Academic literature on the topic 'Textbook. eng'
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Journal articles on the topic "Textbook. eng"
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Kadzoeva, Tamara М. "School history textbook as a component of the Soviet education system by the end of the 1980s." Science and School, no. 2, 2020 (2020): 226–32. http://dx.doi.org/10.31862/1819-463x-2020-2-226-232.
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The article reveals theoretical approaches to the creation of Soviet school history textbooks of the late 1980s. Despite the achievements of domestic methodologists in the field of theory and practice of a school textbook, the society abandoned the Soviet model of a history textbook. Its crisis is caused by excessive ideologization, dogmatism, one-sided representation of historical events. The article analyzes some aspects of Soviet school history textbooks on the domestic history of the 20th century.
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Gökçek, Tuba, and Sedef Çelik. "A Meta-Synthesis Study of Research About Mathematic Textbooks." Pegem Eğitim ve Öğretim Dergisi 10, no. 4 (2020): 1247–88. http://dx.doi.org/10.14527/pegegog.2020.038.
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This research aimed to investigate studies examining mathematics textbooks in depth. To this end, specific keywords and criteria were entered into Google’s advanced search engine and the Council of Higher Education national thesis center to obtain articles and theses related to mathematics textbooks. The research investigated a total of 114 studies on mathematics textbooks published between 2005 and 2019. The data obtained were firstly subject to a descriptive analysis. A meta-synthesis method was then used to evaluate the studies included in this research. To analyze the objectives of the studies included in this research, we used the theoretical framework developed by Fan, Zhu and Miao (2013) to create an original classification. Results showed that studies examining opinions on mathematics textbooks (41.00%) were less than studies analyzing mathematics textbook (59.00%). Moreover, surveys were found to be the most frequentlyy used data collection tool in studies collecting opinions on mathematics textbooks, with teachers being the most commonly used participants subject to this data collection method. Additionally, the meta-synthesis analysis indicated that studies analyzing mathematics textbooks generally focused on topics specific to mathematics and on a specific section of a textbook (e.g. activities, problems) whereas those investigating opinions on mathematics textbooks concentrated on studies emphasizing the features of mathematical textbooks and the role of textbooks in learning-teaching.
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Zhang, Xiaodong. "A critical review of literature on English language teaching textbook evaluation: What systemic functional linguistics can offer." Journal of Language and Cultural Education 5, no. 1 (2017): 78–102. http://dx.doi.org/10.1515/jolace-2017-0005.
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Abstract This paper, from the perspective of language learning as a meaning-making process, presents a critical review of the existing research on how pre-use, in-use, and post-use evaluation has investigated the relationship between English language teaching textbooks’ content and learners’ academic literacy development. The paper shows that previous research on these three types of evaluation examined English language teaching textbooks’ effect on English learners’ academic literacy development in an unprincipled and macro way. The research gap identified in these previous studies calls for an improved textbook evaluation framework that integrates a principled learning theory while simultaneously emphasizing macro-constructs (e.g., context) and micro-linguistic features needed for academic literacy development. To this end, this paper proposes a framework informed by Systemic Functional Linguistics-related constructs (e.g., genre, register, meta-meanings, and lexico-grammar system) to optimize the evaluation of English language teaching textbook content.
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Mohar, Alenka Kepic. "The Materiality of Textbooks." Logos 30, no. 2 (2019): 26–34. http://dx.doi.org/10.1163/18784712-03002005.
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This article discusses changes in the materiality of textbooks by examining several examples of primarily Slovene textbooks from various periods. By focusing on their spread design rather than technical aspects (e.g., length, weight, and format), one may infer that their materiality changed with the development of printing technologies and publishing skills. Based on the assumption that textbook visuality is a field of meaning that requires different bodily movements, postures, and engagement with the physical environment to produce cognitive processing, this article sheds light on how the body adapts to the changed materiality of digital textbooks. Numerous micro-movements in a long string of procedures are required in a digital textbook ecosystem. All the participants should be aware of the different demands and properties of the digital textbook ecosystem. Therefore, further empirical research is needed.
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Johnston, David James, Selinda Adelle Berg, Karen Pillon, and Mita Williams. "Ease of use and usefulness as measures of student experience in a multi-platform e-textbook pilot." Library Hi Tech 33, no. 1 (2015): 65–82. http://dx.doi.org/10.1108/lht-11-2014-0107.
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Purpose – The purpose of this paper is to contribute to the understanding of how students accept and use e-textbooks in higher education by assessing their experiences with e-textbooks from Flat World Knowledge (FWK) and Nelson Education during a two year campus pilot. Design/methodology/approach – Students enrolled in one of 11 classes involved in the library’s e-textbook pilot were recruited to complete an online survey including questions related to the perceived usefulness and perceived ease of use of electronic textbooks, as well as their general habits with the textbook. This study uses the Technology Acceptance Model as a framework for analysis. Findings – Students experienced a drop in enthusiasm for e-textbooks from the beginning to the end of the pilot. While research suggests that students prefer for print over electronic in some contexts, students rarely acted on that preference by seeking out available alternative print options. Student experience with the open/affordable textbook (FWK) was very comparable to that of the high cost commercial text (Nelson). Originality/value – While previous research suggests that students have a general preference for textbooks in print rather than electronic, the study suggests that preference may not dictate the likelihood that students will use print options. Students appear to be willing and able to easily make use of the content and functions in their e-textbooks. Despite overall positive reviews for the e-textbooks, students experienced a drop in enthusiasm for e-textbooks from the beginning to the end of the pilot.
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Chulkov, Dmitriy, and Jason VanAlstine. "The impact of multiple textbook format availability in business education." Journal of Applied Research in Higher Education 6, no. 1 (2014): 176–86. http://dx.doi.org/10.1108/jarhe-09-2012-0024.
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Purpose – Technology is changing the use of textbooks in higher education. The purpose of this paper is to examine the impact of offering multiple textbook formats in the same economics course using textbooks that provided multiple options including new and used printed books, as well as electronic books. Design/methodology/approach – The study is based on a survey conducted in nine sections of introductory economics classes at a public US university. The study took place within the confines of undergraduate courses that offered textbooks with multiple available formats. A survey collected information about the format each student selected, the factors that students considered when choosing the format, and their overall attitudes about their selection at the end of the semester. Demographic information was also recorded. Findings – The paper finds that students selected a variety of textbook options and identified the factors of cost, ease of use, and learning style as most important to their textbook format decision. Students overwhelmingly support the value of offering choice in textbook formats. In examining student selections further, the paper finds that among students that select an electronic textbook, cost is the dominant factor, while students selecting a new printed textbook mention their learning style and ease of use more often. Students that selected a used printed textbook identified cost, ease of use, and the ability to keep the textbook as factors important to them. Originality/value – This study provides evidence on the impact of having multiple textbook format options within the same course. Overall, the results suggest that the student population has diverse preferences and any uniform policy on textbook format selection may not satisfy the needs of all student groups. Furthermore, students themselves recognize the diversity in learning styles and see value in having options in textbook format selection.
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Sulistiyo, Urip, S. Supiani, Ahmad Kailani, and Reni Puspitasari Dwi Lestariyana. "Infusing moral content into primary school English textbooks: A critical discourse analysis." Indonesian Journal of Applied Linguistics 10, no. 1 (2020): 251–60. http://dx.doi.org/10.17509/ijal.v10i1.25067.
