Relevant bibliographies by topics / Textbook of history

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Textbook of history'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Textbook of history"

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Dolšina, Marjana. "The Slovenian Art History Textbook in Comparison to Polish Textbooks: Authorship and Content, Didactic Structure and Publishing Circumstances." Journal of Education Culture and Society 5, no. 1 (2020): 285–98. http://dx.doi.org/10.15503/jecs20141.285.298.

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The paper analyses two concepts of art history textbooks for secondary schools. It discusses their role in the learning and teaching process of art history and related school subjects within the formal educational programmes in Slovenia and their didactic structure. The comparison between one Slovenian and two Polish textbooks might contribute to better understanding of the present situation regarding art history textbook production in Slovenia, which is a result of several factors: the historical continuity of textbook writing and research in textbook didactics, the current school policy and fi nancial competition on the textbook market. Its intention is also to clarify the idea of didactic transformation of the art history contents from the challenging scientifi c texts to a form suitable for secondary school students who are textbooks’ main target audience.
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Jašinauskas, Linas, and Rasa Žiburytė. "The Suitability of History Textbook Activities for 5th–8th Grades for Developing Pupils’ Achievements in the Subject of History." Pedagogika 121, no. 1 (2016): 171–86. http://dx.doi.org/10.15823/p.2016.12.

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After restoring Independence in Lithuania, there has not been a separate research carried out which would contain an in-depth analysis of the quality of activities presented in history textbooks used in general education schools. Therefore, the following research problem is raised in this article: whether the activities presented in the history textbooks for 5th–8th grades that are currently in use in Lithuanian general education schools are suitable for developing the achievements in history subject which are defined in the General Curriculum Framework. The aim of this study is to investigate the suitability of history textbook activities for 5th–8th grades for developing pupils‘ achievements delineated in the General Curriculum Framework 2008. To reach this aim the following objectives were raised: 1) to discuss the key achievements in history subject as well as the requirements for history learning process that are highlighted in scientific literature and educational programmes; 2) to reveal the role of a textbook and its activities / activities system for improving pupils’ achievements in accordance to Lithuanian education documents and scientific literature; 3) to analyse the suitability of history textbook activities for 5th–8th grades for improving pupils’ knowledge and skills delineated in the General Curriculum Framework for Basic Education 2008 for the subject of history. Methods of research: analysis of education documents and scientific literature, analysis of textbook content. Data of the analysis revealed that more than half of the tasks in the investigated history textbooks for 5th–8th grades require from pupils knowledge and understanding of historical figures, events or cases depicted in a textbook. Fewer than a quarter of the analysed history textbook activities are designed to developing pupils’ ability to put knowledge into practice. Very few tasks presented in textbooks are intended for developing the capacity for more complicated reasoning. Whilst analysing the adaptation of activities in history textbooks for 5th–8th grades for developing pupils‘ competencies in the subject, it became clear that the activities are only partially suitable for developing the competencies delineated in the General Curriculum Framework. The greater part of tasks is designed for developing an understanding of historical evolution and ability to engage in historical analysis and interpretation. Only 4.3 percent of tasks induce the pupils to develop an ability to orientate in historical time and space. The analysed textbooks contain few activities that would motivate pupils to take an integral approach towards Lithuanian and world history.
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Sumaludin, M. Maman. "NATIONAL IDENTITY IN HIGH SCHOOL HISTORY BOOK." JURNAL PENDIDIKAN ILMU SOSIAL 26, no. 2 (2017): 139. http://dx.doi.org/10.17509/jpis.v26i2.8887.

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This study aims to analyze national identity in history textbook at the level of senior high school. History textbooks contain material that influenced by ideology which closely related to national identity. The ideology is shown as a manifestation of the nation through history textbooks. The method used to find out the discourse of national identity in textbooks using Fairclough critical discourse analysis to analyze the contents and discourses of national identity in history textbooks. The results showed that the influence of the government is very strong on sample of history textbook. The influence is seen from the planting of the state ideology as a form of government obligation in an effort to shape the character and personality of the nation. In addition, it is done to strengthen national identity through education.
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Fuchs, Eckhardt. "Contextualizing School Textbook Revision." Journal of Educational Media, Memory, and Society 2, no. 2 (2010): 1–12. http://dx.doi.org/10.3167/jemms.2010.020201.

