Relevant bibliographies by topics / Textbook revision

Contents

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

Academic literature on the topic 'Textbook revision'

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

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Textbook revision.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Textbook revision"

1

Zinser, Brian, and Gary Brunswick. "Introductory Business Textbook Revision Cycles: Are They Getting Shorter?" American Journal of Business Education (AJBE) 3, no. 12 (2010): 41–48. http://dx.doi.org/10.19030/ajbe.v3i12.963.

Full text
Abstract:
The rate of textbook revision cycles is examined in light of the recent trend towards more rapid revisions (and adoptions of textbooks). The authors conduct background research to better understand the context for textbook revision cycles and the environmental forces that have been influencing what appears to be more rapid textbook revisions. A study methodology is designed, data are collected and analyzed, and the results are reported, eventually supporting the contention that textbook revision cycles are indeed becoming more frequent. The managerial implications of the findings are discussed, along with future areas for research.
APA, Harvard, Vancouver, ISO, and other styles
2

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.

Full text
Abstract:
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.
APA, Harvard, Vancouver, ISO, and other styles
3

Putri Rosyadi, Alfiani Athma. "Pengembangan Buku Ajar Aplikasi Matematika Menggunakan Pendekatan REACT." JPM : Jurnal Pendidikan Matematika 5, no. 1 (2019): 55. http://dx.doi.org/10.33474/jpm.v5i1.2630.

Full text
Abstract:
Existing learning equipped with textbooks is expected to convey the concepts contained in the material. Textbooks are prepared using the REACT approach (Relating, Experiencing, Applying, Cooperating and Transferring). The REACT approach was chosen because the facts that appeared in the field of textbooks that had been compiled had not yet linked daily activities, involved student activities and compiled project tasks. Development of textbooks with Mathematics Applications with REACT approach through stages: a) preliminary analysis, b) preparation of textbooks, c) validation and revision, and d) producing textbook products. In the preliminary analysis process there is a process of reviewing the curriculum and related material, then a textbook is prepared which includes: Learning Objectives, Materials, Learning Activities, Evaluation Tools and completeness of textbooks. Next is the stage of validation and revision, in which there is a validation process by experts and improvement of textbooks according to the results of validation. The final step is the textbook product that has been revised and is ready to be printed. Suggestions for the next researcher are the need to add questions and be equipped with answers related to the contents in the textbook. In addition, it can also be added to the addition of studies on supporting research in each chapter to add student references.
APA, Harvard, Vancouver, ISO, and other styles
4

Banerjee, Basabi Khan, and Georg Stöber. "Textbook Revision and Beyond." Journal of Educational Media, Memory, and Society 2, no. 2 (2010): 13–28. http://dx.doi.org/10.3167/jemms.2010.020202.

Full text
Abstract:
Whereas “classical” textbook revision involved two or more nation-states, this article explores current challenges in this field which are internal or go beyond the level of nation-states: textbook activities after internal wars, the search for a “European textbook,” immigration, international schools, and examinations. All of these challenges touch upon the question of identities which are distinct from “traditional” national identities. The article sketches the respective backgrounds of these current challenges as well as practical aspects that need to be considered. We also question whether solutions can be found by replacing constricted identities with more comprehensive ones.
APA, Harvard, Vancouver, ISO, and other styles
5

Saputro, Agung Nasrulloh. "The Acceptance of textbooks Writing Poetry-Based Love of The Country." Hortatori : Jurnal Pendidikan Bahasa dan Sastra Indonesia 1, no. 2 (2019): 154–59. http://dx.doi.org/10.30998/jh.v1i2.50.

Full text
Abstract:
This research is a development research that is difficult to develop textbook writing poetry based on love homeland. This development research refers to the Borg Gall stage model. The stage consists of ten stages of development, namely the stage of research and collection of preliminary information, the planning stage, the development stage of the initial production stage initial test phase, product revision phase, field trial phase, product revision stage, field test phase, , and dissemination and implementation. In this study only until the final product revision stage without including the phase of dissemination and implementation due to limited time research. In general, this study aims to explain the process of developing textbooks writing poetry based on love of the homeland. The results of the textbook development process are shown in the following stages. Validas textbooks were assessed by two validators, validation results indicated that the textbooks were included in either category because of the 75% percentage, the initial trial results were limited to seven class X students generated by student questionnaires, teacher interviews, and observer observations. From the results of field trials, students' grades in writing poetry resulted in an average score of 80 students.
APA, Harvard, Vancouver, ISO, and other styles
6

Karimnia, Amin, and Fatemeh Mohammad Jafari. "Critical ESP Textbook Evaluation: The Case of Visual Arts Textbook." Sustainable Multilingualism 11, no. 1 (2017): 219–36. http://dx.doi.org/10.1515/sm-2017-0020.

