Academic literature on the topic 'Textbook exposition'
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Journal articles on the topic "Textbook exposition"
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Noviyenti, Leffi. "Analysis of English Alive Textbook in Terms of Genres and Lexical Density." AL-ISHLAH: Jurnal Pendidikan 13, no. 2 (2021): 799–812. http://dx.doi.org/10.35445/alishlah.v13i2.587.
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The current study aimed at analyzing an English textbook titled English Alive used by English teachers from some senior high schools in Curup, Bengkulu, Indonesia. The textbook analysis was oriented towards two domains, namely genres and lexical density, by applying a content analysis method. This study revealed that the English Alive textbook had five genres: reading materials in the narrative, report, analytical exposition, spoof, and hortatory exposition. Those genres were embedded in sixteen passages distributed to the entire textbook, and those passages were mapped into ten units. Lexical density measurement indicated that most of the passages were categorized as easy to be comprehended, and a few passages were categorized as too easy to be comprehended. However, text genres in this textbook did not sufficiently conform to the distribution of English reading materials as suggested by the K-13 curriculum. Some reading passages did not seem contributive to students’ English acquisition according to comprehensible input theory and other related findings. Hence, the English Alive textbook could be used in today’s context and needs as supplementary material, but the primary reading materials should be resting upon K-13-driven English textbooks. Strength and weaknesses were also identified from the English Alive textbook. The former could be noted that this textbook adopted the constructivism theory and genre-based approach properly. However, the latter indicated that the provision of genre materials did not entirely conform to essential competencies formulated in the current K-13 curriculum of English education. Further studies could analyze more textbooks to help teachers choose appropriate English textbooks.
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Virgo, Graham. "Criminal Law: Theory and Doctrine. By A.P. Simester and G.R. Sullivan. [Oxford: Hart Publishing. 2000 lxix, 651, (Bibliography) 19 and (Index) 23. Paperback. £22.50 net. ISBN 1 901362–60–4.]." Cambridge Law Journal 61, no. 3 (2002): 715–38. http://dx.doi.org/10.1017/s0008197302231785.
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Criminal law textbooks have traditionally focussed on the exposition of criminal law doctrine, but with the growing emphasis in the academic literature on criminal law theory, there has been a need for a textbook which explicitly bridges the divide between doctrinal and theoretical approaches. Simester and Sullivan’s new book succeeds admirably in satisfying that need.
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Christianson, Nicolas H., Ann Sizemore Blevins, and Danielle S. Bassett. "Architecture and evolution of semantic networks in mathematics texts." Proceedings of the Royal Society A: Mathematical, Physical and Engineering Sciences 476, no. 2239 (2020): 20190741. http://dx.doi.org/10.1098/rspa.2019.0741.
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Knowledge is a network of interconnected concepts. Yet, precisely how the topological structure of knowledge constrains its acquisition remains unknown, hampering the development of learning enhancement strategies. Here, we study the topological structure of semantic networks reflecting mathematical concepts and their relations in college-level linear algebra texts. We hypothesize that these networks will exhibit structural order, reflecting the logical sequence of topics that ensures accessibility. We find that the networks exhibit strong core–periphery architecture, where a dense core of concepts presented early is complemented with a sparse periphery presented evenly throughout the exposition; the latter is composed of many small modules each reflecting more narrow domains. Using tools from applied topology, we find that the expositional evolution of the semantic networks produces and subsequently fills knowledge gaps, and that the density of these gaps tracks negatively with community ratings of each textbook. Broadly, our study lays the groundwork for future efforts developing optimal design principles for textbook exposition and teaching in a classroom setting.
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Rønning, Frode. "The Role of Fourier Series in Mathematics and in Signal Theory." International Journal of Research in Undergraduate Mathematics Education 7, no. 2 (2021): 189–210. http://dx.doi.org/10.1007/s40753-021-00134-z.
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AbstractThis paper presents a praxeological analysis, based on ATD (Anthropological Theory of the Didactic), of the topic of Fourier series, as this topic is introduced and used in mathematics and in electrical engineering, more precisely in signal theory. The analysis is based mainly on one widely used textbook in mathematics for engineers, and a textbook and video lectures in signal theory. The aim of the analysis is to investigate possible differences in the motivation for introducing Fourier series in mathematics and in signal theory, as well as differences in the techniques used, and the justifications behind the techniques. This research is inspired by previous research showing lack of connection between mathematics courses and engineering courses applying mathematics. To get a wider perspective, the exposition in the textbook in mathematics for engineers is also compared to the exposition in more advanced books in mathematics. To add to the perspective, the historical origin of Fourier series is also discussed. The findings show that there are differences in the motivation for the topic both between mathematics and signal theory, but also between basic and more advanced mathematics. Within mathematics there are also differences in the underlying theories.
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Coffey, Donal K. "Constitutional law and empire in interwar Britain: universities, liberty, nationality and parliamentary supremacy." Northern Ireland Legal Quarterly 71, no. 2 (2020): 193–209. http://dx.doi.org/10.53386/nilq.v71i2.316.