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The words “textbook revision” immediately conjure up certain images. We generally think of conflicts surrounding the contents of textbooks, conflicts which are debated in public and usually have an international dimension. Textbook revision generally refers to books on history, geography and social studies, occasionally also religion or biology. It generally relates to those activities aimed at correcting false or distorted interpretations in school textbooks. In addition, it involves two further aspects: improving the quality of teaching with revised textbooks, and conveying universal norms in addition to knowledge of the subject. History and social studies teaching can thus make an important contribution to peace and human rights education.
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Medema, Steven G. "Textbooks as Data for the Study of the History of Economics: Lowly Beast or Fruitful Vineyard?" HISTORY OF ECONOMIC THOUGHT AND POLICY, no. 2 (October 2012): 193–207. http://dx.doi.org/10.3280/spe2012-002012.

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Historians of economics have paid minimal attention to the diffusion of economic ideas in the textbook literature. Given the low esteem in which textbooks are held as embodiments of scholarship and the propensity of historians of economics - and intellectual historians generally - to focus on the production of scholarship through more lofty venues such as journal articles and scholarly books, this lack of attention to the textbook literature is in some ways understandable. This article argues that the textbook literature constitutes an incredibly rich data source for the historian of economics. In doing so, it offers illustrations from the treatment of the Coase theorem in the textbooks, with a view both to showing how the textbook literature enhances our understanding of the diffusion of economic ideas and how attempts by authors to grapple with new ideas in the context of the textbook literature can result in divergences between how these ideas are treated in the scholarly and textbook literatures.
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Klerides, Eleftherios. "Imagining the Textbook." Journal of Educational Media, Memory, and Society 2, no. 1 (2010): 31–54. http://dx.doi.org/10.3167/jemms.2010.020103.

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This article examines textbooks, especially history textbooks, seeking to contribute to an emerging body of scholarship that endeavors to understand the nature, specific properties, and characteristics of this medium. Using systemic functional linguistics and a context-based perspective of language as its theoretical point of departure, it argues for a dual imagining of the textbook as discourse and genre. In imagining the textbook, the article calls for a rethinking of comparative textbook research in the future, based on a novel cluster of conceptual priorities deriving from postmodern thought.
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Alexandrache, Carmen. "Communist human models promoted by the Romanian history textbooks." Contemporary Educational Researches Journal 10, no. 2 (2020): 79–87. http://dx.doi.org/10.18844/cerj.v10i2.4733.

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This paper proposes a historical approach of Romanian communist education as it is reflected in the textbooks edited in the second part of XX century. For communist regime the textbooks, especially history ones became a tool of promotion political principles. There are many pictures, texts, exercises, additional readings which offer enough examples about what behaviour ought to be (non)appreciated and manifested by students, what they have to feel, to act or not. Also, scientific contents of textbook transmit to students a set of beliefs and values even if the teacher do not intend to focus on them. In this way, history textbook could be a perfect promoter of communist thinking and lifestyle. In addition, the textbook narrates about some „heroes” and their acts, gestures, political and military victories. Talking about them, it is a good way to promote those personalities that could become „models” for younger generation. Using theoretical research methodology, we have structured human models, as they had presented in the history textbooks, placing them into a communist human typology. As a result, this paper demonstrates that the textbooks have been important ideological tools, having a bigger impact to students’ consciousness and behaviour. Keywords: Education; communist ideology; human models; textbooks; history;
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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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Kropman, Marc, Carla van Boxtel, and Jannet van Drie. "Narratives and Multiperspectivity in Dutch Secondary School History Textbooks." Journal of Educational Media, Memory, and Society 12, no. 1 (2020): 1–23. http://dx.doi.org/10.3167/jemms.2020.120101.