Full text
Abstract:
Summary Since textbooks are one of the integral components of the learning process, their evaluation is important to improve their correspondence to the learners’ needs and goals. Particularly, in societies in which English is used as a foreign language, ESP textbooks play a crucial role in developing students’ skills of English in job-related situations. The present paper discusses the quality of ESP textbooks by performing a case study of an English for Specific Purposes (ESP) textbook “English for the students of Visual Arts (Painting, Graphics, & Sculpture)” developed and published by SAMT as the pioneer in developing ESP textbooks in Iranian academic setting. The study tries to investigate the overall suitability and pedagogical value of the ESP textbook and the features which make it distinguishable among its global counterparts. The study was carried out by drawing on a model proposed by McDonough and Shaw (2003), with an intention to evaluate the present quality of the Visual Arts ESP textbook critically. Both visual and content-based aspects of the book were thoroughly evaluated to identify their general pedagogical value by using the method of qualitative descriptive analysis. In that way, the Visual Arts textbook was analysed on the basis of the framework and guidelines suggested in the available checklist. In addition, semi structured interviews with graduate students, English instructors, subjectspecific instructors, and experts in Visual Arts Courses such as Painting were performed to clarify their opinions about the need for ESP and to analyze their perceptions of English language in general and English for special purposes in particular. The findings of the present study have revealed that there is a fundamental necessity for revision and development of future ESP textbooks in Iranian context. Moreover, the findings imply that traditional materials and frameworks are not responsive to students’ needs and genre knowledge in majors of the Visual Arts.
APA, Harvard, Vancouver, ISO, and other styles
7

Nashriyah, Rizka Maulida, Yuni Setia Ningsih, and Yunisrina Qismullah Yusuf. "ADDRESSING GENDER BIAS ISSUES IN ELEMENTARY SCHOOL EFL TEXTBOOKS: AN ANALYSIS OF GROW WITH ENGLISH." Humanities & Social Sciences Reviews 8, no. 3 (2020): 56–63. http://dx.doi.org/10.18510/hssr.2020.837.

Full text
Abstract:
Purpose of the study: A textbook is a book containing comprehensive teaching-learning materials for a certain subject which is regularly used by both teachers and students at school. Textbooks should not contain unfair content or matters, such as gender bias. This study was conducted to examine the extent to which gender bias appears in the EFL textbook mostly employed in Aceh, Indonesia.
 Methodology: This research was aimed at investigating the representation levels of gender in English elementary textbooks of Grow with English book 4, book 5, and book 6. A content analysis method was used, for which every page of the textbooks was investigated to explore the five aspects of visibility, priority, feminine/masculine generic construction, activity, and occupation.
 Main Findings: The result of the investigation shows that every textbook contains gender bias of various representation levels. Males dominated three categories, namely priority, activity, and occupation. Meanwhile, females are only dominant in the visibility category. The results suggest that the EFL textbooks mostly used in Aceh are still not free from gender bias issues.
 Applications of this study: Indonesia is a country where English is used as a Foreign Language (EFL). Indonesian schools are apt to use textbooks written by Indonesian authors as the major source for English instruction in schools. Therefore, researchers should focus their attention on the content of English textbooks used in schools because they become the guidance for these students in learning.
 Novelty/Originality of this study: The results of the study suggest that the EFL textbook should be considered for revision to ensure that it is free from unfair content. This is aimed at national textbook designers when they have to produce a textbook for Indonesian learners so that the books they make available to schools are free from gender bias issues in the textbooks.
APA, Harvard, Vancouver, ISO, and other styles
8

Hanifah, Hanifah, and Nurul Afidah. "Developing Textbook by Using Reading Strategic Based Instruction Method for Shariah Economy Department." JEES (Journal of English Educators Society) 3, no. 2 (2018): 155. http://dx.doi.org/10.21070/jees.v3i2.1552.