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This article examines the influence of imperial law, law outside the UK but within the British Empire, on the development of British constitutional law in the interwar period. It first looks at public law within the universities. Four foundational textbooks in British public law are then analysed to assess the extent to which the academic exposition of constitutional law was influenced by imperial law. The influence of imperial law on the areas of liberty/habeas corpus and citizenship is then considered. The article concludes by re-examining the doctrine of parliamentary supremacy and argues that Dicey accepted a variant of the ‘manner and form’ objection in the final edition of his textbook completed before his death.
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Burstein, Poundie. "Mid-section cadences in Haydn’s sonata-form movements." Studia Musicologica 51, no. 1-2 (2010): 91–107. http://dx.doi.org/10.1556/smus.51.2010.1-2.7.
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Although a half cadence marks the end of the transition section in most sonata-form expositions and recapitulations, in many of Haydn’s sonata-form movements — especially those from around the 1760s — the end of the transition is instead articulated by a firm perfect authentic cadence. This establishes a point of harmonic resolution, rather than momentum, at this crucial formal juncture. As such, it yields an overall formal shape that departs from “textbook” sonata-form descriptions, which are based largely on later stylistic norms. The practice of having a strong tonic arrive in the middle of the exposition or recapitulation is a strategy that Haydn shared with other composers who flourished in the mid-eighteenth century, and it well accords with the descriptions of formal procedures found in Heinrich Christoph Koch’s Versuch einer Anleitung zur Composition .
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Sternefeld, Wolfgang. "Back to the future." English Language and Linguistics 3, no. 1 (1999): 147–60. http://dx.doi.org/10.1017/s1360674399000167.
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Andrew Radford, Syntactic theory and the structure of English: a minimalist approach. Cambridge textbooks in linguistics. Cambridge: Cambridge University Press 1997. Pp. xii + 558. Hardback £50, US$69.95, ISBN 0 521 47125 7; paperback £16.95, US$24.95, ISBN 0 521 47707 7.Until recently I was convinced that by far the best textbook ever written on Generative Grammar was Perlmutter and Soames' Syntactic argumentation and the structure of English (1979). Unfortunately, the theory advanced there died out. As concerns its successor, namely GB-theory, I still believe that Andrew Radford's pioneering Transformational syntax (1981) is one of the best introductions to Chomsky's Pisa lectures, despite the plethora of competing textbooks that have appeared over the years. Now that Radford has presented his most recent book, Syntactic theory and the structure of English, I am inclined to believe that it should be considered a competitor to Perlmutter and Soames' book. Not only the similarity to Perlmutter and Soames' title, but also the pedagogical and systematic orientation of the new book invites comparison. As both books meet the highest standards with regard to clarity of expression and exposition, I recommend Radford's book as the best textbook for up-to-date syntactic theory, and I am convinced that it will play the same influential role as an introduction to the Minimalist theory as did the 1981 book for GB theory.
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Inkpin, Andrew. "Nietzsche’s Genealogy: A Textbook Parody." Nietzsche-Studien 47, no. 1 (2018): 140–66. http://dx.doi.org/10.1515/nietzstu-2018-0006.
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Abstract Given its apparently scholarly form, the Genealogy of Morals is often read as a succinct, relatively systematic, and canonical exposition of Nietzsche’s mature views on morality. This article argues, however, that the work was intended as a parody of a scholarly treatise and examines how this parody is best understood. It begins by surveying some evidence that supports reading the Genealogy as a ‘textbook’ presentation of Nietzsche’s views. It then develops an exegetic case for reading it as a work of parody, based on the third essay’s claims about the ‘self-cancellation’ of truth-directed discourse and how to oppose the ascetic ideal, along with the Genealogy’s internal organization and its place in Nietzsche’s oeuvre. Finally, it examines whether this parody is best interpreted philosophically as having the force of a strong parody that denies the possibility of truth-directed enquiry or that of a weak parody denying the intrinsic value of such enquiry. Although reading it as a strong parody perhaps makes it more radical and potentially appealing, I argue that the Genealogy is best read as a weak parody, because this is both more tenable and suffices for the claims Nietzsche himself makes about the work’s aims and character.
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Rochmiyati, Siti, and Die Bhakti Wardoyo Putro. "The Application of Tri-N in Genre-Based Indonesian Textbook for Junior High School." TAMANSISWA INTERNATIONAL JOURNAL IN EDUCATION AND SCIENCE 1, no. 2 (2020): 9–15. http://dx.doi.org/10.30738/tijes.v1i2.7700.
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Learning Indonesian in K13 is communicative, CLIL, scientific, and genre-based. Indonesian material in junior high school is integrated in one genre. Textbooks as a learning tool compiled nationally consist of student books and teacher books. Bloom revised taxonomy, the highest ability is to create / creativity. Ki Hadjar Dewantara has long coined Tri-N (niteni, nirokke, nambahi) which is relevant to the scientific approach and the process of creating a revised edition of Bloom. Textbooks as a principal guide for teachers and students in learning must apply a scientific approach. Tamansiswa teachings are known as Tri-N. Niteni is the process of marking by paying close attention, using all the senses, digging deeper information, and reasoning by connecting knowledge already possessed from excavated products. Nirokke is imitating what is taught through a model / example / example from the teacher / learning resource by involving the mind, sensing, feeling / conscience and spirituality integrally and harmoniously. Nambahi is the process of adding to what he has learned in developing his creativity and ideas through the activities of designing, creating, and improvising. This study aims to describe the application of the niteni, nirokke, and supplementary processes in genre-based Indonesian SMP textbooks. The research method used is descriptive qualitative analysis of interactive models Miles Huberman. The genres representing this research are description, explanation, procedure, exposition, and narrative genres. The results showed that in these genres the process of niteni, nirokke, and nambahi always appeared.