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School history textbooks provide an important source of information for learners of history. Textbook narratives of a nation’s past often present a limited frame of reference, which impedes the aim of teaching history from multiple perspectives. This article examines the representation of the Dutch Revolt in two Dutch and two Flemish history textbooks. By taking sentences as our unit of analysis, we analyzed narrative elements and metaphors, which informed us about the level of multiperspectivity in these narratives. We found that Dutch textbooks, in contrast to Flemish textbooks, create their emplotment of the narrative of the Dutch Revolt by focusing on the first ten years of the conflict and mostly lack multiperspectivity. We hope that the insights generated by this analysis may inform textbook authors who seek to do justice to multiple perspectives.
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Helfer, Florian. "(Post-)colonial Myths in German History Textbooks, 1989–2015." German Politics and Society 39, no. 1 (2021): 79–99. http://dx.doi.org/10.3167/gps.2021.390105.

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This article examines the evolution of textbook representations of colonialism in two North Rhine-Westphalian textbook series for the Sekundarstufe II since 1989. On the one hand, the article shows that the developing post-colonial discourse in the German public debate had a particularly strong impact on schoolbooks in the mid-2000s. Textbooks reacted quickly to changes in the public debate and have increasingly attempted to deconstruct colonial narratives. However, implicit mental conceptions of African “backwardness” continue to exert some influence even on today’s textbook generation. On the other hand, the article identifies the distortions that appear when colonialism as a global phenomenon is discussed within a curricular framework that focuses on national and European history. Because of the close curricular link between High Imperialism and World War I, textbooks strongly focus on the global rivalry of the European powers, whereas other aspects of colonialism come up short.
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Dissertations / Theses on the topic "Textbook of history"

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Chughtai, Mariam. "What Produces a History Textbook?" Thesis, Harvard University, 2015. http://nrs.harvard.edu/urn-3:HUL.InstRepos:16461056.

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In this dissertation, I undertake a sequential analysis of an elaborate system of forces that contribute to the production of history textbooks in Pakistan. I review longitudinal series of data on education policies and history textbooks from 1938-2012, and examine the decision-making processes, which inform said policies and textbooks, at the federal, provincial and local levels of government in Pakistan. My analysis is grounded in a particular understanding of religious nationalism and identity politics which is essential in conceptualizing religious political extremism and its role in defining what it means to be “Islamic” in context of history education in Pakistan. Findings suggest that a history textbook in Pakistan is produced by seven highly influential and complex variables: (1) Religious ideology: religious ideological direction set through federal education policy, and the international pressures and domestic political events that inform this policy; (2) Identity politics: the scope of identity that the state mandates for its citizens, including the resistance to that scope as captured by student interaction with textbook content; (3) Military revisionism: war narratives and the state’s reconciliation with its past; (4) Political power: perceptions, leadership, and exclusionary tactics; (5) Financial vulnerabilities; (6) Systemic inefficiencies; and (7) Past history textbooks, in how they empower certain interest groups which inhibit curriculum development and revised conceptions of history. My analysis reveals that while state sponsored curriculum material is used for the purpose of solidifying the relationship between religion and state, the content, the process, and the constantly shifting narrative of religious nationalism, selected from a multitude of narratives, are products of strategic choices that may well employ religion but are not entirely religiously motivated. Consequently, I propose the possibility that history education in Pakistan does not foster religious nationalism for the sake of religion, but uses religion as one tool amongst many, to further secular, political, and nationalistic objectives.
Education Policy, Leadership, and Instructional Practice
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黃錦昌 and Kam-cheong Wong. "Chinese history textbook writing in late Ch'ing China." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1986. http://hub.hku.hk/bib/B31207960.

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Wong, Kam-cheong. "Chinese history textbook writing in late Ch'ing China /." [Hong Kong : University of Hong Kong], 1986. http://sunzi.lib.hku.hk/hkuto/record.jsp?B12228163.