Full text
Abstract:
This research aims at developing reading textbook for Shariah Economy students of the first year. The strategy applied on the textbook was RSBI (Reading Strategy Based Instruction). In this study, the researcher adapted some steps of research and development that was invented by Borg and Gall. The steps in this research covered need analysis, products development, expert validation, revison, try out, and revision. The final Products of this study is reading material that is developed in form of textbook. The textbook consisted of eight units in which each unit applied different reading strategies, such as skimming, scanning, guesing, activating schemata, summarizing, higlighting, and semantic mapping. The activity in each unit is divided into three parts. They are vocabulary enrichment, reading passage, and reading compre
APA, Harvard, Vancouver, ISO, and other styles
9

Suhendi, Randi, and Abd Mughni. "Pengembangan Buku Ajar Ushul Fiqh Al-Waraqat Kelas VII di MTS Ibrahimy Sukorejo Situbondo." Jurnal Pendidikan Islam Indonesia 3, no. 1 (2018): 92–106. http://dx.doi.org/10.35316/jpii.v3i1.90.

Full text
Abstract:
The textbook of ushul fiqh al-Waraqat was developed by following the steps of Borg and Gall. In the initial phase, the development was carried out at MTs Salafiyah Syafi'iyah through four stages, namely are needs analysis, Initial product design, Expert validation, and Revision. The advantage of this product development is that provides convenience to students by displaying many addition applicable examples; the updated form of printed textbooks, presentation of material, material content and concept map methods used to develop the textbook of ushul fikih al-Waraqāt. The limitations are the impact that can encourage students do not try and think hard to understand a complicated book; this textbook is still not entering the product testing phase to say it is ready to use.
APA, Harvard, Vancouver, ISO, and other styles
10

Havrylenko, Tetiana, and Galyna Rozlutska. "TRENDS IN THE DEVELOPMENT OF TEXTBOOK CREATION IN THE PRIMARY EDUCATION IN THE FIRST DECADE OF STATE INDEPENDENCE OF UKRAINE (1991–2001)." Educational Discourse: collection of scientific papers, no. 27(10) (November 2, 2020): 37–49. http://dx.doi.org/10.33930/ed.2019.5007.27(10)-4.

Full text
Abstract:
The analysis of educational books published in the first decade of independent Ukraine allowed us to determine the following trends in the development of textbook creation in primary education: revision of the content of textbooks taking into account the principles of child-centrism, National Orientation, humanization; development of a new generation of educational literature by Ukrainian authors; preparation of unified educational books for three-year and four-year primary schools; creation of new types of textbooks and manuals – alternative, two-level, integrated, general development in nature; introduction of their testing and passing the "stamp" procedure. Along with positive trends in the development of textbook-making in primary education, we also note negative ones: deepening the problem of publishing educational literature, providing it to younger schoolchildren in a timely manner, preparing educational literature by low-professional authors, and returning payment for using textbooks.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Textbook revision"

1

Åström, Elmersjö Henrik. "Norden, nationen och historien : Perspektiv på föreningarna Nordens historieläroboksrevision 1919-1972." Doctoral thesis, Umeå universitet, Institutionen för idé- och samhällsstudier, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-66130.

