The division of administrative and planning competencies between the motor-minded enthusiasts around Hitler's road builder Fritz Todt and the railroad lobby in the Ministry of Transport contributed to a contradictory motorisation policy. Not even the design of the German motorways was favourable to commercial road hauliers. The German Autobahn was built primarily for cars and ignored the needs of the trucking industry.
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Mallory, Peter, and Patricia Cormack. "The Two Durkheims: Founders and Classics in Canadian Introductory Sociology Textbooks." Canadian Journal of Sociology 43, no. 1 (March 31, 2018): 1–24. http://dx.doi.org/10.29173/cjs29386.
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For contemporary Durkheim scholars, the presentation of Durkheimian sociology in introductory textbooks is notoriously flawed. In this article, we examine the presentation of Durkheim’s work in popular English-language Canadian sociology textbooks. We show that textbooks present two distinct “Durkheims.” First, they characterize him as a founder of the discipline and the sociological project of challenging common-sense explanations of social life. Second, Durkheim appears as the father of structural functionalism who advocates a conservative, integrating vision of society. We argue that to understand why these two versions of Durkheim persist in sociology textbooks, we must appreciate the symbolic place of classical authors in the discipline. The two “textbook Durkheims” endure because they operate as symbols for both the coherence and divisions of the discipline. We suggest that integrating contemporary Durkheimian scholarship into textbooks would require revising conventional textbook approaches of sorting classical authors as founders of contending sociological perspectives.
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Borokh, Olga N. "From Western Knowledge to a National Textbook: The Evolution of Li Quanshi’s Socio-economic Views." Vestnik of Saint Petersburg University. Asian and African Studies 12, no. 3 (2020): 426–51. http://dx.doi.org/10.21638/spbu13.2020.308.
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The article analyzes the scholarly legacy of Li Quanshi as part of the history of intellectual interactions between China and the West in the Republican Period. Having been educated in the United States, in the early 1920s Li Quanshi used Western economic theories to develop a model of administrative and fiscal decentralization in China. He denounced “the communism of revenue” between different levels of government in China, pointed to the failure of a despotic centralized bureaucracy, and called to transfer financial authority to the level of provincial assemblies. Later, Li Quanshi’s views evolved from liberalism to the support of government intervention in the economy. Numerous publications by Li Quanshi impacted the process of the formation of Chinese economics in the Republican Period. He proposed to produce a “national textbook” in economics that took into account the Chinese realities. Li Quanshi set the goal of moving from copying and rendering foreign books to creating China’s own internationally competitive academic writings. The scholar relied upon the division of economics, widely accepted in the West, into production, distribution, exchange, and consumption, but its application to traditional Chinese material generated new results. In the first history of Chinese economic thought written in the Chinese language Li Quanshi interpreted and structured traditional heritage using Western concepts. His determination to introduce Chinese characteristics into economic research has stimulated increased attention to the issues of consumption and the role of the state in the economy. It is concluded that Li Quanshi’s ideas of the 1920s and 1930s have regained relevance in the context of the current official policy of support to “social sciences with Chinese characteristics”.
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Sari, Nila Kartika, and Nikmatul Iza. "ANALISIS KEBUTUHAN BUKU AJAR PERKEMBANGAN HEWAN BERBASIS MODEL REACT (RELATING, EXPERIENCING, APPLYING, COOPERATING, TRANSFERING)." Jurnal Pendidikan Biologi 12, no. 1 (January 9, 2021): 57. http://dx.doi.org/10.17977/um052v12i1p57-63.
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Abstrak: Penelitian ini bertujuan untuk menganalisis kebutuhan buku ajar Animal Development Berbasis model REACT yaitu Relating (mengaitkan), Experiencing (mengalami), Applying (menerapkan), Cooperating (Bekerjasama), Transferring (mentransfer). Metode analisis kebutuhan telah dilakukan dengan menggunakan model pengembangan 4D Thiagarajan hingga tahap pendefinisian (define).. Subjek penelitian yaitu mahasiswa Pendidikan Biologi IKIP Budi Utomo Malang yang telah menempuh matakuliah perkembangan hewan sebanyak 40 orang. Teknik pengumpulan data yang dilakukan dengan observasi, angket kepada mahasiswa dan dosen. Hasil belajar berdasarkan angket menunjukkan bahwa sumber belajar yang kurang relevan. 75 persen mahasiswa masih kesulitan mengikuti perkuliahan, sehingga 100 persen mahasiswa setuju setuju dan menyatakan perlu dikembangkan buku ajar perkembangan Hewan Berbasis model REACT. Hasil analisis kebutuhan untuk dosen pengampu matakuliah perkembangan hewan menyatakan bahwa sangat perlu dikembangkan buku ajar berbasis model REACT khususnya materi pembelahan sel karena model ini mampu memberdayakan kemampuan berpikir mahasiswa dan dapat melatih pembelajaran mandiri dalam memahami materi perkembangan hewan. Abstract: This study aims to analyze the requirement Animal Development textbooks based on the REACT model, namely Relating, Experiencing, Applying, Cooperating, Transferring. The method of analyzing needs has been done by Thiagarajan's 4D development model to the defining stage. The research subjects were students of Biology Education IKIP Budi Utomo Malang who had taken animal development courses as many as 40 people. Data collection techniques carried out by observing, conducting questionnaires to students and lecturers the result of the study based on questionaire showed that the lack of relevant learning resources. 75 percent students still had difficulty attending lectures, Moreover 100 percent students agreed to use a textbook based on the development of Animal-Based REACT models. The results of the analysis of the need for lecturers supporting animal development courses states that it is very necessary to develop textbooks based on the REACT model especially cell division material because this model can empower students' thinking abilities and can practice independent learning in understanding animal development material.
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AL – Attabi, M. Dr Ali Atyiah Adhb. "Effectiveness Model Vreir at acquisition Concepts Matter Social Studies I have Students Class Fifth Primary." ALUSTATH JOURNAL FOR HUMAN AND SOCIAL SCIENCES 223, no. 2 (October 28, 2018): 301–18. http://dx.doi.org/10.36473/ujhss.v223i2.347.