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Dutridge-Corp, Elizabeth Anne. "Reconciling the Past: H.R. 121 and the Japanese Textbook Controversy." Bowling Green, Ohio : Bowling Green State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1250099908.

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Landis, Geraldine. "Heroes and villains : an analysis of the treatment of individuals in the world history textbooks /." Diss., This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-06062008-172039/.

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Romeu, Maria Gabriela. "The Japanese History Textbook Controversy Amid Post-War Sino-Japanese Relations." FIU Digital Commons, 2013. http://digitalcommons.fiu.edu/etd/849.

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The relations between China and Japan are strained and continue to foster negative emotions partly because of China’s grievances about Japan’s actions during World War II and the allegedly false historiographical accounts found in Japanese history textbooks. This study will utilize historical analysis of the events leading up to the Nanjing Massacre in December of 1937, examine the Japanese Ministry of Education’s (MEXT) critical and contentious role in the selection of textbooks, used for primary and secondary schools, and will also juxtapose the controversial 2001 Atarashii rekishi kyōkasho with current Japanese history textbooks. The study will also include a syntactical analysis of key terms through my own original translations of multiple Japanese history textbooks, which are currently used in the Japanese school curriculum, to reveal that the textbook publishers, MEXT, and regulation councils are involved in adjusting the content causing the information to reveal various degrees of whitewashing.
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Mitchell, Michele D. "The Color Line and Georgia History Textbooks: A Content Analysis." Digital Archive @ GSU, 2013. http://digitalarchive.gsu.edu/sociology_theses/38.

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The purpose of this research is to define racialized textbook bias, conduct a content analysis of Georgia history textbooks, and answer the following question: how is race framed in contemporary Georgia history textbooks? A content analysis of nine Georgia history textbooks was completed for grades two and eight. A Du Boisian theoretical framing of race prejudice as the macro-social condition of the micro-social process of race was an integral component of the content analysis. The findings revealed the existence of racialized textbook bias in the form of marginalization, compartmentalization, and omission suggesting the continuation of White supremacy and Black oppression in the process of education in Georgia public schools.
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Josefsson, Hobel. "En studie av hur mellankrigstiden presenteras i grundskoleläroböcker i historia." Thesis, Södertörns högskola, Lärarutbildningen, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-25378.

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Although textbooks are scientifically proven that they are important and central to the school curriculum one should think critically about the content in textbooks - is it really compatible with the curriculum of following the textbook tradition? As a teacher there are different ways to reflect on which textbook to choose. It is important to compare several textbooks with each other and be aware that a textbook should follow the curriculum. A teacher examines many sections/topics in the textbooks, but in this paper only one section will be reviewed among four different textbooks. The section to be compared, in the paper, is the interwar period. The reason for this choice is that the topic is required according to the current curriculum Lgr11. The essay will show an investigation about a few selected textbook authors. The main question is if the authors write as the textbook tradition or according to the curriculum. Four different textbooks will be compared in this paper where two of these books have the same publisher, the same author but two different curriculums (Lpo94 and Lgr11). The essay is based on a qualitative research in which a text analysis is done – to analyze if the textbooks follows the required topics of the curriculum or following the textbook tradition. Even an quantitative study has been done as an analysis of textbooks whereas the amount of pages and headlines are in focus. This was made to compare how much the authors have written about the interwar period and if similar headlines was used. A comparison of different curriculums has also been done, between the Lpo94 and Lgr11. This was made to see if there was a change in content or how authors wrote about the same historical event. This may provide an explanation for why the textbook authors have written different in both textbooks written by the same author and printed by the same publisher but in line with two different curricula. Author: Hobel Josefsson. Mentor: Örjan Simonson The spring 2013 Keywors: history, interwar period, textbooks, textbook author, textbook tradition, curricula – syllabus, comparative Nyckelord: historia, mellankrigstiden, läroböcker, läroboksförfattare, lärobokstradition, läroplaner – kursplan, jämförelser
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Långström, Sture. "Författarröst och lärobokstradition : en historiedidaktisk studie." Doctoral thesis, Umeå universitet, Institutionen för svenska och samhällsvetenskapliga ämnen, 1997. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-61516.