Full text
Abstract:
This dissertation investigates the negotiation of history within the history textbook revision conducted by the Norden Associations between 1919 and 1972. The thesis combines an examination of the discussions surrounding the revision with an understanding of the organization of the revision process to study the negotiations between representatives of different historical cultures and the conditions within these historical cultures.  At the end of World War I, the teaching of history was challenged by internationalists and school­teachers as a chauvinistic and warmongering subject. The war was a catalyst for the emergence of history textbook revisions in general, and in the Nordic countries the war also became a catalyst for efforts to promote Nordic understanding and cooperation. These two outcomes of the war experience merged in the Norden Associations’ history textbook revision. The revision was promoted as both an effort to reach an agreement on a common Nordic history and an effort to present to the international community a peaceful corner of the world.  The theoretical framework of this dissertation draws on the concept of the nation as an imagined community and sees national historical cultures as being reflective of the community at that time and place. The discussions of historical events in the thesis are treated as motifs of a national myth, and they are scrutinized as part of the cognitive, political, and aesthetic dimensions of historical culture. The organizational features of the revision are studied through a network analysis of the organizational field.  Prior to World War II, involvement in the revision was reserved almost exclusively for historians. From the end of the 1950s, however, the initiative shifted towards teachers and teacher trainers. This dissertation shows that the revision was organized with an emphasis on national boundaries even though the revision itself was an effort to transcend these boundaries.  The results of this thesis show that the history within the revision was such an integral part of national identity that it was almost impossible to reach any understanding of a common Nordic history. Most motifs, such as the nation’s founding, liberation, golden age, and decline, within the individual national myths had very little common ground and they often contradicted each other. The debates in regards to historical events were also highly political. The historians involved in the revision process could not see past their own national context and were not able to approach the subject from a purely methodological or scientific stance. Pedagogical issues in the textbooks were almost completely ignored.  In conclusion, the history textbook revision conducted by the Norden Associations should probably be seen as a defense of nationalistic hegemony in the understanding of history and cultural identity instead of as a challenge to that hegemony. In addition, the decline in impact of the textbook revision in the 1960s can be explained as a result of this nationalistic identity giving way to the prosperity of a new hegemony that was more liberal, Eurocentric, and global.<br>Historia utan gräns: Den internationella historieboksrevisionen 1919-2009
APA, Harvard, Vancouver, ISO, and other styles
2

Nilsson, Ingela. "Nationalism i fredens tjänst : Svenska skolornas fredsförening, fredsfostran och historieundervisning 1919-1939." Doctoral thesis, Umeå universitet, Institutionen för idé- och samhällsstudier, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-99048.

Full text
Abstract:
The overall aim of this thesis is to contribute to the field of research that examines the relationship between peace efforts and nationalism. The relationship will be studied from perspectives of educa- tional history and history didactics. More precisely, by focusing on history education, this disserta- tion will analyse the demands for a comprehensive peace education in schools that were put forward by a long list of actors in the Western world during the interwar period, and as such discuss to what extent, and in what ways, nationalism influenced the content and design of this peace education. The main theoretical framework of this thesis is the concept of nationalism, and the position of nationalism as a hegemonic ideology during the first half of the 20th century. Another central un- derstanding is the assumption that the educational system, specifically history education, played a central role in creating, maintaining and strengthening collective identities as well as the prevailing ideological hegemony. The empirical investigation has been limited to studying the demands and ideas presented by Nordic peace educators, mainly The Swedish School Peace League (SSF), regar- ding peace-educating history teaching. As such, the empirical aim has been to investigate the SSF’s views on the relationship between nationalism and peace education, i.e., how internationalism and pacifism were to be taught, as well as how this understanding affected the League’s ideas regarding history teaching. The results have also been analysed from a gender perspective, based on the as- sumption that contemporary notions of gender in relation to nationalism, war and peace in different ways had an impact upon the content and format of the proposed peace education.         The study shows that the SSF regarded nationalism as the very foundation and prerequisite for any peace education. SSF thus tried to reconcile nationalism, internationalism and pacifism under one and the same ideological approach; “patriotic pacifism”, which in turn strongly influenced the endorsed peace-educating history teaching. Furthermore, the study highlights boys’ central role in the peace education project, which essentially set the long-term goal of creating a new pacifist and internationally oriented male ideal and yet, despite these aims, continued an intimate association with the “national”. Key concepts in SSF’s peace education were unite and supplement, and thereby they redefined central meanings of hegemonic nationalism. SSF’s patriotic pacifism and its impact on the association's demands for a peace-educating history teaching can best be described as an “intra-hegemonic counterforce”.<br>Historia utan gräns: Den internationella historieboksrevisionen 1919-2009
APA, Harvard, Vancouver, ISO, and other styles
3

Senate, University of Arizona Faculty. "Faculty Senate Minutes September 12, 2016." University of Arizona Faculty Senate (Tucson, AZ), 2016. http://hdl.handle.net/10150/620849.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Moeng, Pamela. "The revision of an existing English language textbook to meet the demands of outcomes-based education." Thesis, 2012. http://hdl.handle.net/10539/12160.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Bimková, Dana. "Pedagogické časopisy pro výuku dějepisu jako praktická metodická pomoc československému učiteli dějepisu v období 1948-1970." Master's thesis, 2011. http://www.nusl.cz/ntk/nusl-313091.