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Ranneva, N. "Jean Tirole: The political economy of corporate finance (On the book by J. Tirole “The theory of corporate finance”)." Voprosy Ekonomiki, no. 6 (June 20, 2017): 128–41. http://dx.doi.org/10.32609/0042-8736-2017-6-128-141.
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The present article undertakes a critical review of the new book of Jean Tirole, the winner of the 2014 Nobel Prize in Economics, “The theory of cor- porate finance”, which has recently been published in Russian. The book makes a real contribution to the profession by summarizing the whole field of corporate finance and bringing together a big body of research developed over the last thirty years. By simplifying modeling, using unified analytical apparatus, undertaking reinterpretation of many previously received results, and structuring the material in original way Tirole achieves a necessary unity and simplicity in exposition of extremely heterogeneous theoretical and empirical material. The book integrates the new institutional economic theory into classical corporate finance theory and by doing so contributes to making a new type of textbook, which is quite on time and is likely to become essential reading for all graduate students in corporate finance and microeconomics and for everyone interested in these disciplines.
Dissertations / Theses on the topic "Textbook exposition"
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HUEI, LIANG CHUNG, and 梁崇輝. "Study on the analysis of text structure of exposition and argumentation on Grade 1-9 Integrated Coordinated Curriculum Second learning stage Chinese language textbook." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/55711508189305939703.
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碩士臺中師範學院
語文教育學系碩士班
93
Abstract Language art education in elementary school is the fundamental education, therefore, the importance of language art education cannot be overemphasized. The purpose of this study was to analyze the text structure in elementary school textbook, and probe the relationship between text structures and reading comprehension. The research conducted on exposition and argumentation on Vol. 7-12 of Grade 1-9 Integrated Coordinated Curriculum Chinese language textbook are published by 3 publishers, which are Nan-Yi, Kang-Hsuan , Han-Lin. This study contains 5 chapters. Chapter 1 is prolegomenon featuring the goal, motivation, subject and limitation of the study. Chapter 2 is literature review, which includes 5 parts ;research on the curriculum standard, distinguish between argumentation and exposition, to explain the structure and organization of text, to probe the reading comprehension, and other correlative study. Chapter 3 is the steps and method of the study. According to the analysis of the structure and organization of texts（on appendix） of 3 publishers ,Chapter 4 is the discussion and result of the study. So Chapter 5 proposes the conclusion and proposal of the study. There are 45 articles (exposition and argumentation) in 3 different version textbooks in this academic year（’04.08~’05.07）. According to the analysis of study, there are some conclusions as follows: 1. About text structure: （1）In the quantity and the distribution of exposition and argumentation ,the 3 versions of Grade 1-9 Integrated Coordinated Curriculum Chinese language textbooks were similar to the curriculum standard of ’93. （2）On the text structure of textbooks, those 45 texts use tri-partition and four-partition. （3）On the text structure of exposition, the method of 「precis－description－summary」are most common, and 「introduction－main text－summary」、「introduction－continue－transition－integrated」are used as well. （4）On the text structure of argumentation, the method of 「bring up discussion－discussion－conclusions」are most common, and「introduction－continue－transition－integrated」are used as well. 2. About text organization: （1）Nay-Yi adopts largest quantity of organization in exposition. Kang-Hsuan comes next and Han-Lin. Kang-Hsuan adopts largest type of organization in exposition. Han-Lin comes next and Nay-Yi. （2）Nay-Yi adopts largest quantity of organization in argumentation. Han-Lin comes next and Kang-Hsuan. Nay-Yi adopts largest type of organization in argumentation. Han-Lin comes next and Kang-Hsuan. （3）The method of sentence patterns、correlation of real and unreal、correlation of canvass and narration were mot common in exposition. The method of sentence patterns、correlation of canvass and narration were mot common in argumentation. 3.About reading comprehension: （1）The organization of text is complex in higher grade. （2）The method of 「precis－description－summary」and 「bring up discussion－discussion－conclusions」are most common in textbooks, because we can understand the main idea from section 1 of the article. Therefore, children can find out the “Top Level” structure of the text, and it can promote the reading comprehension for the students. （3）The method of sentence patterns、correlation of canvass and narration are the most common in（3 versions）textbooks. （4）Text structure complicates as grades go up and contents go from simple to complicated . The arrangement contributes to better reading comprehension. According to the finding of research, some suggestions were contributing to text publishers, teacher, and further research.
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Wu, Chun-Hsuan, and 吳春萱. "A RESEARCH ON THE DEVELOPMENT ABOUT “TAIWAN’S EXPOSITION” OF SENIOR HIGH SCHOOL GEOGRAPHY TEXTBOOKS." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/29112027501025229377.