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The current research aims to identify the (effective Onmodj Fryer in acquiring the concepts of material sociology at the fifth-grade elementary students), formed the research sample of 85 students from fourth grade literature students at the School of basic emerald of the General Directorate for Educational Baghdad's Rusafa / second. For the academic year (2016-2017).
I chose the researcher randomly Division (b) to represent the first experimental group and number (42) students, and Division (c) to represent the second experimental group and number (43) students. Find the two sets of students was rewarded before starting experience in a number of statistical variables, namely, (chronological age measured in months and the level of intelligence and educational attainment of the parents). Then try researcher adjust the number of extraneous variables that may affect the variables followers, and select the first quarter and the second from the textbook taught in the experiment, formulas (20) behaviorally target in light of the overall objectives and content of scientific material, and offered a group of professionals and arbitrators, and then prepared Researcher plans exemplary in teaching the material-specific experience, using the model Fryer for the students of the experimental group, the traditional way (normal) for the control group students, and presented to a group of arbitrators and experts in teaching methods and measurement and evaluation, and studied two groups of research himself. The researcher developed a test to gain concepts in social studies material consists of (20) items of multiple choice.
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Scagliotti, Giorgio. "What does the future hold for the Lung Cancer Ambition Alliance project: an interview with Giorgio Scagliotti." Future Oncology 16, no. 7 (March 2020): 221–23. http://dx.doi.org/10.2217/fon-2019-0738.
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Bio Dr Scagliotti is currently Professor of Oncology at the University of Torino, Italy. Dr Scagliotti earned his medical degree and completed the postgraduate training in respiratory medicine, internal medicine and medical oncology at the University of Torino. He is currently chief of the Medical Oncology Division at the S. Luigi Hospital, Orbassano (Torino), former Head of the Department of Oncology at University of Torino. Dr. Scagliotti is a member of several scientific societies, including the Italian Society of Respiratory Medicine, the European Respiratory Society, the American Society of Clinical Oncology and the International Association for the Study of Lung Cancer (IASLC). From 2003–07 Executive Board Member of the IASLC. He has been Associate Editor for Journal of Thoracic Oncology and currently International Editor for Clinical Lung Cancer. He is the author or co-author of more than 360 publications in peer-reviewed journals and he is the International Editor of the 4th Edition of “ Lung Cancer : Principles and practice” and co-editor of the IASLC textbook of multidisciplinary approach to thoracic Oncology.
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Karauylbayev, S., А. Zhumabaeva, G. Muratova, and A. Kalymbet. "Implementation of an oral dialogue based on a neural network of artificial intelligence in the online platform in secondary school." Pedagogy and Psychology 45, no. 4 (December 31, 2020): 99–105. http://dx.doi.org/10.51889/2020-4.2077-6861.12.
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The proposed article analyzes and investigates the methodology for implementing oral dialogue on the basis of an artificial intelligence neural network in an online platform for high school online learning. The range of tasks of the neural network has been determined. Firstly, teachers of secondary schools, gymnasium schools in the city of Taraz lack time for online sessions with students during classes, so they have to allocate time for individual online communication with each student individually. For an effective explanation of the educational material and the primary consolidation of the main topic, the authors propose the use of a neural network that processes the educational material of an electronic school textbook into an audio file, with the actual division of the sentence and the text. The neural network verbally explains the theoretical material to the student and the artificial intelligence evaluates the student’s voice response. Second, the authors include online editors of programs used in ICT and computer science classes in high school in the online platform. A visual demonstration of online problem solving methods is carried out in the online editor on the platform. The proposed online platform can be effectively used in traditional face-to-face education.
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Nováková, Renáta. "Memorial: Emer. Prof. Alexander Linczényi, CSc. (1932-2019)." Quality Innovation Prosperity 23, no. 3 (November 30, 2019): 1. http://dx.doi.org/10.12776/qip.v23i3.1348.
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<strong>Prof. Linczényi </strong>is known as one of the pioneers of quality management in academia and among professionals in former Czechoslovakia. Moreover, he is also considered a father of quality in Slovakia. He held back then the function of Vice President of the European Organization for Quality for the East Block. He was a member of the Association of Scientific and Technical Societies and after the division of the Czech and Slovak Republics, he became actively involved in preparatory activities for the establishment of the Slovak Society for Quality. He worked for more than 40 years as the head of the Quality Management department at STU, based in Bratislava. Professor is an author and co-author of many scientific monographs and textbooks such as, e.g. Engineering Statistics, Quality Management, Distance Learning for Quality Managers, Quality Professional, textbook for Quality Management at Secondary Vocational Schools and many others. He published more than 400 articles in domestic and international magazines and participated at domestic and international conferences, symposia and congresses, e.g. in Australia, China, Israel, Greece, Bulgaria, Hungary, Estonia, Portugal, France, Poland, Czech Republic, Croatia, Montenegro, Germany, Netherlands, etc. Regularly, he also attended congresses organized by the European Organization for Quality. Prof. Linczényi is an author of the economic basis idea for quality management, and in his research, he created quality indicators and profitability indicators of quality. One of his contributions can be considered the definition of Creative Quality Management. For his scientific results, he was awarded the title of Scientist of the Year by the president of the Slovak Republic and similarly he was awarded by the Slovak president and Chairman of the Office for Standardization, Metrology and Testing for the lifelong contribution in the area of Quality Management. Slovak Society for Quality had awarded professor for his lifetime work in the area at the occasion of World Quality Day.
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정은영 and YeauSungHee. "The Effects of Reciprocal Peer Questioning Strategy on Science Achievement and Recognition of Instruction in Middle School -Using ‘Cell Division' Chapter in Middle School Third Year Textbook-." BIOLOGY EDUCATION 38, no. 2 (June 2010): 270–84. http://dx.doi.org/10.15717/bioedu.2010.38.2.270.