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Situated in character-based education, the Indonesian Government mandates all teachers to incorporate moral values into school subjects. Teaching English to young learners (TEYL) is no exception. Little empirical evidence reports how school textbooks (e.g., language textbooks) discursively teach particular values explicitly and implicitly. To validate whether English for young learners (EYL) textbooks teach particular moral values, the present critical discourse study (CDA) reported in this article examines how moral content is discursively infused into EYL textbooks. Framed in Hallidayan Systemic Functional Linguistics (SFL) theory, it looks specifically at how particular moral values are represented in three nationally-adopted EYL textbooks through lexical choices, the representation of images, and selected texts that the textbook writers use to represent their attitudinal discourse. The findings show that the value of helping others is predominantly represented in the textbooks. The other dominant values encapsulated in the textbooks include politeness and caring. We conclude that the textbook writers place greater emphasis on such values as helping others, being polite, and caring in the textbooks in as much as they may want to teach these values at an early age.
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Jennifer, Jennifer, and Ouda Teda Ena. "Cultural Diversity in the Use of Action Verbs in Indonesian Senior High School English e-Textbooks: A Qualitative Content Analysis." Language Circle: Journal of Language and Literature 14, no. 2 (2020): 211–21. http://dx.doi.org/10.15294/lc.v14i2.23336.
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Having a purpose of providing all Indonesian students with cheap but qualified textbooks, the e-textbooks should be culturally inclusive, which are able to make the students engage with the texts, and later be motivated to learn. Ena (2013) and Wulandari (2019) found cultural biases in English e-textbooks for senior high schools in Indonesia, which could demotivate students from certain cultural groups, which were underrepresented or represented unfairly. Thus, aiming to elaborate to what extent diversity is represented in the action verbs of the e-textbooks studied, qualitative content analysis was chosen for this study. The reseachers were the main instruments, followed by categorizations and interraters. The results showed there was ethnicity bias. There was no Melanesian animal subjects using action verbs at all in all the e-textbooks and Melanesian human subjects never dominated any e-textbook, while Foreign subjects, who in reality are less in number than the Melanesian, dominated the e-textbook for grade X. Since there was ethnicity bias in the e-textbooks, all the parties involved in the creation of the e-textbooks should either vary the writer team’s ethnicities or vary the texts’ cultural settings and make them in line with the population rank of ethnicities in Indonesia.
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Javadi, Yaghoob, and Mozhdeh Tahmasbi. "Application of Sociocultural Identity Theory to Education in EFL Textbooks Development." Theory and Practice in Language Studies 10, no. 5 (2020): 536. http://dx.doi.org/10.17507/tpls.1005.07.
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The present study aims to use Sociocultural Identity theory to education with reference to teaching and learning English as a second language in the EFL textbooks development. The findings of this study revealed that there is a need to use the cultural sensitive and context-appropriate materials in the EFL textbooks. It is urgent to teaching materials correspond with the learners’ attitudes, religious opinions and preferences. Because, textbook is not only a commercially accessible reference book which is utilized in a language teaching program, it additionally serves as a significant way to convey political and ideological orientation. Moreover, textbooks decide not only content teaching and learning environments, but also what dominant or valid culture is passed on. Then one goal of textbooks is to serve as a means of facilitating the integration of content about ethnically, racially and culturally diverse individuals. To this end, textbook writers should avoid cultural inequalities and prejudices that learners can absorb in their learning, and have a balanced representation of social / cultural components such as ethnicity, gender, and race.
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Azodi, Nazli, and Fatemeh Karimi. "ESP Needs Analysis in Iran: The Case of University Students of Medicine." Journal of Studies in Education 7, no. 4 (2017): 54. http://dx.doi.org/10.5296/jse.v7i4.11336.
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It is believed that textbooks play the most vital role in the classrooms. A lot of class time is spent on using textbooks, thus choosing the appropriate one requires full considerations. A need analysis is a useful instrument to identify learner’s needs as a prerequisite for effective course design including course books. To this end, this study aims to investigate the foreign language learning needs of Iranian students studying in faculties of medicine. The total number of 113 medicine students participated in the study to answer the prepared questionnaire whose results were compared with 125 other students from different universities with a different textbook. To obtain the desired result, qualitative descriptive analysis was used to evaluate the data. The results indicated that the new textbook fulfills the need of students for their reading and listening skills in general and it is also more satisfying to medicine students. This study could be helpful for medical departments of universities to select their ESP textbooks more carefully.
Dissertations / Theses on the topic "Textbook. eng"
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Stanislavski, Cleila de Fátima Siqueira. "A coleção de leitura escolar : série Thales de Andrade (1928-1964) : reflexões sobre leitura escolar /." Marília : [s.n.], 2011. http://hdl.handle.net/11449/104798.
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Orientador: Ana Clara Bortoleto Nery<br>Banca: Carlos Roberto da Silva Monarcha<br>Banca: Flávia Obino Corrêa Werle<br>Banca: Vivian Batista da Silva<br>Banca: Juvenal Zanquetta Júnior<br>Resumo: Esta Tese de Doutorado tem como objetivo analisar a constituição de um modelo de leitura escolar instituído pela Coleção de Leitura Escolar: Série Thales de Andrade da Companhia Editora Nacional. Os livros que a compõe são Ler Brincando, Espelho, Vida na Roça, Trabalho, Saudade, Campo e Cidade e Alegria, do autor Thales Castanho de Andrade. Os livros eram destinados para o ensino e aprendizagem nas escolas brasileiras, no século XX. Apresentam características similares entre eles instituindo um modelo de leitura escolar apresentado e agrupado na coleção, definindo-se a partir das idéias educacionais, sociais e culturais do início do século XX. O modelo de leitura era voltado para as escolas isoladas rurais daquele momento. Para a análise foram estudadas a materialidade dos livros (Chartier); documentos editoriais no que se refere às políticas de aquisição dos livros entre Estado e editora; na busca dos leitores pretendidos, encontrados na análise dos dados da editora, do autor e dos próprios livros; e o mercado editorial. Segundo Roger Chartier (1991), suporte teórico-metodológico desta Tese, a metodologia está focada na compreensão, manipulação e estudo de textos, impressos de formas variadas, em seu contexto histórico e social, estudando-se o próprio texto e os impressos que lhe dão suporte. Dessa forma buscou-se compreender o texto a partir dos protocolos de leitura e reconstituir o processo pelos quais o livro adquire sentido considerando as relações estabelecidas entre três pólos: o texto, o objeto que lhe serve de suporte e a prática que dele se apodera. Este trabalho permite entender quais as características dos livros que compõe a Coleção e as formas pelas quais ela institui um modelo de leitura escolar. Este modelo estava presente nas características dos livros, em sua materialidade, assuntos e temas, disposição e desenvolvimento dos textos... (Resumo completo, clicar acesso eletrônico abaixo)<br>Abstract: This doctoral thesis aims to analyze the constitution of a school reading model established by the Reading School Collection: Series Thales de Andrade of "Companhia Editora Nacional". The books that comprise it are: "Ler brincando", "Espelho", "Vida na roça", "Trabalho", "Saudade", "Campo e cidade", and "Alegria", from author Thales Castanho de Andrade. The books were intended for teaching and learning in Brazilian schools during the twentieth century. They present similar characteristics among them, instituting a school reading model presented and grouped in the collection, defined from educational, social and cultural values of the early twentieth century. The reading model was designed for isolated rural schools at that time. For the analysis we studied the materiality of books (Chartier); editorial documents regarding policies for acquisition of books between the State and the publishing house; in the search of intended readers, found in the data analysis of the publisher, the author and the books themselves; and the publishing market. According to Roger Chartier (1991), theoretical-methodological support of this Thesis, the methodology is focused on understanding, handling and study of texts, printed in various forms, in their historical and social context, studying the text itself and the folders that support it. Thus, it was sought to understand the text from the reading protocols and to reconstitute the process by which the book makes sense considering the relations among three poles: the text, the object supporting it, and the practice that takes it. This work allows understanding the characteristics of books that make up the Collection and the ways in which it establishes a school reading model. This model was present in the characteristics of books, in their materiality, issues and themes, layout and development of texts and in the educational... (Complete abstract click electronic access below)<br>Doutor
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Belloni, Eliane. "Violência e livro didático : um estudo sobre as ilustrações em livros de história /." Assis : [s.n.], 2005. http://hdl.handle.net/11449/97657.