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碩士國立臺灣大學
國家發展研究所
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Abstract This research attempts to analyze the development about Taiwan’s exposition of senior high school geography textbooks over the years, and the influential factors in domestic politics, cross-Strait relations and international politics. This thesis also wants find the textbooks in different years were dominated by which nationalism. The study method of this research is text analysis. The researcher set three main subject categories to analyze textbook contents by “The Taiwan Figure”, “Taiwan and R.O.C. ”and “external relations”. The results of this thesis are as follow： 1. Political affairs dominate education. 2.The newest textbooks display dubitable national identity According to the results of this thesis, several proposition for the senior high school geography textbooks in the future are given as follows： 1.The course standards must fit in with political truthfulness. 2.The textbook contents must fit in with historical truthfulness. 3. The textbook contents must have justice.
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Mrázková, Miloslava. "Využití textů Jana Nerudy ve výuce literatury." Master's thesis, 2017. http://www.nusl.cz/ntk/nusl-364864.
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The theoretical part of the master's thesis first deals with the context of Jan Neruda's life and work and with the representation of Neruda's texts in post-revolutionary reading books for junior high school and high school. This part is based on the results presented in the author's bachelor's thesis Work of Jan Neruda in reading books. The next chapter follows the formation of Jan Neruda's image in literature textbooks for junior high school and high school published after 1989. The analysis of reading books and textbooks shows the remaining emphasis on the writer's poetic work even though his contribution to the field of feuilleton and modern prose is considered to be more important. The results of this analysis are used to elucidate the aim of the thesis, which is a new selection of Neruda's texts and the creation of the author's own textbook explanatory texts emphasizing the writer's feuilletons and prose work. The practical part of the thesis contains a questionnaire "mini-research" of pupils' and students' preconceptions regarding the personality and work of Jan Neruda. This research together with another "mini-research" of different teachers' conceptions of teaching about Jan Neruda form the basis for accomplishing the aims of the thesis. The last chapter contains the author's selection of...
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Cheng, Shu-Mei, and 鄭淑玫. "Study on the Question Analysis and the Process of Question Design for Exposition Text in Mandarin Textbooks." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/21973786544251107729.
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碩士臺北市立大學
學習與媒材設計學系課程與教學碩士學位在職專班
104
Abstract The research focuses on the question content of exposition writing in intermediate Mandarin textbooks. It adopts methods of documentary research and depth interview to investigate 3 topics, including the analysis result in exposition writing for question designs of Kang Hsuan and Han Lin textbooks respectively, textbook question designers’ references and philosophies, and the process and characteristics of question design. The documentary research focuses on the reading comprehension questions of exposition writing in intermediate Mandarin textbooks of Kang Hsuan and Han Lin publications in 2015 school year, including teacher’s manuals, complimentary workbooks, and textbooks (Kang Hsuan 4A), 17 books in total. The research studies the design of the question content in textbooks. As for depth interview, 6 question designers and 2 text editors were interviewed. Through processes above, the research can be concluded as follows: The comprehensive explorations into the reading comprehension process of Kang Hsuan and Han Lin publications: the total questions raised in Han Lin publication are more than those by Kang Hsuan. Overall, both propose mostly questions of direct inference. Two versions questions ratios are in compliance with the ratio PIRLS reading comprehension question type of distributed architecture course. Two versions of questions designed to have encountered the concept in line with the text reading comprehension proposition. The design characteristics of Kang Hsuan: the distribution of PIRLS 4 hierarchical questions is almost equal. Since the text writer and the question designer are the same, the question content can be revised easily. The design characteristics of Han Lin: according to students’ proficiency, Reading Garden provides three question solutions. Since the text writer and the question designer are different, the question content is revised after discussion. Based on the Grade 1-9 Curriculum Guidelines of Ministry of Education in 2008, the exposition questions of each publication are designed according to the integration of PIRLS (the Progress in International Reading Literacy Study) and reference of text-centered question design principles. On the basis of student-centered design philosophy, the research pays attention to children’s psychological and cognitive development stages, confirms students’ background, finds out how to raise raise learning interest, looks after learning differences, and then hopes to enhance the learning effect of exposition and its reading comprehension. Specific process and characteristics are required in the design of the exposition questions. At the planning stage, the primary work is to fix the editorial team, and then to hold textbook editing meeting to aggregate editing directions and build up course structure. Next, at the choosing stage, before the exposition questions are designed, it is necessary to make textual analysis and understand the thesis. Moreover, it is important to follow the 4 hierarchical strucure of PIRLS, combine ability index and reading strategies. Besides, it is required to pay attention to the reading methods of exposition writing. At the last stage, the opinions and comments of the review committee, the marketing strategies of the publishers, and the teaching need of on-site teachers are all key factors of decision-making. Finally, the research proposes related suggestions for textbook question designers, instructors, and further researchers. Keyword: Mandarin, Textbook, Reading Comprehension, PIRLS, Exposition
Books on the topic "Textbook exposition"
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Shishkin, Andrey. Introduction to the axiomatic theory of elementary functions. INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1209581.
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Contains an exposition of the basic concepts and theorems of the axiomatic theory of the basic elementary functions of real and complex variables. The textbook is written on the basis of lectures given by the author for a number of years at the Armavir State Pedagogical University, at the Slavyansk-on-Kuban State Pedagogical Institute and at the branch of the Kuban State University in Slavyansk-on-Kuban. It is intended for students of natural-mathematical profiles of preparation of the direction "Pedagogical education". It can be used in the study of mathematical analysis, the theory of functions of a real variable, the theory of functions of a complex variable, etc.