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Atkočiūnas, Juozas. "PROFESSOR ALGIRDAS ČIŽAS AS FAMOUS SCIENTIST AND EDUCATOR/PROFESORIUS ALGIRDAS ČIŽAS - ŽYMUS MOKSLININKAS IR PEDAGOGAS." JOURNAL OF CIVIL ENGINEERING AND MANAGEMENT 5, no. 3 (June 30, 1999): 161–65. http://dx.doi.org/10.3846/13921525.1999.10531456.
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Algirdas Eduardas ČIžas is Professor of the Department of Strength of Materials, Director of the Lithuanian Centre for Quality Assessment in Higher Education. Prof A. Čižas was born on September 16, 1929 in a picturesque Lithuanian locality, Anykščiai. In 1952 he graduated from Kaunas Polytechnic Institute (Faculty of Civil Engineering). In 1953–57 editor and head of the Division of Technical Literature in a publishing house in Vilnius, in 1959–64 editor of Lithuanian encyclopedias. In 1967 a Doctoral student, then teacher, Associated Professor, since 1977 full Professor at the Vilnius Civil Engineering Institute (later Vilnius Technical University). In 1980–87 Dean of Civil Engineering Faculty, since 1995 Director of the Centre for Quality. More than 100 scientific publications on higher education problems and structural mechanics, optimisation methods. A. Čižas has introduced restrictions of stiffness, influence of a cross-sectional shape and a strain-hardening factor into optimisation theory of structural mechanics. The first paper “Application of mathematical programming methods for analysis of elastic-plastic structures with restricted deformation” (in Russian) was published in “Statybine mechanika” (Structural mechanics) issued by the Kaunas Polytechnic Institute in 1966. A. Čižas reported his research results at international conferences in Russia, Poland, Italy, United Kingdom, USA, etc. More than 25 years of publishing “Lithuanian Proceedings in Mechanics” (“Lietuvos mechanikos rinkinys)” (1968–94) are related to the development of Lithuanian research in mechanics. During the whole period A. Čižas was a managing editor of the journal. All the papers in volumes 1–32 of the LPM were published in Russian with Lithuanian and English summaries. After integration of the journals, results of research on mechanics are published in “Mechanika” (Mechanics) and “Statyba” (Civil Engineering). A. Čižas is a member of editorial boards of both journals, an author of the textbook “Strength of Materials. Mechanics of Structural Members” (1993, in Lithuanian), a co-author of the textbook “Problems on Strength of Materials with Comments” (1985). He has translated (from Russian into Lithuanian) more than ten books. Prof A. Čižas is a coordinator of drafting several legislative acts for higher education. Member of the Seimas of Sqjūdis (1988–90), member of the Lithuanian State Language Committee at the Seimas of the Republic of Lithuania, expert of Science Council of Lithuania.
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Khalaf Jasim, Iman, and Sabah S. Mustafa. "Cultural Diversity in Native and Non-Native Speakers of English Communication." Journal of the College of languages, no. 43 (January 2, 2021): 1–29. http://dx.doi.org/10.36586/jcl.2.2021.0.43.0001.
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With the advancement of technology ,the study of cross-cultural communication via on line has become an important and researchable topic in linguistic theory and its applications.The aims of this study are two- fold (a) exploring the influence of cultural diversity on on-line interaction between American native speakers (NSs) and Iraqi non-native speakers (NNSs) of English which, together with other factors might potentially lead to what Thomas(1983) calls "pragmatic failure" (PF), a main cause of communication breakdowns and (b) specifying which type of PF occurs more frequently between the two groups along with the reasons behind such failures. To achieve these objectives , a number of online chats conducted between (10) American speakers of English and (8) Iraqi graduate students of English were collected and analyzed on the basis of Thomas' (1983) division of PF in an attempt to verify the assumption that pragmatic failure is a result of cultural diversity between the two groups of participants.Results revealed that the cultural differences between the two groups could be a major cause of misunderstanding ie. PF., a finding which can be of value to textbook designers and teachers of English as a foreign language (FL)who are required to improve students' pragmatic ability in classroom by focusing not only on their grammatical competence but also on their pragmatic competence.
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Šuštar, Branko. "Slovenski učbeniki zgodovine o španski državljanski vojni." Contributions to Contemporary History 56, no. 1 (May 25, 2016): 90–107. http://dx.doi.org/10.51663/pnz.56.1.06.
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SPANISH CIVIL WAR IN SLOVENIAN HISTORY TEXTBOOKSThe article examines the image of the 1936–1939 Spanish civil war as presented in Slovenian history textbooks for primary and secondary schools 75 years after the war. In textbooks, this topic is important for presenting the period before World War II in Europe as well as the social and political differences present in Europe at that time. The Spanish civil war raises questions of democracy, fascism, communism, social reforms, violence and revolution in Europe. Initially, the textbook authors briefly discussed the Popular front, democracy and elections, communists and revolution, as well as the support of Fascist Italy and Nazi Germany to Franco’s Nationalist faction and the support of Soviet Union to the Republican faction. After 1980, textbooks included a more detailed presentation of the broader social situation, the attitude of artists towards the Spanish civil war, and the impact of war on political divisions in Slovenia during World War II. The first textbooks generally mentioned that a number of Yugoslavs were fighting for the Republican faction, whereas later authors provided more information in accordance with research studies, i.e. that 500 Slovenians participated in the International Brigades.
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Hanna, Amgad. "The SPA arrangement of the branches of the upper trunk of the brachial plexus: a correction of a longstanding misconception and a new diagram of the brachial plexus." Journal of Neurosurgery 125, no. 2 (August 2016): 350–54. http://dx.doi.org/10.3171/2015.5.jns15367.