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Orientador: Olga Ceciliato Mattiolli<br>Banca: José Sterza Justo<br>Banca: Paulo Roberto de Carvalho<br>Resumo: A violência é um fenômeno social e historicamente construído muito presente no mundo contemporâneo. Trata-se de um fenômeno multifacetado e multideterminado exigindo para sua compreensão estudos interdisciplinares. A violência afeta indistintamente todas as populações e faixas etárias, mas a infância representa um segmento populacional mais desprotegido, no qual diferentes formas de violência se manifestam, a saber: violência física, psicológica, econômica, ideológica e outras. A violência pode manifestar-se na infância de forma explícita ou implícita: na família, na escola, nos meios de comunicação de massa, nos próprios livros didáticos. Esta pesquisa foi desenvolvida no ano de 2004 a partir de uma necessidade da autora de promover um olhar crítico sobre as ilustrações contidas nos livros didáticos de História, mostrando seu grau de importância no contexto geral do livro como veículo de informação e formação do aluno. Assim, o objetivo principal deste trabalho foi identificar a presença de diferentes formas de violência nos livros didáticos, através de análises de ilustrações presentes em uma coleção de livros de História de 5ª a 8ª séries, indicada pelo Ministério da Educação e Cultura para o ano de 2005. O enfoque metodológico pautou-se pelo referencial teórico da Psicologia Sócio-Histórica, em consonância com a concepção do objeto de estudo, e as análises das ilustrações foram feitas segundo os critérios da pesquisa qualitativa. Os resultados das análises evidenciaram que os livros pesquisados trazem de forma explícita e implícita diversas formas de violência nas ilustrações, entre as quais, a violência simbólica e, longe de ser neutro, o livro é um importante instrumento ideológico em sala de aula, ideologia esta que é passada não só pelo texto escrito como também através das imagens.<br>Abstract: Violence is a historically constructed social phenomenon frequently observed in the contemporary world. It is a multifaceted and multi-determined phenomenon that demands interdisciplinary studies. Violence affects all populations and people of all ages alike ; however, infancy is the most unprotected population segment, during which different forms of violence can occur such as: physical ,psychological, economical, ideological and others. Violence can be present during infancy explicitly or implicitly : in the family, at school, in the mass communication media, and even in textbooks. This research was carried out in 2004, when the author decided to cast a critical look into the illustrations found in history textbooks, showing their importance to the general context of the book as information and formation means for students. The main objective of this work was to identify different forms of violence in textbooks through the analysis of the illustrations found in a collection of History books for 5th to 8th graders, and recommended by MEC (Federal Education and Culture Department) for the 2005 school year. The methodology adopted was based on the Socio-Historical Psychology literature related to the object of the study, and the analyses of the illustrations were done according to qualitative research criteria. Results showed that the illustrations in the textbooks contained many forms of implicit and explicit violence, including symbolic violence. Far from being neutral, the textbook is an important ideological instrument used in the classroom; it passes on an ideology not only through the written text but also through images.<br>Mestre
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Nicoleti, João Ernesto. "Ensino apostilado na escola pública : tendência crescente nos municípios da região de São José do Rio Preto-SP /." Araraquara : [s.n.], 2009. http://hdl.handle.net/11449/90261.
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Orientador: Ricardo Ribeiro<br>Banca: Maria Teresa Miceli Kerbauy<br>Banca: Teise do Oliveira Guaranha Garcia<br>Resumo: Esta pesquisa tem como objetivo investigar como ocorre a contratação de sistemas privados de ensino para fornecimento de apostilas a alunos da rede municipal de Ensino Fundamental, bem como de material e treinamento a professores que atuam nas escolas municipais da região de São José do Rio Preto - especificamente entre os 39 municípios com até 50 mil habitantes pertencentes ao Pólo 4 da União Paulista dos Conselhos Municipais de Educação. Para tanto, houve um levantamento de quantos e quais são os municípios que contrataram os sistemas de ensino privados, bem como quais foram os sistemas contratados. A investigação demonstrou que se trata de uma tendência crescente, uma vez que desde a primeira contratação, ocorrida no ano de 1999, constatamos a realização de 18 contratações até 2006. Aliás, nos últimos dois anos analisados (2005/2006) 12 municípios assinaram contratos, um aumento significativo se comparado com os seis contratos firmados entre 1999 e 2004. Abordamos também o tratamento concedido pela mídia à questão da contratação dos sistemas apostilados, visto que ela faz referências à qualidade de ensino advinda desses sistemas, porém não discute ou define essa qualidade. O estudo documental foi realizado a partir dos dados obtidos com um município do Pólo 4, do levantamento da legislação que permite essa modalidade de contrato, do estudo da carta convite que o origina e de seus posteriores aditivos. Constitui ainda parte desta pesquisa o exame do processo de municipalização do Ensino Fundamental, com ênfase nas três diretorias de ensino que possuem municípios pertencentes ao Pólo 4 - D. E. Catanduva, D. E. José Bonifácio e D. E. São José do Rio Preto. A análise da legislação e dos documentos indicou que há legalidade nessa contratação, todavia não podemos ainda afirmar que tal modelo de ensino garantiu uma efetiva melhoria das... (Resumo completo, clicar acesso eletrônico abaixo)<br>Abstract: This study aims at investigating the way private teaching systems are contracted in order to provide municipal elementary school students with textbooks, as well as the teachers who work at municipal schools in the region comprising São José do Rio Preto and, more specifically, 39 cities (over 50 thousand inhabitants) belonging to the Paulista Union Pole 4 of the Municipal Educational Councils with materials and training courses. A survey was made in order to show how many cities had hired private teaching systems and which cities they were, an also to show which systems were contracted. The investigation showed that having public schools to contract private companies to develop their teaching material is a growing trend, since 18 contracts of this kind were signed from 1999 to 2006 in those cities. Not to mention that, in the last 2 (two) analyzed years (2005/2006), 12 contracts were signed, a significant increase compared to the 6 contracts signed between 1999 and 2004. The approach given by the press to the fact that municipal schools have been contracting textbook developing companies was also an issue raised by the study; it was found that reference to the quality provided by these systems is made by the press, but a deeper discussion or definition of this quality is not provided. It is still part of this research the examination of the process involving some elementary schools which changed from state to municipal control, with emphasis to three cities belonging to Pole 4 - Catanduva, José Bonifácio and São José do Rio Preto. The documentary study was developed based on a) the data obtained in a city belonging to Pole 4; b) the survey on the laws concerning this kind of contract; c) the study of the invitation letter that originates the contract; and d) the contract later attachments. The analysis of the laws and documents indicated it as being a legal sort of contract... (Complete abstract click electronic access below)<br>Mestre
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Tavares, Leandro Henrique Wesolowski. "A história da ciência nas obras de química do Programa Nacional do Livro Didático para o Ensino Médio : uma análise através do conceito de substância /." Bauru : [s.n.], 2010. http://hdl.handle.net/11449/90953.