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Mineva, Oksana, Elena Gadzhieva, Diana Smirnova, and Svetlana Arutyunyan. Management of social adaptation and motivation to the development of modern society. INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1002556.
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The textbook is a systematic exposition of the issues associated with the management of social adaptation and motivation to the development of modern society. Discusses the current problems of adaptation for socially excluded segments of the population (migrants, persons living with HIV and their families, the disabled, families of prisoners and individuals released from places of imprisonment, etc.), the role of civil society, business and ordinary citizens in the process of socialization.
Meets the requirements of Federal state educational standards of higher education of the last generation.
For graduate students enrolled in the direction of preparation "personnel Management", faculty and graduate students of economic universities, students of retraining and advanced training of specialists and executives as well as entrepreneurs.
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Problems in real and functional analysis. American Mathematical Society, 2015.
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Real analysis. American Mathematical Society, 2015.
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Society, American Mathematical, ed. An introduction to classical real analysis. American Mathematical Society, 2015.
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Wolfgang, Kliemann, ed. Dynamical systems and linear algebra. American Mathematical Society, 2014.
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Simon, Barry. Basic complex analysis. American Mathematical Society, 2015.
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I, Arnolʹd V. Mathematical understanding of nature: Essays on amazing physical phenomena and their understanding by mathematicians. AMS, American Mathematical Society, 2014.
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Ordinary differential equations and dynamical systems. American Mathematical Society, 2011.
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An epsilon of room, I : real analysis : pages from year three of a mathematical blog. American Mathematical Society, 2010.
Book chapters on the topic "Textbook exposition"
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Bondi, Marina. "Voice in Textbooks: between Exposition and Argument." In Stance and Voice in Written Academic Genres. Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9781137030825_7.
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Volpé, Robert, and Clark Sawin. "The history and iconography relating to the thyroid gland." In Oxford Textbook of Endocrinology and Diabetes. Oxford University Press, 2011. http://dx.doi.org/10.1093/med/9780199235292.003.3005.
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Stables, Rod. "The ‘golden rules’ of percutaneous coronary intervention." In Oxford Textbook of Interventional Cardiology, edited by Simon Redwood, Nick Curzen, and Adrian Banning. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780198754152.003.0006.
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This chapter identifies general principles for the practice of interventional cardiology. The focus is on general strategic approach and the exposition of core concepts rather than details of equipment selection and manipulation. Although framed for percutaneous coronary intervention, the philosophy will translate to all forms of interventional cardiology. In contemporary activity adverse events are fortunately rare and it is very difficult for an individual operator to identify ‘best practice’ on the basis of personal experience and individual reflection. These ‘golden rules’ are based on lessons, sometimes learned at cost to patients and operators, over three decades. Knowledge of these issues and a more systematic approach may provide a framework for safe and effective practice.
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Hepokoski, James. "The Basics." In A Sonata Theory Handbook. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780197536810.003.0004.
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Following the first three introductory chapters, chapter 4 lays out the essentials of Sonata Theory’s understanding of the guidelines within which classical sonatas work. This is the chapter that summarizes the approach’s technical details and terminology: Sonata Theory in a nutshell. It begins with an overview of the five sonata types and notes that the “Type 3” or the “textbook” sonata, with exposition, development, and recapitulation, is by far the most common. It proceeds to move through each of the action zones of a typical “two-part exposition”—primary theme (P), transition (TR and medial caesura), secondary theme (S), and closing zone (C), noting the various commonly encountered, “default” options within each zone, and how each zone is vectored toward a generically expected cadence. The several issues involved with determining where secondary themes begin and end—within Sonata Theory’s view of things—are given special attention. Along with way it introduces some concepts new to this handbook, such as that of the “narrative” grouping of S (concluding cadentially with the EEC) and the thematic portions of any C that might follow: “the S/C thematic complex.” Following a close study of expositional practice, the chapter moves on, similarly, to describe standard features of developments, recapitulations, and codas. It ends with a few remarks on the Type 1 sonata and its expanded variant, which will be revisited in more detail at the end of chapter 11 and in chapter 12.
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Baskind, Eric, Greg Osborne, and Lee Roach. "1. An introduction to commercial law." In Commercial Law. Oxford University Press, 2019. http://dx.doi.org/10.1093/he/9780198825975.003.0001.
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This chapter, which determines whether or not commercial law is a distinct legal topic, begins with a much quoted passage from Professor Sir Roy Goode stating that the answer to the question may, in fact, be no. According to Goode, if commercial law is used to refer to ‘a relatively self-contained, integrated body of principles and rules peculiar to commercial transactions, then we are constrained to say that this is not to be found in England’. Without such unifying principles, it merely amounts to a ‘label which is useful for gathering together diverse material with no obvious home of its own, so as to aid exposition on a lecture course or in a textbook, or for the better organisation of the business of the High Court of Justice … but no more’. The chapter also charts the evolution of commercial law, from the creation of the lex mercatoria through to the development of transnational commercial law. Finally, the chapter discusses the various sources of commercial law.