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OBJECT Brachial plexus (BP) diagrams in most textbooks and papers represent the branches and divisions of the upper trunk (UT) in the following sequence from cranial to caudal: suprascapular nerve, anterior division, and then posterior division. This concept contradicts what is seen in the operating room and is noticed by most peripheral nerve surgeons. This cadaveric study was conducted to look specifically at the exact pattern of branching of the upper trunk of the BP. METHODS Ten cadavers (20 BPs) were dissected. Both supra- and infraclavicular exposures were performed. The clavicle was retracted or resected to identify the divisions of the BP. A posterior approach was used in 2 cases. RESULTS In all dissections the origin of the posterior division was in a more cranial and dorsal plane in relation to the anterior division. In most dissections the supra scapular nerve branched off distally from the UT, giving it the appearance of a trifurcation, taking off just cranial and dorsal to the posterior division. The branching pattern of the UT consistently had the following sequential arrangement from cranial and posterior to caudal and anterior: suprascapular nerve (S), posterior division (P), and anterior division (A), hence the acronym SPA. CONCLUSIONS Supraclavicular exposure of the BP exposes only the trunks and divisions. Recognizing the “SPA” arrangement of the branches helps in identifying the correct targets for neurotization, especially given that these 3 branches are the most common targets for BP repair. Understanding the anatomy means better surgical planning and better patient outcomes.
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Balducci, Giovanni, Andrea Ciccioli, Giovanni de Maria, Fiqiri Hoda, and Gerd M. Rosenblatt. "Teaching high-temperature materials chemistry at university (IUPAC Technical Report)." Pure and Applied Chemistry 81, no. 2 (January 1, 2009): 299–338. http://dx.doi.org/10.1351/pac-rep-08-05-01.
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Over the last four to five decades, high-temperature materials chemistry (HTMC) has become a flourishing area of scientific and applied research, spurred by both a growing demand for new inorganic materials (e.g., oxide and non-oxide modern multifunctional ceramics, intermetallics, and oxidation-resistant alloys) able to withstand extreme thermal and chemical environments and by the recognition that chemical and physical behavior at high temperatures differs from, and cannot be extrapolated from, behavior at temperatures near room temperature. Despite the important role played by HTMC in modern advanced technology and the fundamental differences in behavior encountered at high temperatures, HTMC topics are rarely covered in chemistry and materials science programs at the university level because of a lack of readily accessible resource material - no textbook exists specifically devoted to HTMC topics. IUPAC's Inorganic Chemistry Division sponsored a project to address this gap, resulting in the present report. The report includes an introduction and seven sections covering historical background, chemical behavior of condensed-phase/gas-phase systems at high temperature, basic concepts of materials thermodynamics, experimental techniques, use of thermodynamic data and modeling, vaporization, and decomposition processes, and gas-solid reactions. The ninth section covers more specific topics, primarily concerning applications of high-temperature materials and processes. Each recommended topic is accompanied by a bibliography of helpful references, a short introduction or explanation including the areas of application, and some relevant teaching suggestions. An extensive annotated resource bibliography is an Appendix to the report available as supplementary material.
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Lynn, Ethan M. "Comparing lexical bundle use in EAP reading textbooks to lower-division university textbooks." Pedagogical Linguistics 2, no. 1 (February 8, 2021): 30–63. http://dx.doi.org/10.1075/pl.21001.lyn.
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Abstract This study employed a corpus analysis to describe differences in lexical bundle patterns between English for academic purposes (EAP) reading textbooks and lower-division university textbooks by focusing on three characteristics: (1) the frequency of occurrence of bundles, (2) the frequency of bundle structures (e.g., phrasal vs. clausal), and (3) the frequency of bundle discourse functions (e.g., stance, discourse organizers, and referential; see Biber et al., 2004; Biber, 2006). Results revealed that the corpus representing lower-division university textbooks employed more passive bundles, intangible framing bundles, and text deixis bundles. On the other hand, the corpus representing EAP reading textbooks contained more prepositional phrase bundles, anticipatory it bundles, and place bundles. A qualitative comparison also revealed that quantity bundles in the corpus representing lower-division university textbooks made reference to technical and academic calculations. These results show how the communicative purposes of EAP reading textbooks differ from introductory university textbooks, which can be used to inform EAP reading instruction.
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Zakharischeva, Marina Alekseevna, Daria Yuryevna Scriabina, Nadezhda Mikhailovna Ichetovkina, Aleksey Alekseyevich Romanov, and Irina Aleksandrovna Golubeva. "Education in the Volga Federal District in the second half of the 19th-20th centuries." SHS Web of Conferences 121 (2021): 01003. http://dx.doi.org/10.1051/shsconf/202112101003.
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The article attempts to present a holistic view of the theory, practice and history of the development of public education in the modern Volga Federal District in the chronological framework of the second half of 19-20th centuries. In order to achieve the presented goal of the research, we used theoretical methods (analysis, synthesis, generalization, modeling, abstraction, classification, systematization, periodization) and historical and pedagogical methods of research, namely, comparison and contrast (comparativist), historical and structural and historical and typological. Within the geographical framework of the Volga Federal District as a complex sociocultural region with the cohabitation and interaction of different nationalities and confessions, the history of education in a holistic form has not been considered before. The authors proposed modern scientific and pedagogical methodological approaches to the analysis of the history of education of the region represented: pedagogical axiology, pedagogical regionalism, pedagogical comparativism, pedagogical synergetic, systemic-activity approaches. For the first time, the theory and practice of public education in the modern Volga Federal District are considered in the context of a unified historical and pedagogical process (without the traditional division into pre-revolutionary and Soviet stages). In addition to theoretical results of the historical and pedagogical research and practical: the formation of a bank of archival materials on the history of education in the republics and regions of the Volga Federal District; publication of the textbook “History of Public Education in the Volga Federal District”; publications in peer-reviewed journals devoted to the study of educational development in the Volga Federal District; organization and conduct of the Pedagogical Festival of Student Science of the Volga Federal District republics; as well as the preparation and production of a series of television programs about the history of the development of public education in the republics and regions of the Volga Federal District.
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Alrabaa, Sami. "Sex division of labour in Syrian school textbooks." International Review of Education 31, no. 1 (December 1985): 335–48. http://dx.doi.org/10.1007/bf02262586.