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Orientador: Silvia Regina Quijadas Aro Zuliani<br>Banca: Jorge Megid Neto<br>Banca: Fernando Bastos<br>Resumo: O Programa Nacional do Livro Didático para o Ensino Médio (PNLEM) enquadra-se dentro de uma política pública de avaliação, compra e distribuição de obras didáticas aos professores e alunos de escolas públicas, sendo uma medida recente que atendeu, progressivamente, as disciplinas de Língua Portuguesa, Matemática, Biologia, História, Química, Física e Geografia no Ensino Médio. Referente à Química, os livros didáticos enviados pelas editoras foram submetidos, em 2007, a várias etapas de análise por uma equipe de especialistas da área de Química de universidades públicas e privadas. Como resultado foi elaborado o Catálogo do Programa Nacional do Livro para o Ensino Médio (PNLEM/2008: Química), um documento que apresenta e discute, via resenha, as características das obras aprovadas, seguidas pela ficha avaliativa, no anexo. Entre os eixos orientadores dessa ficha de avaliação há critérios, eliminatórios e classificatórios, referentes à natureza da ciência. Mas, apesar de considerarem a História da Ciência na análise, verificamos que esse aspecto - natureza da Ciência - é relatado de forma vaga nas breves resenhas de alguns livros pelo Catálogo. Dessa forma, investigamos como essas obras de Química apresentam a História da Ciência, sendo escolhido o conceito de susbstância química para tal verificação, uma vez que a construção dessa temática releva uma riqueza histórico-epistemológica ao longo dos anos. A análise desses materiais didáticos foi fundamentada na análise de conteúdo, um viés que possibilitou a construção de categorias para a leitura crítica do material, com subseqüente identificação das características das obras. Os dados obtidos revelam que alguns autores levam em consideração, em maior ou menor grau, aspectos histórico-epistemológicos no tratamento de alguns conceitos, ... (Resumo completo, clicar acesso eletrônico abaixo)<br>Abstract: The National Program of the Textbook for High School (PNLEM) it's a public politic of evaluation, purchase and distribution of textbooks to the teachers and students of the public schools, being a gradual action for disciplines of the High School, as Portuguese Language, Mathematical, Biology, History, Chemistry, Physics and Geography. In the Chemistry area, its textbooks sent by publishing companies had been submitted, in 2007, to some stages of analysis by a specialists' set of the area of Chemistry of public and private universities. As result was elaborated the Catalogue of the National Program of the Textbook for the High School (PNLEM/2008: Chemistry), a document that presents and argues the characteristics of the textbooks approved followed for the valuation fiche, in the annex. It enters axles of this valuation fiche has criteria, eliminatory and classificatory, referring to the nature of Science. But, although analysis to consider the History of Science, we verify that this aspect - nature of Science - is treaty of vacant form in the brief review of some textbooks by Catalogue. Thus, we investigate as these Chemistry textbooks explore the History of Science, being chosen the chemical substance concept for this verification, a time that the construction of this thematic presents a rich historical-epistemological description. The analysis of these didactic materials was based on the content analysis, a technique that made possible the construction of categories for the critical reading of the material, with subsequent identification of the characteristics of the textbooks. The results show that some authors worked, in greater or minor degree, historical-epistemological aspects in the treatment of some concepts, but is has necessity to review some limited or absent questions, as the discussion on the scientific methodology and the... (Complete abstract, click electronic access below)<br>Mestre
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Velázquez, Castellanos Samuel Luis. "O livro escolar no Maranhão império : produção, circulação e prescrições /." Araraquara : [s.n.], 2012. http://hdl.handle.net/11449/103078.
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Orientador: Mirian Jorge Warde<br>Banca: Maria do Rosário Mortatti<br>Banca: Claudia Panizzolo<br>Banca: Dirce Charara Monteiro<br>Banca: Maria Rita de Almeida Toledo<br>Resumo: Nesta pesquisa procurou-se compreender a representatividade dos livros escolares no Maranhão Império e a sua representação no ensino, tendo como recorte a sua produção e indicações de uso nas instituições escolares públicas e particulares de instrução primária e secundária. Procurou-se desvelar o universo do livro a partir dos jornais e dos seus agentes como os escritores, tipógrafos, redatores e colaboradores, que usaram este veículo para divulgarem suas idéias, criticar seus adversários e/ou se defenderem de diferentes formas de acusações e, para além disso, nos interessou em especial, verificar a importância da imprensa como lugar privilegiado da sociedade maranhense para reivindicar, criticar e oferecer para compra e doação, livros de diversa natureza e, em particular, os que se destinavam ao ensino das primeiras letras e das cadeiras ensinadas no secundário, com relevo ao Liceu Maranhense. Tratou-se de relacionar a produção, a circulação e as indicações de uso dos livros a um leitor escolarizado, mas também se buscou compreender outros lugares de leitura, exterior às escolas, como o gabinete de leitura, as bibliotecas e as conferências populares e pedagógicas. Relacionou-se a produção, a distribuição e as prescrições dos livros a partir das necessidades e interesses prementes para a organização e o funcionamento das escolas, assim como para a uniformização dos saberes onde os livros exerciam particular importância nesse desiderato. Discorreu-se sobre o processo de adoção, aprovação ou rejeição dos livros pelos órgãos de competência do governo como a Congregação do Liceu ou o Conselho da Instrução Pública e os seus atores como os Presidentes da Província, os Inspetores da Instrução Pública, os Delegados Literários e os professores. Verificou-se a procedência, as temáticas... (Resumo completo, clicar acesso eletrônico abaixo)<br>Abstract: With this research the candidate aimed at analysing the representation of school books in Maranhao Imperio, within the scope of their production and use at public and private primary and secondary schools. The candidate aimed at discovering the world of the book, based on newspapers and related activities as typography, redaction and contributors who use the book to a wide range of purposes. These include publicising their ideas; criticise their opponents and/or defend themselves from different prosecutions. It was interesting to verify the importance of the press as a privileged means of claiming, criticising and offering to sell different types of books e.g. the ones teaching to read and write and topics taught in secondary school. The candidate establishes a link between the production, transmission and use of books to an instructed reader. He also aimed to understand the scope of reading venues outside the school, e.g. the Gabinete Português de Leitura; a Biblioteca Pública Provincial and the private libraries; popular and educational gatherings, amid other social places. The candidate established a link between the production and distribution of school books based on its needs and underlying organisational and functional interests aimed at knowledge standardization. This research also covers the adoption, approval, replacement and veto of school books by Governmental bodies, e.g. Congregação do Liceu or Conselho da Instrução Pública and their stakeholders, particularly the Presidentes da Província, Inspetores da Instrução Pública, Delegados Literários and the teachers. The candidate verified the origin, the themes and the authors of the books used by the scholars in the 1800, notably the maranhenses who wrote books targeting that public. As a result reference is made to theoretical and methodological... (Complete abstract click electronic access below)<br>Doutor
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Bulhões, Ricardo Magalhães. "A periodização literária : uma análise dos materiais didáticos em dois momentos do século XX /." Assis : [s.n.], 2007. http://hdl.handle.net/11449/103678.