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Vincent, Bernadette Bensaude, and Antonio García Belmar. "Mendeleev’s Periodic Classification and Law in French Chemistry Textbooks." In Early Responses to the Periodic System. Oxford University Press, 2015. http://dx.doi.org/10.1093/oso/9780190200077.003.0013.
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The most striking feature of the diffusion of Mendeleev’s system in France is that his great achievement prompted no real debates, no controversy among French academic chemists. It is not that his work was totally ignored. Rather, it was integrated as a non-event in the daily work focused on the discovery and characterization of chemical elements thanks to new techniques (spectroscopy, crystallization, and so on). In science journals Mendeleev’s system attracted attention only insofar as it could lead to the discovery of new chemical elements. After briefly mentioning when and how Mendeleev’s ideas were presented in French primary, secondary, and higher education chemistry textbooks and mentioned in official programs, we will try to understand the reasons for preferring alternative criteria for classification in chemistry textbooks. In addition to the explicit arguments advanced by those who mentioned Mendeleev’s proposals, we will attempt to interpret the silence that most textbook authors kept. In a third section, we will symmetrically focus on the small group of chemists who promoted Mendeleev’s periodic classification and try to disentangle their motivations and modes of appropriation. We will then conclude that, far from being a form of resistance to Mendeleev’s specific system, the overall skepticism expressed in French chemistry textbooks was the expression of an enduring statu quo resulting from a long debate over the best chemical classification in educational milieus. In September 1879 the Department of Haute-Marne organized at the Hôtel de la Préfecture de Chaumont an exposition scolaire aimed at exhibiting the innovative activities developed by teachers and students of local primary school institutions. It was intended to contribute to the reform of primary education following the trauma caused by the defeat in the war against Prussia. As one of its organizers claimed, “it is primary instruction, and its patriotic direction, which made the strength of our enemies. It should make ours.” It was in this context of educational reform and post-war tensions that we found the first reference to didactic use of Mendeleev’s periodic system in France.
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Pawlowsky-Glahn, Vera, and Richardo A. Olea. "Regionalized compositions." In Geostatistical Analysis of Compositional Data. Oxford University Press, 2004. http://dx.doi.org/10.1093/oso/9780195171662.003.0008.
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In this chapter we set the rationale for the analysis of regionalized compositions. Required definitions for nonregionalized compositions are extended to vector random functions and necessary concepts from the theory of regionalized variables are related to vector random functions that form a composition. In order to avoid continually repeating references to literature, the reader is referred especially to the works of Matheron (1971) and Aitchison (1986), on which the following developments are based. Here the exposition is very concise; its purpose is basically to introduce terminology and notation. Proofs analogous to those of the nonregionalized case are omitted, for the most part. In general they can be derived directly from the corresponding definitions. For concepts of matrix algebra required by this work, refer to Kemény (1984) and Golub and Van Loan (1989). There are many excellent textbooks that treat concepts of probability theory and multivariate statistics. We have used mainly the books by Fahrmeir and Hamerle (1984) and Krzanowski (1988), and others have served as complementary bibliography, e.g., Feller (1968), Kendall and Stuart (1979), Kendall et al. (1983), Kres (1983), Stuart and Ord (1987), Johnson et al. (1994), and Kotz et al. (2000). A similar situation holds for the foundations of univariate geostatistics; refer to David (1977), Journel and Huijbregts (1978), Rendu (1978), Clark (1979), Isaaks and Srivastava (1989), Samper-Calvete and Carrera-Ramírez (1990), Cressie (1991), Goovaerts (1997), Chilès and Delfiner (1999), and Olea (1999). Treatments of multivariate geostatistics are found in Matheron (1979), François-Bongarçon (1981), Carr et al. (1985), and Wackernagel (1998). We base our presentation mainly on Journel and Huijbregts (1978) and Deutsch and Journel (1998), but also on Myers (1982), in which the matrix formulation of cokriging is given. Geostatistical terminology conforms, as far as possible, to that found in the Geostatistical Glossary and Multilingual Dictionary, compiled by members of the 1984-1989 IAMG Committee on Geostatistics and edited by R. A. Olea (1991).
Conference papers on the topic "Textbook exposition"
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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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Koo, Jeong-Hoi, Fernando Goncalves, and Hong Zhang. "Introducing “Advanced” Tuned Vibration Absorbers in an Undergraduate Vibrations Course." In ASME 2005 International Mechanical Engineering Congress and Exposition. ASMEDC, 2005. http://dx.doi.org/10.1115/imece2005-80066.