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Police, Sara, and Jessie Hoffman,. "Bridging Disciplines with a New and Interactive Online Course: Drug & Nutrient Interactions." Current Developments in Nutrition 4, Supplement_2 (May 29, 2020): 604. http://dx.doi.org/10.1093/cdn/nzaa048_010.
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Abstract Objectives The purpose of this project was to design, develop and implement an online two-credit course, Drug & Nutrient Interactions, as an elective for a new online Graduate Certificate in Applied Nutrition and Culinary Medicine at the University of Kentucky. Methods Drug & Nutrient Interactions was designed to meet the needs of select student cohorts: undergraduate Pharmacology minors, graduate students enrolled in the Masters in Nutritional Sciences program, and online graduate certificate students. Faculty within the Dept. of Pharmacology and Nutritional Sciences and the Division of Clinical Nutrition were consulted to identify curricular gaps and to avoid redundancy across programs. Instructional designers were consulted to identify evidence-based best practices in online course design and teaching. Results Content of the Drug and Nutrient Interactions course is structured within four thematic modules: 1. Introduction to Pharmacology and Food & Drug Interactions, 2. Exploring Drug-Nutrient Interactions, 3. Genes, Bugs & Time, and 4. Current and Future Directions in Nutrition & Pharmacology. Each module is three to four weeks in duration, to span a 14-week semester. Each week, students’ tasks include reading, watching, writing, and reviewing content related to the student learning objectives. Methods to promote student engagement with the content recur week-to-week, to ensure consistency for students’ experience. An eBook was written by the instructors to provide a current and interdisciplinary review of the intersections of nutritional sciences and pharmacology in the course. In lieu of proctored online exams, module-level assignments assess students’ achievement of learning outcomes. Drug & Nutrient Interactions launched in fall 2019 with nine students enrolling and completing the course. Course analytics track student engagement by logging page views and participation. Increasing students’ page views and participation align with due dates for module assignments. Therefore - in spring 2020, deadlines were shifted to a weekly timeline to foster consistent engagement. Conclusions Instructors should explore various methods to foster student-content, student-student and student-instructor engagement in an online learning environment. Funding Sources This course project was funded by a UK Online award & an Alternative Textbook grant.
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Sundar, Viji K. "Thou Shalt Not Divide by Zero." Arithmetic Teacher 37, no. 7 (March 1990): 50–51. http://dx.doi.org/10.5951/at.37.7.0050.
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Many textbooks that deal with the basic concepts of division of whole numbers make a very clear statement that “division by zero is not permitted.” Henry (1969) states that “instead of completely avoiding the issue by merely telling the student that he must never ask about 6 ÷ 0, guide him to discover for himself that this operation is without meaning.” I agree. This article includes an approach to help elementary school teacher understand the difficulties involved in division by zero and some teaching suggestions to help teachers guide students as well.
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HAKKINEN, P. "The risk assessment of environmental hazards. A textbook of case studiesDennis J. Paustenbach (editor), Pages: 1155. Available from John Wiley & Sons, Inc., Retail Division, P.O. Box 856, Bound Brook, New Jersey, US, 1989, Price US $125. ISBN 0-471-84998-7." Toxicology 65, no. 3 (January 1991): 347–48. http://dx.doi.org/10.1016/0300-483x(91)90093-g.
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Kuznetsov, I. V. "Concept as “Motive” of Theoretic Discourse." Studies in Theory of Literary Plot and Narratology, no. 1 (2019): 80–86. http://dx.doi.org/10.25205/2410-7883-2019-1-80-86.
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The article considers the possibility to interpret motive and concept as two parallel ways of pre-predicative matter of internal speech incarnation. Lev Vygotsky’s doctrine about thought and word, which arose in the philosophical context of neo-Kantianism and dialectics peculiar to the beginning of the 20th century, creates the possibility of such interpretation. The primacy and substantiality of art’s content before its incarnation was recognized and declared by such thinkers and poets of The Silver Age as Andrey Bely and Boris Pasternak. The word “matter” itself was a working concept in the aesthetic reflections of Pasternak. In his own work, invariant themes were embodied in both narrative and lyrical modality, and in the form of reasoning. Generic boundaries, thus, shown their permeability and, therefore, a conventionality. On the other hand, the adjacent status of artistic and theoretical ways of speech was realized in the search of the formal school of poetics in 1920s. Boris Tomashevsky in his classical textbook of poetics interpreted the “theme” as an atom of “matter”. In the status of thematic units, that is, units of “matter” division, the scientist considered both the plot and the motive. With this, he stated the possibility of two paths to dispose thematic elements: fabulous story based on causal- temporal relationships, and without fable. On the second way, according to Tomashevsky, lyrical works emerge, and it also generates dialectics of theoretical reasoning. This allows to consider theoretical reasoning as a parallel method of organizing thematic material – “matter”. Concepts are joined in the propositions exactly the same as the motives are combined in the plots. Additional similarity of concepts and motives is created by the only systemic way of their existence, established by such researchers as, on the one hand, Lev Vygotsky, on the other, Vladimir Propp. So there is a prospect of parallel systematization of categories: motive, concept, plot, proposition, and others related to them. Reference to the experience of literature shows that the thematic elements of the matter can be embodied both as concepts and as motives even within one work. The example is the “Word of Law and Grace”, in which the themes of Law and Grace, first, are revealed in the conceptual comparison, and secondly, are embodied in the images of Hagar and Sarah from the Old Testament. So clearly appears concurrency of concepts and motives as ways of realization of thematic “matter”.
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Willis, Siloa, Robert J. Stern, Jeffrey Ryan, and Christy Bebeau. "Exploring Best Practices in Geoscience Education: Adapting a Video/Animation on Continental Rifting for Upper-Division Students to a Lower-Division Audience." Geosciences 11, no. 3 (March 18, 2021): 140. http://dx.doi.org/10.3390/geosciences11030140.