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Orientador: Odil José de Oliveira Filho<br>Banca: Vera Teixeira de Aguiar<br>Banca: Maria de Lourdes Zizi Trevisan Perez<br>Banca: João Luís Cardoso Tápias Ceccantini<br>Banca: Juvenal Zanchetta Júnior<br>Resumo: A proposta do presente trabalho é observar algumas visões sobre o ensino da literatura na escola brasileira em dois momentos do Século XX. Num primeiro momento, serão analisados dois materiais didáticos dos mais utilizados no ensino da língua e da literatura nos anos de 1930: os livros Educação Literária, de José Guerreiro Murta (1891-1979), e Autores Contemporâneos, de João Batista de Andrade Fernandes Ribeiro (1860-1934). Em seguida, a investigação sobre os métodos de ensino da literatura direciona-se à atualidade, analisando, também, duas obras didáticas contemporâneas: o livro Novas Palavras, de Emília Amaral, Mauro Ferreira, Ricardo Leite, Severino Antonio, e a Apostila do Curso Anglo, do Ensino Médio.<br>Abstract: This research was carried out to assess some views about the teaching of literature in Brazilian schools on two occasions of the 20th Century. On the first one, one will analyze two of the most widespread teaching materials for the teaching of language and literature in the 1930s: the textbooks Educação Literária, by José Gerreiro Murta (1891-1979), and Autores Contemporâneos, by João Batista de Andrade Fernandes Ribeiro (1860-1934). Afterwards, the investigation into methods of teaching literature leads us to the current age, also analyzing two contemporary textbooks: Novas Palavras, by Emilia Amaral, Mauro Ferreira, Ricardo Leite, Severino Antonio, and Apostila do Curso Anglo, for Senior High School.<br>Doutor
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Silva, Joselene Rodrigues da. "Matemática no ensino primário : duas paisagens, uma história, muitas interrogações /." Rio Claro : [s.n.], 2009. http://hdl.handle.net/11449/91133.
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Orientador: Marcos Viera Teixeira<br>Banca: Wagner Rodrigues Valente<br>Banca: Rosa Lúcia Sverzut Baroni<br>Resumo: O objetivo desta dissertação foi analisar duas coleções de livros didáticos de Matemática, destinadas ao Ensino Primário, publicadas nos períodos 1955-1967 e 1967-1973, respectivamente, visando produzir fatos históricos relativos à contextualização dessa produção didática em seu tempo de elaboração, destacando a importância desse instrumento pedagógico em pesquisas que consideram a trajetória do saber matemático numa perspectiva histórica. Nesse sentido, esse estudo se insere na linha de pesquisa História da Educação Matemática, que compreende as relações entre a História da Matemática e a Educação Matemática, e, mais especificamente, como parte do que Chervel (1990) denomina História das Disciplinas Escolares. Na perspectiva de constatar nessas obras, elementos que nos propiciassem condições de estabelecer as concepções de ensino e aprendizagem das suas autoras, bem como valores dominantes da cultura escolar nos respectivos períodos, efetuamos uma análise de conteúdo das obras selecionadas, considerando orientações teóricometodológicas de Bardin, em conjunto com reflexões propiciadas por Chartier e De Certeau quanto aos conceitos de materialidade, representação e apropriação, incluindo análise de legislação educacional, que nos permitiram verificar que a busca por representações sobre o ensino da Matemática e os modos de difusão dessas representações inscreve essa pesquisa também no âmbito da história cultural.<br>Abstract: This dissertation analyzes two collections of mathematics textbooks, for Primary Education, published in the periods 1955-1967 and 1967-1973, respectively, to produce historical facts concerning the contextualization of this didactic production in its time of elaboration, highlighting the importance of this pedagogical tool in researches that consider the way of mathematical knowledge in a historical perspective. So, this study belongs to research line Mathematics Education History, which includes the relationship between the Mathematics History and Mathematics Education and, more specifically, as part of that Chervel (1990) calls School Subjects History. In the perspective to find in these literatures elements that give us conditions to establish the conception of teaching and learning of its authors, as well dominant values of the school culture in their periods, we have made an analysis of the content of the textbooks selected, considering theoretical and methodological guidelines of Bardin, together with reflections offered by Chartier and De Certeau regarding concepts of materiality, representation and appropriation, including analysis of educational legislation, which allowed us to verify that the search for representations on the Mathematics teaching and modes of dissemination of these representations include this research also in the cultural history level.<br>Mestre
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Bocanegra, Carlos Henrique. "Aspectos conceituais e espistemológicos do tema eletroquímica nos livros didáticos de química aprovados pelo Programa Nacional do Livro Didático para o ensino médio - PNLEM (2007) /." Rio Claro : [s.n.], 2010. http://hdl.handle.net/11449/90098.
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Resumo: Neste trabalho, foram analisados os aspectos conceituais e epistemológicos do tema Eletroquímica contidos nos livros didáticos de Química aprovados pelo Programa Nacional do Livro Didático para o Ensino Médio (PNLEM) em 2007. Essa análise foi efetuada tendo em conta a correção das estruturas conceituais que compõem esse tópico e os obstáculos epistemológicos bachelardianos aí presentes. Foram consideradas quatro categorias de obstáculos, a saber: animistas, realistas, substancialistas e verbais. Os procedimentos de coleta e análise de dados foram baseados em abordagens de natureza qualitativa. Os principais resultados obtidos indicam a presença de algumas distorções conceituais relacionadas, principalmente, com o conceito de potencial ou diferença de potencial do eletrodo e, também, com as descrições realistas relacionadas à previsão das reações redox em processos eletrolíticos. Em particular, o conceito de potencial e seus contornos teóricos merecem maior atenção por parte dos autores dos livros didáticos. Neste caso, observamos que, em pelo menos um manual, o equívoco conceitual cometido comprometeu a compreensão dos sequenciamentos teóricos ulteriores elaborados. Quanto à previsão das reações redox, observamos que metade dos manuais didáticos analisados a abordou, considerando o desenvolvimento de regras e tabelas práticas com o propósito de mostrar ao estudante a influência de diferentes fatores sobre os processos eletrolíticos mais complexos. No entanto, este procedimento engendrou generalizações precipitadas sobre as causas que determinaram a deposição de certo metal sobre um eletrodo ou a tendência de descarga de uma espécie química sobre uma outra. O uso deste procedimento pedagógico também favoreceu interpretações equivocadas quanto à previsão de ocorrência de certos processos eletrolíticos, além de conduzir o leitor a um... (Resumo completo, clicar acesso eletrônico abaixo)<br>Abstract: In this work, we analyzed the epistemological and conceptual aspects of the topic electrochemistry contained in textbooks of chemistry approved by the National Textbook Program for high school (PNLEM) in 2007. This analysis was performed taking into account the correction of the conceptual structures that make up these topics and the Bachelardian epistemological obstacles present in these structures. We considered four categories of obstacles, namely: animist, realistic, substancialistic and verbal. The procedures to collect and analyze data were based on qualitative approaches. The main results indicate the presence of some conceptual distortions mainly related to the concept of potential or difference of potential of the electrode and also to the realistic descriptions related to forecast of redox reactions in the electrolytic process. In particular, the concept of potential and its theoretical field deserve more attention by the authors of the textbooks. In this case, we observed that in at least one textbook the conceptual mistake made affected the understanding of the theoretical issue order further developed. We observed that in half of the analyzed teaching materials the forecast of redox reactions was reported considering the development of practical rules and tables in order to show students the influence of different factors on the more complex electrolytic processes. However, this procedure engendered hasty generalizations about the causes that led to the deposition of some metal on an electrode or a preference for the disposal of a chemical species on another one. In this case, the use of this procedure favored misinterpretations in relation to predict the occurrence of certain electrolytic processes, and lead the reader to a distorted understanding of the production process of scientific knowledge. In summary, we found a significant amount of conceptual distortions... (Complete abstract click electronic access below)<br>Orientador: Márcia Reami Pechula<br>Coorientador: Luciano Fernandes Silva<br>Banca: Jorge Megid Neto<br>Banca: Dácio Rodney Hartwig<br>Mestre
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Mercatelli, Neto Helinton. "A coleção História da Matemática para professores : um estudo sobre possibilidades de uso por professores das séries finais do ensino fundamental /." Rio Claro : [s.n.], 2009. http://hdl.handle.net/11449/91093.