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The primary objective of this paper is to bridge the theory of tuned vibration absorbers (TVA) with the practice of implementing TVAs in systems. Often, the practice of implementing TVAs in systems is a far departure from the theory expressed in many textbooks. These departures are often required in practice to account for the less than ideal conditions that the TVAs will be operating under. Many retrofitted TVAs use “smart” or active materials along with various control techniques to improve the performance of the traditional TVA proposed in textbooks. The intent of the current paper is to demonstrate several of these modern methods of implementing retrofitted TVAs to undergraduate students. The first author introduced the methods in a junior level vibrations course, and is developing a laboratory experiment. Teaching these advanced TVAs to undergraduate engineering students will help them understand how theories learned in class are used in real world problems, and motivate them to explore new fields of research. After introducing a “textbook” vibration absorber theory, this paper describes principles and operations of a new class of vibration absorbers. In reviewing conventional TVAs, students are introduced to many of the engineering challenges encountered in the implementation of TVAs. One such challenge is inevitable off-tuning caused by system parameter changes with time. After identifying many of the challenges associated with the implementation of TVAs, the students are introduced to many modern solutions to these problems. Many of these solutions involve the use of smart materials, such as piezoceramics, magnetorheological fluids, magnetorheological elastomers, shape memory alloys, etc. Through this experience, students are introduced to many smart materials and have the opportunity to see how these smart materials can provide solutions to many engineering challenges and improve existing technologies.
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O’Dowd, Devin O., and Aaron R. Byerley. "Computational Aid to AEDsys for Designing a Variable-Area Gas Turbine Nozzle." In ASME Turbo Expo 2018: Turbomachinery Technical Conference and Exposition. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/gt2018-77173.
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This paper presents a practical approach to designing a gas turbine nozzle with the help of the Aircraft Engine Design textbook as well as the software program Nozzle, a subprogram within the Aircraft Engine Design System Analysis Software suite AEDsys. The current textbook and software allow for a variable wetted length of the converging and diverging nozzle sections. Critical feedback from industry experts has inspired an attempt to design a nozzle with fixed wetted material lengths. This paper is written to augment classroom treatment, but will also support others who use the Aircraft Engine Design text and software for a preliminary engine design capstone. This approach is further guided by the actual scaling of the Pratt & Whitney F100 variable geometry converging-diverging nozzle, where wetted lengths are fixed. The chief goal is to equip students at the United States Air Force Academy with a refined approach that is more realistic of a manufactured nozzle design, producing a graphical representation of a nozzle schedule at different speed and altitude flight conditions, both with and without afterburner.
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Rezaei, Amir G., and Amin Tabatabaei Mohseni. "Anisotropic Elasticity Solution of Single Layered Composite Plate Under Self-Equilibrating Cubically Distributed Shear Loading." In ASME 2017 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2017. http://dx.doi.org/10.1115/imece2017-72009.
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The anisotropic plane elasticity solution of the stresses throughout a thin, rectangular, laminated composite plate subjected to self-equilibrating cubically distributed shear stress at the two ends of the plate is obtained. The plate is assumed to be a symmetric laminate and hygrothermal effects are not considered. The characteristic decay length under the shear loading is estimated for different cases of isotropic, orthotropic, and anisotropic plate. The work is intended to be presented as an example during a lecture or to be published in new textbook demonstrating the numerical method.
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Kobus, C. J., and Y. P. Chang. "A Uniform Standard for the Teaching of Energy Perspectives in Statistics and Dynamics." In ASME 2012 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/imece2012-88225.
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It has become increasingly apparent in our combined years of teaching engineering subjects that there is a discontinuity between how related subjects are taught. By that, we mean that fundamental principles of mass, energy and momentum are indifferent to the application, yet they are introduced and utilized very differently in various engineering courses, specifically those in the general area of solid mechanics versus those in the fluid and thermal sciences. One example of this disparity is the conservation of energy principle, one of the two most fundamental of principles for which all things appear subject to without limitation. Also known as the 1st Law of Thermodynamics, the statement simply says “energy cannot be created nor destroyed.” This implies that, within these broad but absolute limits, energy can be converted from one form to another or transported from one place to another, or both, but that the total energy remains a constant. This 1st Law of Thermodynamics is taught earlier in the curriculum from its namesake, thermodynamics. In fact, most introductory statics and dynamics courses do teach some form of the conservation of energy, but usually call it “energy methods.” The plural form “energy methods” indicates that there is more than one, which can be readily observed in most statics and dynamics textbooks. Unfortunately, these methods are only special-cases of the conservation of energy principle. At no time, however, in any statics and dynamics textbook that we have seen, is the full conservation of energy principle utilized, which is unfortunate for reasons of consistency and continuity in the curriculum. It is the intent of this paper to show, through an example, that the same basic form of the conservation of energy can and should be utilized throughout the curriculum, starting with basic statics and dynamics and progressing into thermodynamics and the rest of the curriculum. This would indeed help student comprehension and retention of this very important principle in implication and application.
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Bzymek, Zbigniew M., Steven S. Hinkle, and Zoila E. Jurado Quiroga. "Problem Solving in Design of Machine Elements in Mechanical Engineering." In ASME 2015 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/imece2015-50776.