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Well-crafted and scientifically accurate videos and animations can be effective ways to teach dynamic Earth processes such as continental rifting, both in live course offerings as well as in online settings. However, a quick search of the internet reveals too few high-quality videos/animations describing deep Earth processes. We have modified a hybrid 10.5 min video/animation about continental rifting and the formation of new oceans and passive continental margins created for an upper-division geology audience, retailoring it for a lower-division geology audience. A key challenge in successfully modifying such resources is aligning the cognitive load that the video/animation imposes on students, in part related to the technical geoscientific jargon used in explaining such phenomena, with that which they encounter on these topics in their textbooks and classrooms. We used expert feedback obtained at a 2019 GeoPRISMS (Geodynamic Processes at Rifting and Subducting Margins) workshop in San Antonio to ensure the accuracy of the science content of the upper-division video. We followed this with a review of the terminology and language used in the video/animation, seeking to align the video narrative with the technical language used in introductory geology offerings, which we based on examining five current introductory geology textbooks and feedback from students in introductory geoscience courses. The revised introductory-level video/animation was piloted in an online introductory course, where it provided an improved conceptual understanding of the related processes of continental rifting, opening new oceans, and formation of passive continental margins.
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Cha, Seung-Joo. "The ‘Divisions’ in the Textbooks of South and North Korea." Journal of Koreanology 72 (August 31, 2019): 257–86. http://dx.doi.org/10.15299/jk.2019.08.72.257.
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Pavlick, Jennifer. "Reproducing patriotism: An exploration of ‘freedom’ in US history textbooks." Discourse & Society 30, no. 5 (June 12, 2019): 482–502. http://dx.doi.org/10.1177/0957926519855787.
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This is an exploratory study investigating the production of the meaning of ‘freedom’ in US history textbooks used in high schools across America. Responding to current ideological division, this article investigates the production of American patriotism and identity. This study uses methods from critical discourse analysis to dissect how the language used in the textbooks produces a meaning of ‘freedom’. It then explores the production of patriotic citizens through history/civic education and questions the meaning of ‘freedom’ as a value that sits at the heart of American identity and rhetoric. The quantitative and qualitative results show that the story of ‘freedom’ in the textbooks aims to pacify the violent ruptures of history while instilling in students a sense of duty to ‘freedom’ as a cause and value worth furthering – even if its meaning is not fully explained.
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Kiernan, James F. "Points on the Path to Probability." Mathematics Teacher 94, no. 3 (March 2001): 180–83. http://dx.doi.org/10.5951/mt.94.3.0180.
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Many textbooks on probability open with the story of how the Chevalier de Méré approached Pascal with the problem of points. Very few textbooks explain the nature of this problem, which requires determining the division of stakes when a game is ended prematurely. Still fewer books state that the problem was several centuries old when Pascal solved it. Many students are under the misapprehension that all mathematical knowledge is the result of some single brilliant idea rather than a cumulative process of successes and failures. A historical examination of the various attempts to solve this problem can give students insight into the nature of mathematical discovery.
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Hansen, Penelope A. "PHYSIOLOGY’S RECONDITE CURRICULUM." Advances in Physiology Education 26, no. 3 (September 2002): 139–45. http://dx.doi.org/10.1152/advances.2002.26.3.139.
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Dr. Penny Hansen is an international physiology educator. She was born in America and became a Canadian citizen, and her husband is from Sweden. Dr. Hansen has a reputation throughout the world from international meetings and visiting professorships in North America and Europe. She received her bachelor’s and master’s degrees in Ohio, and her PhD and entire academic career have been at Memorial University in St. John’s, Newfoundland, which is closer to London than to New Orleans. She found a hospitable environment and stayed. Remember how some jet planes were grounded on Sept. 11 at Gander, Newfoundland; the local people opened their homes, transported passengers in school buses, and served them free meals for a couple of days. Dr. Hansen has received local and national awards for her teaching skills. At St. John’s, her ideas about education quickly outgrew the Basic Science Division in the Faculty of Medicine. She went from Assistant Dean for Undergraduate Medical Education to Director of Academic Development for Medicine to director of a center for health professional education for five professional schools. With this track record she might have been chosen to be dean of a medical school. Dr. Hansen’s most notable contribution to international physiology has been in editing our Society’s teaching journal, Advances in Physiology Education, for nine years. During that time, she has written provocative editorials, encouraged authors from developing countries, and found ways to incorporate fresh ideas about teaching. As far as I know, no other society in the Federation of American Societies for Experimental Biology has a journal devoted to teaching. This is a tribute to Dr. Hansen and her associate editors in their encouragement of teachers to do research on teaching and publish their findings. Dr. Hansen will continue writing and is authoring a textbook entitled Physiology of Life Situations, which will have unique organization. Dr. Hansen was recently appointed co-chair of the Education Committee for the International Union of Physiological Sciences. In that role, she is responsible for conducting teaching workshops and providing resources to teachers of physiology worldwide, particularly in developing countries. She spends time each winter teaching at St. George’s Medical School in Granada. Dr. Hansen is also the elected chair of the Teaching Section for the next three years. It is particularly appropriate that, on this Earth Day 2002, whose motto is “One People, One Earth, One Future,” we hear a citizen of Canada who teaches worldwide talk about“Physiology’s Recondite Curriculum.”—Roger TannerThies, PhD, Professor Emeritus of Physiology, The University of Oklahoma Health Sciences Center, Oklahoma City, Oklahoma.
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Gilbert, Dennis. "Rewriting History: Salinas, Zedillo and the 1992 Textbook Controversy." Mexican Studies/Estudios Mexicanos 13, no. 2 (1997): 271–97. http://dx.doi.org/10.2307/1052017.
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El presente trabajo analiza los libros de texto de historia de 1992 y la controversia política que provocaron. Se hacen comparaciones con libros de texto y con controversias anteriores. Los libros, vetados en los niveles más altos de la administración salinista, documentan un cambio ideológico en el gobierno mexicano. La controversia reveló profundas divisiones en el PRI y transformó las relaciones con los tradicionales enemigos de derecha del régimen.