Full text
Abstract:
This master thesis deals with history teaching from 1948 up to 1970. The main focus is not put on the way how the teaching looked really like, but it deals with the teaching methods how history should be taught. The major sources are journals of education for history teaching, mostly Dějepis ve škole and the preceding and following journals. The basic question is whether the magazines could have really helped the teachers in terms of teaching methodology and what was this support like. In the first chapter the history of education is described, the second chapter deals with the journals of education for history teaching. Next is described how a lesson should look like, the whole-class presentation, examination, revision, using a textbook. Special chapter deals with various tools for history teaching, including maps, images, audiovisual aids and literature. Moreover there is covered regional history, excursions, cooperation with museums and archives. In the end the basic question is answered; the journals were able to help the teachers well, many interesting and inspiring articles were in them. Nowadays, the problems of history teaching are almost the same, the have not been solved yet. Furthermore in the end are discussed special methodological debates in the half-public space that were present in...
APA, Harvard, Vancouver, ISO, and other styles

Books on the topic "Textbook revision"

1

Pingel, Falk. UNESCO guidebook on texbook research and textbook revision. Hahn, 1999.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Bojczuk, William. Commercial law: LLB textbook. Holborn Law Tutors, 1988.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Bojczuk, William. Commercial law: LLB textbook : export sales. HLT, 1990.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Spanish: Revision workbook. Pearson Education, 2012.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

French: Revision workbook. Pearson Education, 2012.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

French: Revision guide. Pearson Education, 2012.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Geography revision notes for Junior Certificate. Gill and Macmillan, 1993.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

German: Revision guide. Pearson Education, 2012.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

GCSE Spanish: Revision guide. Letts and Lonsdale, 2009.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Harrison, Steve. GCSE French: Revision guide. Letts and Lonsdale, 2009.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Textbook revision"

1

Seidl, Adam, Derek Axibal, Mikaël Chelli, and Pascal Boileau. "Revision Shoulder Arthroplasty." In Textbook of Shoulder Surgery. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-70099-1_24.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Hodgens, Brian, Simon Che, and Dean J. Mikami. "Endoluminal Gastric Pouch Revision." In The ASMBS Textbook of Bariatric Surgery. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-27021-6_35.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Kwon, Sun Hyung, Jagannath Padmanabhan, Dominic Henn, Kellen Chen, and Geoffrey C. Gurtner. "New Drugs for Scar Treatment." In Textbook on Scar Management. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-44766-3_52.

Full text
Abstract:
AbstractCutaneous scar formation following injury is an exuberant fibro-proliferative event and causes aesthetic distress associated with functional problems for those afflicted. Traditionally, surgical revision of excessive hypertrophic scars is commonly performed. However, scar recurrence rate is high and surgical treatments are often combined with radiation therapy, corticosteroid injections, or with other noninvasive therapies. Pharmacological intervention of scar-promoting cellular activities has recently gained traction based on the emerging scientific evidence proving efficacy and safety of new therapeutics in preclinical studies. Ideal new drug therapies would be noninvasive, inexpensive, safe-to-use, and effective in prevention of scar formation. Recently, cytokine-based therapies and modulators of mechanotransduction are being evaluated for their anti-fibrotic properties in the reduction and prevention of scarring. Therapeutic potential of evidence-based new scar therapeutics holds promise toward improving the current wound and scar management practice.
APA, Harvard, Vancouver, ISO, and other styles
4

Vinaik, Roohi, Joel Fish, and Marc G. Jeschke. "Burn Hypertrophic Scar in Pediatric Patients: Clinical Case." In Textbook on Scar Management. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-44766-3_60.