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The present dissertation deals with the writers of high-school history textbooks and their way of writing history. Questions concerning who has written these books, why and how they have done so, and what they have written, are posed from a didactic perspective. In order to answer these questions, the author has employed the method of oral history. Initially, thirteen of the original sixteen authors were interviewed. After that, life-story interviews were conducted with one author each selected from the three categories of textbook authors determined by the first round of interviews. Seven of these authors' textbooks (comprising fourteen book sections) were studied in a more summary fashion, whereafter a more in-depth analysis of how these authors' books present the period 1914-1945 was undertaken. The study showed that the writers were middle-aged or elderly, middle-class men living in the southern regions of Sweden, whose political sympathies tended toward liberalism. They provided a number of different reasons for choosing to write history textbooks, though monetary considerations seemed to have been more or less overriding. Writing seems to have been a solitary job for them, even if they belonged to a team of writers. There are many uncertainties concerning the main didactic ideas motivating their writing. There also proved to be a distinct difference between those writers who identified themselves as researchers, and those who called themselves teachers. Resarchers have included new results in their textbooks to a greater degree, provided a more multifacetted view of history, and written more on the problems of historiography. The teachers have written a simpler, more story-telling type of prose, while their books have also provided more suggestions for practical solutions to teaching problems. Their books have also sold far better than the researchers'. All of the authors' writing has been influenced by government curricula and inspection committees, commercial conditions, the tradition of history-textbook writing and experiences from their own life-worlds, the latter of which I term "the voice of the author".
digitalisering@umu
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Ekblom, Jakob. "Vet skolelever mer om Stalins skräckvälde idag än tidigare? : En kvalitativ läromedelsanalys om hur beskrivningar av Stalins terror förändrats i svenska läroböcker i historia från 1950-talet till idag." Thesis, Linnéuniversitetet, Institutionen för kulturvetenskaper (KV), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-40773.

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The purpose of this essay is to examine whether the descriptions of Stalin's terror in history textbooks for high school changed from the 1950s until the 2010s. Since previous research shows that textbook content is influenced from different directions and that it dominates in teaching, therefore I want to find out what similarities and differences that exist in the textbooks. The survey is based on a qualitative approach because I want to have a profound picture of the descriptions of Stalin's terror. The results of the survey show that the number of casualties and the descriptions on the famine has changed over time. Furthermore, textbooks also found it difficult to distinguish between terror, politics and ideology. The analysis of the results linked to the theoretical bases, historical consciousness model and history didactic model. The analysis shows that the result always ends up in historical consciousness as the basis for reproducing change and continuity, but in some cases the result has also been connected with historical consciousness of identity formation. In the history didactic model, the result has fallen into the material history teaching subcategories, objective, purpose and classically purpose.
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Books on the topic "Textbook of history"

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Masalski, Kathleen Woods. History textbook controversies in Japan. ERIC Clearinghouse for Social Studies/Social Science Education, 2002.

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The other Philippine history textbook. Published and exclusively distributed by Anvil Pub., 2009.

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Sen, Sailendran Nath. A textbook of medieval Indian history. Primus Books, 2013.

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Textbook of physical diagnosis: History and examination. 5th ed. Saunders Elsevier, 2006.

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Swartz, Mark H. Textbook of physical diagnosis: History and examination. 3rd ed. Saunders, 1998.

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Textbook of physical diagnosis: History and examination. 2nd ed. W.B. Saunders, 1994.

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Textbook of physical diagnosis: History and examination. 6th ed. Saunders, 2010.

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Textbook of physical diagnosis: History and examination. 5th ed. Saunders, 2006.

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Swartz, Mark H. Textbook of physical diagnosis: History and examination. 4th ed. Saunders, 2002.

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Textbook of physical diagnosis: History and examination. 4th ed. Saunders, 2002.