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Kang, Ho-Jin, Ju-Chang Kim, Kwang-Ho Lee, and Jae-Hak Lee. "A Study on Introduction of Division Algorithm in Mathematics Textbooks : Focussing on Elementary Math Textbooks and Manuals Applied 2009 Revised Curriculum." Education of Primary School Mathematics 20, no. 1 (January 31, 2017): 69–84. http://dx.doi.org/10.7468/jksmec.2017.20.1.69.
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Pardesi, Hajra Yousif. "Power Relation Reproduction Through Images: A Critical Semiotic Analysis of Language Textbooks." Education and Linguistics Research 5, no. 1 (May 17, 2019): 93. http://dx.doi.org/10.5296/elr.v5i1.14803.
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Images are in the form of pictures are often used to make books more attractive or more reader-friendly. Images are iconic signs that also convey some meaning. Unlike texts, the messages conveyed by images are less direct and affect human consciousness. This study offers critical analysis of images used in language textbooks from grade 1 to 5 used in government schools of Sindh, Pakistan. The aim of the study is to analyze what and how power relations are maintained and propagated through iconic signs, and how socioeconomic division and nationalist ideology is reproduced by the state through images. The analysis of images shows the portraying of reality in textbooks that legitimizes power relations. Based on Barthe’s image theory, the theoretical framework is adapted from Fitsumbirhan (2006) for the critical analysis of the images.
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Taber, Susan B., and Michele Canonica. "Sharing: Cat Games and Cookies Special Education Students Investigate Division." Teaching Children Mathematics 15, no. 1 (August 2008): 55–61. http://dx.doi.org/10.5951/tcm.15.1.0055.
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Learning mathematics has traditionally been thought of as a sequential progression. Children learn to count to ten, then to twenty, and then to one hundred. They learn to add without regrouping and then with regrouping. We teach addition before multiplication and the two-times table before the sixtimes table. We usually teach division as a separate unit after multiplication. Organizing mathematics textbooks as a sequential progression of skills promotes this perspective on teaching mathematics. When we, a special education teacher of fourthgrade students and a mathematics teacher educator at a university, joined forces to teach a unit on division to a class of ten fourth graders, we purposefully adopted a very different perspective in planning the learning activities. We found it useful to think of students' knowledge as individual networks of concepts, ideas, and procedures that were linked together in distinctive ways. Many students in the class shared some knowledge, but each student also had unique interests, talents, knowledge, and—especially—an idiosyncratic organization of that knowledge.
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Bakhtina, Olga Ivanovna, and Vadim Makarievich Monakhov. "The theoretical basis of the functioning of the methodical system of electronic education." Moscow University Pedagogical Education Bulletin, no. 4 (December 29, 2018): 43–57. http://dx.doi.org/10.51314/2073-2635-2018-4-43-57.
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The article continues the analytical consideration of the idea of division of didactic science into four disciplines: «Theoretical didactics», «Applied didactics», «Experimental didactics», «Metrological didactics», focusing the reader's attention on the analysis of scientific responsibility «Applied didactics» in the forth coming creation of the state information system (GIS) and in the formation of the concept of modernization of professional activity of teachers in the conditions of the introduction of digital educational- methodical complexes instead of traditional school textbooks.
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Evans, S. K., and V. Lundblad. "A nuclear tale of two yeasts." Journal of Cell Science 114, no. 10 (May 15, 2001): 1798–99. http://dx.doi.org/10.1242/jcs.114.10.1798.
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The Yeast Nucleus edited by P. Fantes and J. Beggs Oxford University Press (2000) 338 pages. ISBN 0–19-963772-5?32.50 Without question, numerous studies in yeast and mammals have revealed a striking commonality of underlying mechanisms that govern basic biological operations. Perhaps the most famous example from recent years has been the recognition that genes required for maintaining the yeast genome play a critical role in preventing cancer in humans. However, examining the molecular differences - the variations on a common theme, so to speak - can also be useful for understanding core biological processes. These ideas are the foundation for The Yeast Nucleus, a valuable contribution to Oxford University Press's ‘Frontiers in Molecular Biology’ series. The textbook compares and contrasts various nuclear processes in budding yeast (Saccharomyces cerevisiae) and fission yeast (Schizosaccharomyces pombe), pointing out the similarities - and differences - that make these two somewhat unrelated yeasts the dominant model systems for studying fundamental eukaryotic processes. Each of the nine chapters is an authoritative review written by experts in the field. The opening chapter surveys the technologies that have propelled efforts to elucidate the functions of the ~6000 predicted protein-encoding genes in S. cerevisiae; this chapter includes sections on bioinformatics, genome-wide transcription and proteome analysis. The next four chapters - covering DNA replication, the mitotic cell cycle, cell cycle checkpoints and nuclear division - form a well-integrated quartet that describes the complex molecular and genetic pathways governing faithful chromosome replication and segregation. The cell cycle chapter, in particular, is presented from a unique perspective: rather than focusing on the physiological changes that occur at each stage, it instead illustrates the molecular machines (i.e. the cyclin-dependent kinases) that propel the cell cycle. The fifth chapter provides a comprehensive discussion on RNA polymerase II transcription in S. cerevisiae that incorporates sections on general transcription factors, coactivators and repressors. It also includes a brief synopsis of the effects of chromatin on transcription, which creates a nice segue to the following chapter on the structure of chromatin at centromeres and telomeres. The final two chapters, on pre-mRNA splicing and nuclear transport of RNA and proteins, focus mainly on the mechanisms identified in budding yeast. The only obvious shortcoming with respect to the scope of this textbook is that it fails to include in-depth discussions of DNA repair and recombination. This publication has several attributes that make it an excellent reference source. First, it is a comprehensive review that weaves a great deal of supplementary information into each chapter. It not only is extensively referenced, but also frequently includes citations to reviews and to yeast database websites for further details. Second, the book is well written and readable. Each chapter is organized in a logical sequence - for example, the chapter on DNA replication starts with origin recognition and ends with Okazaki fragment processing. Furthermore, although the descriptions of genetic and molecular pathways are often encyclopedic, extensive summary tables and/or simple diagrams supplement the discussions and assist the reader in grasping the information. The value of such summary tables can be greatly appreciated when navigating through the maelstrom of mismatched S. cerevisiae and S. pombe CDC and RAD gene nomenclature. Lastly, there is an overall congruity that pulls together the topics of the separate chapters and relates them to one another. For instance, examples of genome-wide analyses are highlighted in several chapters to convey the practicality and usefulness of this approach, and the chapters on splicing and nuclear transport both include small sections that link these activities to other nuclear processes that have been discussed. It is important to note, however, that a complete understanding of many of the sections will require prior knowledge of fundamental genetic principles and molecular biology techniques; for this reason, the book may be better suited to the more advanced reader. The Yeast Nucleus is designed to stimulate thinking - not only about the similarities and differences between the budding and fission yeasts, but about whether comparable mechanisms might be used in other organisms as well. To achieve this goal, it goes beyond a comparative analysis of the two yeasts, and draws parallels with bacteriophage, viral and a variety of metazoan systems when applicable. The result is a well-integrated view that succeeds in providing a foundation for provoking thought about the unity of basic biological mechanisms. Moreover, each chapter concludes with an insightful look at the future direction of the field. In these regards, this publication will serve as a fabulous guidebook for experts as well as students.