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The Design of Machine Elements course is one of the most difficult and complicated courses in the Mechanical Engineering program. It requires inventive concept generation, the knowledge of geometrical design, and basic knowledge of stress and deformation analyses. On those three elements, the machine elements design philosophy is established and further developed. The course material has to be chosen carefully since the time constrains will allow to cover design of only few essential machine elements. The material is covered by lectures, textbook readings, homework problems, and design projects. In addition to the textbook content the course contains five special elements: Idea Generation, Safety Considerations, Design of the Day (DoD), a Designer’s Liability study, and three projects including Final Project – Shaft Design. In the Idea Generation project, students generate an idea of machine or mechanical device. The Safety Consideration project is done by inspection and documentation of unsafe elements on campus. The Shaft Design Project had students design a shaft system under given constrains. In DoD students present existing advanced machines chosen using different sources or their own industrial internship experience. The Liability assignment addresses the designer’s legal responsibility in case of a defective product that caused an injury or accident. The material taught in the course is larger than conventional machine element design course. The elements added that are beyond the structural analysis bring better understanding of engineering problems during the Senior Design course and later during engineering practice. They allow the students to connect the theory with the real world of engineering challenges. This gives students more satisfaction during the learning process and cognitive benefits during engineering practice. The unconventional inventive design approach of the teaching team (course instructor and GTA) to problem solving is based on many years of instructor’s experience in teaching of engineering problem solving and design. The learning pattern in which students work in teams, both in problem solving and in design exercises, also helps to conduct the course. Thanks to all these elements the learning experience of the course is unique and engaging despite the high level of difficulty associated with it.
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Vudumu, Shravan K., and Umit O. Koylu. "Development and Integration of Engine Simulation Projects Into the Mechanical Engineering Curriculum at Missouri S&T." In ASME 2009 International Mechanical Engineering Congress and Exposition. ASMEDC, 2009. http://dx.doi.org/10.1115/imece2009-10540.
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The main objective of this paper was to report the development of instructional engineering projects and necessary tutorials that utilize the GT-POWER software for engine simulations in combustion-related courses at Missouri S&T as part of the Partners for the Advancement of Collaborative Engineering Education (PACE) program. Students teamed up to perform modeling of engine performance and emission characteristics so that they could learn state-of-the art engine technology and explore innovative design procedures routinely employed by the leading automotive companies. The projects included understanding and comparison of simple hand calculations using typical textbook assumptions with detailed and complicated software calculations. Such projects would help to bridge the gap between the theoretical and simple concepts learned by students in the classroom and the practical and advanced skills desired by industry. Various tools available for studying engine combustion fueled by alternative fuels were also introduced.
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Roser, Holger M., and W. John Dartnall. "A Framework for Enhancing Outside-the-Box Thinking in Engineering Design, Demonstrated on a Case Study." In ASME 2012 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/imece2012-87376.
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This paper introduces a framework for enhancing creative thinking in engineering design. As a flexible methodology, the proposed Creative Engineering Design (CED) framework integrates a new concept development tool, the Concept Assessment Taxonomy (CAT), which constitutes the core of the proposed methodology. By combining the procedures of concept generation, evaluation and selection in a single matrix, the CAT aims to systematize and simplify the overall conceptualization process, while delivering design process transparency. Early trials have shown the effectiveness of the CED framework in offering procedural guidance and a better comprehension of the multifaceted nature of engineering design. It complements well-established textbook-methods in an effort to reduce ad-hoc and trial-and-error approaches, while minimizing decision-making based on intuition and guesswork. In order to demonstrate its usefulness within a real world context, the proposed methodology is applied to a case study in the field of mechanical design: a new mechanical fuel injection system capable of curbing small engine emissions.
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Manno, Vincent P. "Revising the Power Generation Systems Curriculum: The 1000 MW Solution." In ASME 2008 International Mechanical Engineering Congress and Exposition. ASMEDC, 2008. http://dx.doi.org/10.1115/imece2008-68554.
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Student interest in electric power generation is increasing as national and worldwide attention to energy grows. While a power plant or thermal design course was a staple of pre-1980s mechanical engineering education, such courses fell out of favor as the bio-info-nano revolution refocused academic programs. The relevant textbook literature also stagnated. There is now an opportunity to reinvent the curriculum for mechanical engineering courses focused on 21st Century electric power generation. This paper addresses developing appropriate content for and teaching of such courses. The overarching goal is for a broad spectrum of students to develop a working knowledge of the scientific and technical similarities, differences, and challenges associated with various electric power production technologies including engineering, design, analysis, economics, and appropriate consideration of sustainability and societal impact. A unifying motivational exercise advocated is to estimate and catalogue the resources, sizes, performance characteristics, and impact streams for generating 1000 MW(e) using each technology studied.
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Cole, Kevin D., Filippo de Monte, Robert L. McMasters, Keith A. Woodbury, Junghoon Yeom, and James V. Beck. "Applications in Education for a Heat Conduction Database." In ASME 2015 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/imece2015-52179.
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Applied computer solutions for conductive heat transfer are a critical component in any modern undergraduate heat transfer course. This need has been addressed in many ways through various textbook exercises and software packages. The present work involves a catalog of analytical solutions organized with a numbering system that describes the boundary conditions and initial conditions for each problem. The solutions are pre-programmed and accessible via a free web site called the Exact Analytical Conduction Toolbox, or EXACT. Students can access these solutions for use in homework and project work. In this paper examples of several types of student exercises are given, including a re-creation of the Heisler charts and a two dimensional steady-state example. Additionally, an account is given of classroom use of these tools in a graduate heat transfer course, outlining the education advantages of the EXACT web page. The concept of intrinsic verification is also discussed, focusing on the applicability of this concept to enhancing insight among undergraduate students. General support is also expressed for the need of analytical solutions to heat transfer and diffusion problems in an undergraduate setting.