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Book chapters on the topic "Textbook of history"

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Fuchs, Eckhardt, and Kathrin Henne. "History of Textbook Research." In The Palgrave Handbook of Textbook Studies. Palgrave Macmillan US, 2018. http://dx.doi.org/10.1057/978-1-137-53142-1_3.

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Sammler, Steffen. "History of the School Textbook." In The Palgrave Handbook of Textbook Studies. Palgrave Macmillan US, 2018. http://dx.doi.org/10.1057/978-1-137-53142-1_2.

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Langguth, Berthold, Grant D. Searchfield, Eberhard Biesinger, and Karoline V. Greimel. "History and Questionnaires." In Textbook of Tinnitus. Springer New York, 2011. http://dx.doi.org/10.1007/978-1-60761-145-5_47.

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Golden, Gerald S. "The Neurological History." In Textbook of Pediatric Neurology. Springer US, 1987. http://dx.doi.org/10.1007/978-1-4684-7029-1_2.

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Tattersall, Robert B. "The History of Diabetes Mellitus." In Textbook of Diabetes. Wiley-Blackwell, 2010. http://dx.doi.org/10.1002/9781444324808.ch1.

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Tattersall, Robert B. "The History of Diabetes Mellitus." In Textbook of Diabetes. John Wiley & Sons, Ltd, 2016. http://dx.doi.org/10.1002/9781118924853.ch1.

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Wong, Gabriel K., and Mamidipudi Thirumala Krishna. "History Taking." In Textbook of Allergy for the Clinician, 2nd ed. CRC Press, 2021. http://dx.doi.org/10.1201/9780367854706-3.

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Zadora, Anna. "Textbook Narratives and Patriotism in Belarus." In History Education and Conflict Transformation. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-54681-0_10.

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Gokal, R. "History of peritoneal dialysis." In Textbook of Peritoneal Dialysis. Springer Netherlands, 2000. http://dx.doi.org/10.1007/978-94-017-3225-3_1.

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Santomauro, Michael G., and Brian K. Auge. "Natural History of Stones." In Smith's Textbook of Endourology. Wiley-Blackwell, 2012. http://dx.doi.org/10.1002/9781444345148.ch54.

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Conference papers on the topic "Textbook of history"

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Ahmad, Tsabit. "Environmental Issues in the History Textbook." In Proceedings of the 1st International Conference on Environment and Sustainability Issues, ICESI 2019, 18-19 July 2019, Semarang, Central Java, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.18-7-2019.2290398.

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Zafri, Hera Hastuti, Zul ‘Asri, and Iqrima Basri. "History Textbook Development Based on Historical Thinking." In 2nd Progress in Social Science, Humanities and Education Research Symposium (PSSHERS 2020). Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210618.012.

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Darwati, Darwati, Sariyatun Sariyatun, Leo Sutimin, and Akhmad Musadad. "The Implementation of Character Values Through History Textbook." In The Proceedings of the 4th International Conference of Social Science and Education, ICSSED 2020, August 4-5 2020, Yogyakarta, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.4-8-2020.2302507.

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Dziuba, E. V. "Electronic Textbook of the Russian Language for Foreigners as a Multidisciplinary Phenomenon." In International Scientific Conference “Digitalization of Education: History, Trends and Prospects” (DETP 2020). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200509.047.

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Sasha Binti Abdullah, Hedya, Mohd Mahzan Bin Awang, and Abdul Razak Ahmad. "Implementation of Historical Thinking Skill Among Malaysian Students using History Textbook: Concept, Issues and Challenges." In THE 2ND INTERNATIONAL CONFERENCE ON SUSTAINABLE DEVELOPMENT & MULTI-ETHNIC SOCIETY. Redwhite Pres, 2019. http://dx.doi.org/10.32698/gcs.0197.