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Bütüner, Suphi Önder. "A comparison of the instructional content on division of fractions in Turkish and Singaporean textbooks." International Journal of Mathematical Education in Science and Technology 51, no. 2 (July 28, 2019): 265–93. http://dx.doi.org/10.1080/0020739x.2019.1644681.
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Tsymbaliuk-Skopnenko, Tetiana. "Phrazeography and lexicography: divergency in terminology." Terminological Bulletin, no. 5 (2019): 359–65. http://dx.doi.org/10.37919/2221-8807-2019-5-49.
Full textAbstract:
The term divergence is used traditionally in linguistics in origin of language and dialectology to denote the distinction between certain idioms. However, the unit under consideration was used in a wider context, because it denotes the process and the consequence that are caused by the distinction of features and properties of objects – something that ultimately leads to the division of the previously indistinguishable, and hence the appearance of new ideas about the world. In word formation, divergence is understood as the differentiation of common-root derivatives in terms of content or peculiarities of their use. Researchers also use the notions of semantic divergence – the difference in the content structure of derivative units with certain semantic nuances, which shows their semantic non-identity. Phraseography – conventionally derivative unit of lexemy lexicography, in this case we must talk about creating the first term by model of the second. For a long time in the scientific literature lexicography was used to refer to the section of linguistics, within which, with the help of certain methods, both lexemes and phraseologisms are described, although these units have different nature. The growth of phraseology as a separate scientific field did not automatically lead to the fixing of the term phrazeography in the national scientific discourse. Modern search engines on the Internet provide information that in this network found over a thousand documents in the Ukrainian language, which includes the word phrazeography. Certainly, this cannot be an example of the frequency of the use of this lexeme, but this fact suggests that in the modern scientific world there is a critical mass for understanding of the phrazeography as a separate scientific field. Some important arguments against this tendency were not found, although in modern university textbook phrazeography information is presented in the section “Phraseology” or at the end of “Lexicsology”, while lexicography as a separate branch, not within the limits of lexicology, has long been entrenched in the educational and scientific literature. And it sounds paradoxical to a certain extent, because it is from phraseology (however, in symbiosis with lexicography), not only the newest Ukrainian phraseology as a science began, the description of phraseological units was one of the first tasks of Ukrainian vocabulary in general. In addition, we note that the term “science about dictionaries” is most often used in the sense of “lexicography”. Since the tradition of non-differentiation of lexicography and phraseology is very strong, it would be expedient (and simply convenient) to use this Ukrainian term for the definition of synthetic understanding of the two branches of philology as a related unity: lexicography (theoretical and practical) and phrazeography (also theoretical and practical). If we accept such a proposal, then there will be no unnecessary confrontation between lexicography and phrazeography, the uncertainty of which leads to many misunderstandings. We can conclude that there is no reason to denote by the term lexicography the whole set of scientific approaches related to the phrazeography description. In Ukrainian linguistics, it is necessary to clearly delineate the terms lexicography and phrazeography, since they, over the last time, consolidated various semantic concepts.
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Burg, Max F., Santiago A. Cadena, George H. Denfield, Edgar Y. Walker, Andreas S. Tolias, Matthias Bethge, and Alexander S. Ecker. "Learning divisive normalization in primary visual cortex." PLOS Computational Biology 17, no. 6 (June 7, 2021): e1009028. http://dx.doi.org/10.1371/journal.pcbi.1009028.
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Divisive normalization (DN) is a prominent computational building block in the brain that has been proposed as a canonical cortical operation. Numerous experimental studies have verified its importance for capturing nonlinear neural response properties to simple, artificial stimuli, and computational studies suggest that DN is also an important component for processing natural stimuli. However, we lack quantitative models of DN that are directly informed by measurements of spiking responses in the brain and applicable to arbitrary stimuli. Here, we propose a DN model that is applicable to arbitrary input images. We test its ability to predict how neurons in macaque primary visual cortex (V1) respond to natural images, with a focus on nonlinear response properties within the classical receptive field. Our model consists of one layer of subunits followed by learned orientation-specific DN. It outperforms linear-nonlinear and wavelet-based feature representations and makes a significant step towards the performance of state-of-the-art convolutional neural network (CNN) models. Unlike deep CNNs, our compact DN model offers a direct interpretation of the nature of normalization. By inspecting the learned normalization pool of our model, we gained insights into a long-standing question about the tuning properties of DN that update the current textbook description: we found that within the receptive field oriented features were normalized preferentially by features with similar orientation rather than non-specifically as currently assumed.
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김미영 and 이신영. "A Study on Description Levels of Concepts in Biology Textbooks andHigh School Students’ Conceptions about Cell Division." BIOLOGY EDUCATION 42, no. 3 (September 2014): 326–41. http://dx.doi.org/10.15717/bioedu.2014.42.3.326.
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