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Orientador: Rosa Lúcia Sverzut Baroni<br>Banca: Arlete de Jesus Brito<br>Banca: Maria Ângela Miorim<br>Resumo: Este trabalho faz um levantamento da Coleção História da Matemática para Professores editada pela Sociedade Brasileira de História da Matemática (SBHMat), buscando identificar características das propostas pedagógicas voltadas ao professor das séries finais do Ensino Fundamental. Essa busca foi motivada pela constatação de que o professor de Matemática anseia por integrar a História da Matemática em sua prática docente, mas esbarra na pouca disponibilidade de textos acessíveis e adequados a sua prática docente. O objetivo principal foi desenhar um panorama do material que existe disponível para esse nível de ensino e, mais especificamente, elencar quais livros-texto possuem certos elementos que ajudariam o professor a usar a História da Matemática em sua aula, tais como encaminhamentos de como proceder na aplicação de determinada proposta, atividades e exercícios sugeridos em quantidade suficiente, entre outras. A análise revelou que não existem muitos livros da coleção que se enquadram nestas características, sendo um indicativo do que ainda pode ser feito em um futuro próximo por pesquisadores ou professores da área.<br>Abstract: This work does a literature review in the "Coleção História da Matemática para Professores" (Collection History of Mathematics for Teachers) edited by the Sociedade Brasileira de História da Matemática (Brazilian Society of History of Mathematics - SBHMat), trying to identify which textbooks are able to help the teacher - specifically, that one who teaches in the final years of Elementary School in Brazil - to integrate History of Mathematics in his classroom. This search was motivated by the assumption that Mathematics teachers would like to integrate history in his/her classroom, but has problems with the small availability of accessible and suitable text-books. The main objective was to outline a panorama of the available textbooks, that focus on the last years of Elementary School and, more specifically, point out which textbooks have elements that could help the teacher to use History of Mathematics in his practice, such as suggesting activities and exercises to accomplish tasks. The analysis revealed that does not exists many textbooks with those characteristics in the collection, which one can see as an indicative of possible researches to be carried out by researchers or Mathematics teachers within this area in a near future.<br>Mestre
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Starnes, Kathryn. "Fairy tales, textbooks and social science : a folklorist reading of international relations introductory textbooks." Thesis, University of Manchester, 2015. https://www.research.manchester.ac.uk/portal/en/theses/fairy-tales-textbooks-and-social-science-a-folklorist-reading-of-international-relations-introductory-textbooks(4fc0195b-97db-4e48-9cc7-deb4b3c24e2f).html.
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This thesis explores the research question: to what extent does the idea of 'social science' persist in constructing IR textbooks in our contemporary context? In light of the considerable changes in the discipline's canon catalysed by the Third Debate, it is surprising that there has been no sustained engagement with a large body of textbooks in over a decade. The thesis uses a folklorist approach to review contemporary undergraduate IR textbooks by exploring their family resemblances to Donkeyskin and Bluebeard stories. The thesis finds that many contemporary textbooks resemble Donkeyskin stories, both because they employ a problem/choice structure that works to curtail how IR is defined and because they rely on a number of assumptions about what it means to write a textbook and study IR. However, the thesis also finds that there is a limited but notable body of textbooks that resembles Bluebeard stories in terms of how 'forbidden' assumptions about how IR is defined and what it means to write a textbook are confronted. These two readings of textbooks are complemented by a third aspect of the folklorist approach, a reading of framing gestures. While many textbook authors employ framing gestures that cast authors as curators of the field of IR, reinforcing strict boundaries for participation in the negotiation of the IR canon, there are notable exceptions that cast textbook authors as creators. The effect is to demonstrate and open up for participation the process of negotiating the boundaries of what gets to 'count' as IR.
Books on the topic "Textbook. eng"
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1939-, Redding Barbara A., ed. Textbook of pediatric nursing. 6th ed. Saunders, 1988.
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McCormick, Max S. A New short textbook of otolaryngology. 3rd ed. Edward Arnold, 1992.
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Franklin, Hugh Lockwood. Comprehensive literature searching in engineering: Textbook for Engr. 485. Oregon State University, 1987.
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J, Bates Grant, and Narula Antony A, eds. Clinical ENT: An illustrated textbook. Oxford University Press, 1992.
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A, Narula Antony, and Bates Grant J, eds. Clinical ENT: An illustrated textbook. 2nd ed. Singular Pub. Group, 2000.
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Zabashta, Andrey, Tat'yana Shalimova, and Valer'yan Basov. Egg processing technology. INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1085371.
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The textbook describes the structure and chemical composition of eggs, requirements for food chicken eggs, conditions for collection, sorting, packaging, transportation and storage. Possible defects of eggs and ways of their prevention are given. Technologies for the production of frozen and dry egg products are described.
 Meets the requirements of the Federal state educational standards of higher education of the latest generation.
 For undergraduate students studying in the direction 19.03.03 "food of animal origin" (profile "technology of meat and meat products").
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Kevin, Davie Joseph, and Urden Linda Diann, eds. Textbook of critical care nursing: Diagnosis and management. Mosby, 1990.
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Sholtis, Brunner Lillian, Suddarth Doris Smith, Smeltzer Suzanne C. O'Connell, and Bare Brenda G, eds. Brunner and Suddarth's textbook of medical-surgical nursing. 8th ed. J.B. Lippincott, 1996.
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Ashbaucher, Reid A. Dispensational Theology: A Textbook on Eschatology in the Twenty-First Century. Reid Ashbaucher Publications, 2019.