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Sutrimah, Sutrimah, Retno Winarni, Nugraheni Wardani, and Ngadiso Ngadiso. "Need Analysis: Textbook Development of Modern Indonesian Literary History (Poem in East Java Province, Indonesia)." In International Conference of Science and Technology for the Internet of Things. EAI, 2019. http://dx.doi.org/10.4108/eai.19-10-2018.2282177.

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Pozhidaeva, V. V. "TEXTBOOK ON HISTORY FOR SECONDARY SCHOOL IN THE CONDITIONS OF NEW INFORMATION TECHNOLOGIES OF EDUCATION AND PUBLISHING." In ACTUAL PROBLEMS OF LINGUISTICS AND LITERARY STUDIES. Publishing House of Tomsk State University, 2020. http://dx.doi.org/10.17223/978-5-94621-901-3-2020-121.

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Mitani, Fumie. "Media Frame Analysis on Japanese History Textbook Controversy in 1982 From a Perspective of Foreign Policy and Media." In Annual International Conference on Journalism & Mass Communications. Global Science & Technology Forum (GSTF), 2012. http://dx.doi.org/10.5176/2301-3729_jmcomm12.52.

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Nasution, Nasution, Artono, and Agus Trilaksana. "Comparison of National History Education Textbook Content in Middle School and Senior High School in Indonesian in New Order Era." In Proceedings of the International Conference on Social Science 2019 (ICSS 2019). Atlantis Press, 2019. http://dx.doi.org/10.2991/icss-19.2019.160.

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10

Everett, Jim, T. Howard, and M. Kamperman. "The Development of an MIS for Iron Ore Mining Operations." In 2001 Informing Science Conference. Informing Science Institute, 2001. http://dx.doi.org/10.28945/2428.

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Abstract:
We describe the development and implementation of a management informing system (MIS) to aid the mining, transporting, stockpiling and shipping of iron ore. Ore is railed from mines to a port, where it is blended on stockpiles and recovered to ships. The project commenced as a Decision Support System to aid quality control of ore grade. It evolved to become an MIS aiding operators, decision makers and managers at multiple stages and levels of the production process. The project’s history provides valuable lessons for the development of an MIS. The project was designed and implemented with clients rather than for clients, ownership by the users was emphasized, and domain knowledge was sought and incorporated at every stage. Contrary to textbook prescription, these considerations suggest that, rather than basing a project upon some initial grand plan, an incremental evolution is preferable, with developers and users cooperatively exploring possibilities as they unfold.
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Reports on the topic "Textbook of history"

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Maksimenko, L. A., and G. V. Gornova. Candidate's exam in the discipline "History and philosophy of science" : a textbook for organizing independent educational and research work on an abstract on the history of medicine. OFERNIO, 2020. http://dx.doi.org/10.12731/ofernio.2020.24680.

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Zhytaryuk, Maryan. UKRAINIAN JOURNALISM IN GREAT BRITAIN. Ivan Franko National University of Lviv, 2021. http://dx.doi.org/10.30970/vjo.2021.50.11115.

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Professor M. Zhytaryuk’s review is about a book scientific novelty – a monograph by Professor M. Tymoshyk «Ukrainian journalism in the diaspora: Great Britain. Monograph. K.: Our culture and science, 2020. 500 p. – il., Them. pok., resume English, German, Polish.». Well-known scientist and journalism critic, Professor M. S. Tymoshyk, wrote a thorough work, which, in terms of content, is a combination of a monograph, a textbook and a scientific essay. This book can be useful for both students and practicing journalists or anyone interested in the history of the Ukrainian diaspora, Ukrainian journalism and Ukrainian culture. The author dedicated his work to Stepan Yarmus from Winnipeg, Canada – archpriest, journalist, editor, professor. As the epigraph to the book were taken the words of Ivan Bagryany: «Our press, born under the sword of Damocles of repatriation», not only survived and survived to this day, but also showed a brilliant ability to grow and develop. It was shown that beggars that had come to the West without money at heart can and know how to act so organized. It was also an example of how a modern «enbolshevist» and «denationalized» by the occupier man person is capable of a combined mass action».
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