Find full textBook chapters on the topic "Textbook. eng"
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Sanderson, Christine. "End-of-Life Symptoms." In Textbook of Palliative Care. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-77740-5_105.
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Arantzamendi, María, Alazne Belar, and Rocio Rojí. "End of Life Care." In Textbook of Palliative Care. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-77740-5_46.
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Chambaere, Kenneth, and Jan Bernheim. "End-of-Life Decisions." In Textbook of Palliative Care. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-77740-5_91.
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Sanderson, Christine. "End-of-Life Symptoms." In Textbook of Palliative Care. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-31738-0_105-1.
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Arantzamendi, María, Alazne Belar, and Rocio Rojí. "End of Life Care." In Textbook of Palliative Care. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-31738-0_46-1.
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Chambaere, Kenneth, and Jan Bernheim. "End-of-Life Decisions." In Textbook of Palliative Care. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-31738-0_91-1.
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James, June, Jean MacLeod, and Robert Gregory. "Diabetes at the End of Life." In Textbook of Diabetes. John Wiley & Sons, Ltd, 2016. http://dx.doi.org/10.1002/9781118924853.ch63.
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Hoppe, M., R. Wennberg, P. Tai, and B. Pohlmann-Eden. "EEG in Epilepsy." In Textbook of Stereotactic and Functional Neurosurgery. Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-540-69960-6_153.
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Alizadehasl, Azin, and Anita Sadeghpour. "Echocardiography in End-Stage Renal Disease." In Case-Based Textbook of Echocardiography. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-67691-3_41.
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Misra, M., and R. Khanna. "Peritoneal dialysis in diabetic end-stage renal disease." In Textbook of Peritoneal Dialysis. Springer Netherlands, 2000. http://dx.doi.org/10.1007/978-94-017-3225-3_21.
Full textConference papers on the topic "Textbook. eng"
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Cimbala, John, Shane Moeykens, Ashish Kulkarni, and Ajay Parihar. "Using FlowLab, A Computational Fluid Dynamics Tool, to Facilitate the Teaching of Fluid Mechanics." In ASME 2004 International Mechanical Engineering Congress and Exposition. ASMEDC, 2004. http://dx.doi.org/10.1115/imece2004-59870.
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Traditional fluid mechanics textbooks are generally written with problem sets comprised of closed, analytical solutions. However, it is recognized that complex flow fields are not easily represented in terms of a closed solution. A tool that allows the student to visualize complex flow phenomena in a virtual environment can significantly enhance the learning experience. Such a visualization tool allows the student to perform open-ended analyses and explore cause-effect relationships. Computational fluid dynamics (CFD) brings these benefits into the learning environment for fluid mechanics. With these benefits in mind, FlowLab was introduced by Fluent Inc. in 2002. FlowLab may be described as a virtual fluids laboratory - a computer-based analysis and visualization package. Using this software, students solve predefined CFD exercises, either as homework or in a supervised laboratory or practicum setting. Predefined exercises facilitate the teaching of fluid mechanics and provide students with hands-on CFD experience, while avoiding many of the difficulties associated with learning a generalized CFD package. A new fluid mechanics textbook is scheduled for release in early 2005. This book includes FlowLab as a textbook companion, where student-friendly CFD exercises are employed to convey important concepts to the student. Because of the unique design of end-of-chapter homework problems in this book and the intimate coupling between these problems and the CFD software, students are introduced to engineering problems and concepts, as well as to CFD, via a structured learning process. The CFD exercises are not meant to stand alone; rather, they are designed to support and emphasize the theory and concepts taught in the textbook, which is the primary learning vehicle. Each homework problem has a specific fluid mechanics learning objective. Through use of the software, a second learning objective is also achieved, namely a CFD objective. The scope, content, and presentation of these CFD exercises are discussed in this paper. Additionally, one of the exercises is explained in detail to show the value of using CFD to teach introductory fluid mechanics to undergraduate engineers.
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Rigden, John S. "Textbooks: A questionable means to an unknown end." In AIP Conference Proceedings Volume 173. AIP, 1988. http://dx.doi.org/10.1063/1.37569.
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Shepard, Thomas, and Krithiga Ganesan. "Effect of a Joint Experimental-CFD Lab Experience on Perceptions of Data Authority and Student Learning." In ASME 2014 4th Joint US-European Fluids Engineering Division Summer Meeting collocated with the ASME 2014 12th International Conference on Nanochannels, Microchannels, and Minichannels. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/fedsm2014-21106.
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This paper explores modes of instruction for effective student learning and factors that affect student perceptions of information from various sources encountered in undergraduate fluid mechanics. This paper addresses two questions: (i) What source of information do students rely on and have greater confidence in, (ii) What modes of instruction lead to greater understanding of material. These research questions were addressed by considering the conceptual topic of drag on a sphere. In this study, thirty students compared results from experimental lab measurements, CFD (ANSYS-CFX) simulations, and textbook data for drag acting on a sphere. Other concepts covered in the course were done so via lecture and/or lab, but were not examined using CFD. To address the first question, students completed a survey at the end of the experimental portion of lab and a second survey at the end of the CFD portion of lab. To address the second question, student responses to specific final exam questions were analyzed. Our data indicate that students have greater reliance on materials presented via lecture and in the course textbook, than data that originates via hands-on learning methods such as experimental data, and CFD simulations. The results that address the second question indicate that even though there is greater variation in student learning outcome scores, a variety of modes of instruction lead to greater understanding of a topic, even accounting for biases in perceived data authority of various sources of data.
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Utterberg, Marie, Martin Tallvid, and Johan Lundin. "DIGITAL TEXTBOOKS IN MATHEMATICS EDUCATION: TEACHERS AS ACTIVE END-USERS AND PARTICIPANTS IN DESIGN SOLUTIONS." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.0422.
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Rosenthal, Paul, and L. Jane Park. "Managing Information Systems Textbooks: Assessing their Orientation toward Potential General Managers." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3314.
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This paper is an assessment of the topical coverage of current Managing Information Systems (MIS) textbooks. The MIS course is normally required of all undergraduate and graduate business majors , and therefore is their primary education in the use of IS/IT in the modern technology-oriented organization. However, the MIS textbooks researched do not attempt IS/IT management fluency. They do not even fully answer the questions normally asked by management and users during the justification and implementation of modern technology-oriented enterprise applications. The primary author has been teaching IS/IT courses for IS professionals and for users and managers for almost fifty tears. What has changed since that time? Not as much as should have happened in the education of line and staff personnel who work in organizations with critically important IS/IT enterprise applications. Early courses for users and managers were remarkably similar to our current MIS courses. This paper, therefore, suggests a significant change in content of MIS texts from primarily encompassing technology sections covering personal productivity applications, systems development methods, and infrastructure to presenting much more detail on user and management topics including modern enterprise level applications (e.g. transaction processing systems), privacy and security, feasibility studies, and the justification of IS/IT systems.
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Dries, Anton, Angelika Kimmig, Jesse Davis, Vaishak Belle, and Luc de Raedt. "Solving Probability Problems in Natural Language." In Twenty-Sixth International Joint Conference on Artificial Intelligence. International Joint Conferences on Artificial Intelligence Organization, 2017. http://dx.doi.org/10.24963/ijcai.2017/556.
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The ability to solve probability word problems such as those found in introductory discrete mathematics textbooks, is an important cognitive and intellectual skill. In this paper, we develop a two-step end-to-end fully automated approach for solving such questions that is able to automatically provide answers to exercises about probability formulated in natural language.In the first step, a question formulated in natural language is analysed and transformed into a high-level model specified in a declarative language. In the second step, a solution to the high-level model is computed using a probabilistic programming system. On a dataset of 2160 probability problems, our solver is able to correctly answer 97.5% of the questions given a correct model. On the end-to-end evaluation, we are able to answer 12.5% of the questions (or 31.1% if we exclude examples not supported by design).
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Mascaro, Stephen. "A Modular 2-DOF Serial Robot Manipulator for Education in Robot Control." In ASME 2016 Dynamic Systems and Control Conference. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/dscc2016-9878.
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This paper describes a modular 2-DOF serial robot manipulator and accompanying experiments that have been developed to introduce students to the fundamentals of robot control. The robot is designed to be safe and simple to use, and to have just enough complexity (in terms of nonlinear dynamics) that it can be used to showcase and compare the performance of a variety of textbook robot control techniques including computed torque feedforward control, inverse dynamics control, robust sliding-mode control, and adaptive control. These various motion control schemes can be easily implemented in joint space or operational space using a MATLAB/Simulink real-time interface. By adding a simple 2-DOF force sensor to the end-effector, the robot can also be used to showcase a variety of force control techniques including impedance control, admittance control, and hybrid force/position control. The 2-DOF robots can also be used in pairs to demonstrate control architectures for multi-arm coordination and master/slave teleoperation. This paper will describe the 2-DOF robot and control hardware/software, illustrate the spectrum of robot control methods that can be implemented, and show sample results from these experiments.
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Condoor, Sridhar S. "Reformulating the Statics Course: A Design-Based Approach." In ASME 2008 International Mechanical Engineering Congress and Exposition. ASMEDC, 2008. http://dx.doi.org/10.1115/imece2008-69196.
Full textAbstract:
Statics is a pivotal course, whose concepts serve as the building blocks for future courses in engineering. From the experience of teaching the follow-on courses to statics, we found several systemic problems present in most statics textbooks. These problems manifest themselves as lower-than-expected abilities in the students when applying the concepts to design/analyze real systems in subsequent courses. The resulting disappointment in engineering educators is common and well documented. The pedagogy outlined in this paper is based on the premise that students learn more effectively when the relevance of the concepts to real world problems and a systematic improvement in their skill set is tactilely, emotionally, and rationally understood. To this end, the pedagogy brings design theory into the course content. The paper discusses rationale behind the pedagogy and its possible implementation scheme with examples. The pedagogy is flexible and can be integrated into an existing learning approach.
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Rencis, Joseph J., and Hartley T. Grandin. "Solving Beam Deflection Problems Using the Traditional Approach to Solve Axial and Torsion Problems." In ASME 2006 International Mechanical Engineering Congress and Exposition. ASMEDC, 2006. http://dx.doi.org/10.1115/imece2006-13350.
Full textAbstract:
This paper presents a new approach to solving beam deflection problems. The approach involves the direct application of derived force-deformation formulas, a procedure commonly used with axial and torsion bar problems. This direct application of derived force-deformation formulas, referred to by the authors as Method of Segments, is extended to beam deflection analysis in order to provide a solution procedure for beams that is consistent in philosophy and application with that presented in most mechanics of materials textbooks for axially loaded bars and torsionally loaded shafts. The beam force-deformation formulas, involving slope and displacement, are derived by double integration for a beam of uniform cross-section, material and distributed loading with end shear forces and couples. Application of the formulas is direct and requires no integration or continuity equations. Furthermore, by identifying segments of uniform geometry, material and distributed loading, this approach can easily be applied to beams of discontinuous geometry and material that supports both concentrated and distributed loading.
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Kalapurackal, Robins M., and Shun Takai. "Sensitivity of Relative Worth in QFD Matrices to Rating Scales and Worth Calculation Schemes: An Empirical Study." In ASME 2007 International Mechanical Engineering Congress and Exposition. ASMEDC, 2007. http://dx.doi.org/10.1115/imece2007-42423.
Full textAbstract:
In the past several decades, Quality Function Deployment (QFD) has gained its popularity among engineers as a tool to relate (map) customer requirements (inputs) to system requirements or system components (outputs), and to calculate relative worth of these requirements and components. The benefits of QFD in system development include cost reduction, fewer design changes after the start of production, and improved communication among engineers. Despite the observed benefits, the needs for QFD research have been addressed by researchers. These research needs include decision-making process in QFD, rating scales used in QFD matrices, and calculation schemes for calculating the worth of outputs (e.g., system requirements) from the importance of inputs (e.g., customer requirements). The purpose of this paper is to empirically study sensitivity of the relative worth and rank of outputs in QFD matrices to rating scales and worth calculation schemes. We collected QFD matrices from journal articles and textbooks; then calculated the changes of relative worth and the rank of outputs when one type of rating scale and/or worth calculation scheme was changed to the other. The results suggest that the relative worth and rank of outputs are relatively insensitive to rating scales and worth calculation schemes in the QFD matrices studied in this paper.
Reports on the topic "Textbook. eng"
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Tiruneh, Dawit T., John Hoddinott, Caine Rolleston, Ricardo Sabates, and Tassew Woldehanna. Understanding Achievement in Numeracy Among Primary School Children in Ethiopia: Evidence from RISE Ethiopia Study. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/071.
Full textAbstract:
Ethiopia has succeeded in rapidly expanding access to primary education over the past two decades. However, learning outcomes remain low among primary school children and particularly among girls and children from disadvantaged backgrounds. Starting with a systematic review of quantitative studies on the determinants of learning outcomes among primary school children in Ethiopia, this study then examined key determinants of students’ numeracy achievement over the 2018-19 school year. The study focused on Grade 4 children (N=3,353) who are part of an on-going longitudinal study. The two questions that guided this study are: what are the key determinants of numeracy achievement at Grade 4 in primary schools in Ethiopia, and how does our current empirical study contribute to understanding achievement differences in numeracy among primary school children in Ethiopia? We employed descriptive and inferential statistics to examine factors that determine differences in numeracy scores at the start and end of the school year, as well as determinants of numeracy scores at the end of the school year conditional on achievement at the start of the school year. We examined differences across gender, region, and rural-urban localities. We also used ordinary least squares and school ‘fixed effects’ approaches to estimate the key child, household and school characteristics that determine numeracy scores in Grade 4. The findings revealed that boys significantly outperformed girls in numeracy both at the start and end of the 2018/19 school year, but the progress in numeracy scores over the school year by boys was similar to that of girls. Besides, students in urban localities made a slightly higher progress in numeracy over the school year compared to their rural counterparts. Students from some regions (e.g., Oromia) demonstrated higher progress in numeracy over the school year relative to students in other regions (e.g., Addis Ababa). Key child (e.g., age, health, hours spent per day studying at home) and school- and teacher-related characteristics (e.g., provision of one textbook per subject for each student, urban-rural school location, and teachers’ mathematics content knowledge) were found to be significantly associated with student progress in numeracy test scores over the school year. These findings are discussed based on the reviewed evidence from the quantitative studies in Ethiopia.