Full text
Abstract:
AbstractRecent improvements in burn care have resulted in greater patient survival of severe burns. With improved survival, treatment of the resulting permanent burn hypertrophic scars requires extensive care. Hypertrophic scarring occurs due to aberrations in the normal healing process, resulting in excessive inflammation and collagen deposition at the site of injury. These scars are accompanied by symptoms such as pain, pruritus, erythema, and limited mobility. The high scar prevalence in pediatric patients and accompanying physical, psychological, and social burden warrant a better understanding of the possible treatment options. Currently, several therapeutic strategies exist for hypertrophic scar management in the pediatric patient, although none are completely effective. Recently, laser therapy has emerged as a potential therapy for symptomatic relief and scar modulation. Here, we provide an up-to-date review of treatment options for hypertrophic scars in the pediatric population. In addition, we discuss a clinical case, outlining the potential merits of addition of laser therapy and surgical revision for the treatment of hypertrophic scars.
APA, Harvard, Vancouver, ISO, and other styles
5

Feak, Christine B., and John M. Swales. "Tensions between the Old and the New in EAP Textbook Revision: A Tale of Two Projects." In English Language Teaching Textbooks. Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137276285_10.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Jain-Spangler, Kunoor, and Ranjan Sudan. "Revisional Surgery Data and Guidelines." In The ASMBS Textbook of Bariatric Surgery. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-27021-6_29.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Lisman, Richard D., and Christopher I. Zoumalan. "Complications of Aesthetic Blepharoplasty and Revisional Surgeries." In International Textbook of Aesthetic Surgery. Springer Berlin Heidelberg, 2016. http://dx.doi.org/10.1007/978-3-662-46599-8_57.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Watanabe, Tad. "Lesson Study and Textbook Revisions: What Can We Learn from the Japanese Case?" In Theory and Practice of Lesson Study in Mathematics. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-04031-4_10.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Sweigert, Patrick J., Fadi Bakhos, Eric Marcotte, and Bipan Chand. "Revisional Bariatric Surgery for Management of Late Complications." In The ASMBS Textbook of Bariatric Surgery. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-27021-6_28.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Himpens, Jacques M. "Revisional Procedures After Roux-en-Y Gastric Bypass." In The ASMBS Textbook of Bariatric Surgery. Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4939-1206-3_27.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Textbook revision"

1

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.

Full text
Abstract:
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.
APA, Harvard, Vancouver, ISO, and other styles
2

Scott, Timothy C., and Robert J. Ribando. "Revising Thermo/Fluids Education for the 21st Century." In ASME 2006 International Mechanical Engineering Congress and Exposition. ASMEDC, 2006. http://dx.doi.org/10.1115/imece2006-13536.

Full text
Abstract:
During the 1960s, major revisions took place in undergraduate thermo/fluids (thermodynamics, fluid mechanics and heat transfer) textbooks and in the pedagogy used to teach these disciplines. In the decades since, students and instructors have both changed. Many students arrive with less-than-adequate mathematics and study skills, rely almost exclusively on the Internet for reference materials, and have very little "hands on" knowledge of how things work. The number of instructors with practical expertise or industrial experience has decreased markedly as well. Yet the methods by which material is presented and the tools and resources students are exposed to have not changed sufficiently. In contrast, the tools available in industry have improved significantly and the knowledge needed by graduates to use these tools has not kept pace. This paper looks at how thermo/fluids has evolved over the past five decades and points out some areas that are not receiving sufficient attention. These include the use of computers as teaching aids, the training of students in the software packages prevalent in modern industry, and the need to update the database of design information. The almost exclusive use of the Internet and other non-refereed sources of information by students is also a significant problem that needs addressing.
APA, Harvard, Vancouver, ISO, and other styles
3

Martin, Holger. "Reynolds, Maxwell, and the Radiometer, Revisited." In 2010 14th International Heat Transfer Conference. ASMEDC, 2010. http://dx.doi.org/10.1115/ihtc14-22023.

Full text
Abstract:
In 1969, S. G. Brush and C. W. F. Everitt published a historical review, that was reprinted as subchapter 5.5 Maxwell, Osborne Reynolds, and the radiometer, in Stephen G. Brush’s famous book The Kind of Motion We Call Heat. This review covers the history of the explanation of the forces acting on the vanes of Crookes radiometer up to the end of the 19th century. The forces moving the vanes in Crookes radiometer (which are not due to radiation pressure, as initially believed by Crookes and Maxwell) have been recognized as thermal effects of the remaining gas by Reynolds — from his experimental and theoretical work on Thermal Transpiration and Impulsion, in 1879 — and by the development of the differential equations describing Thermal Creeping Flow, induced by tangential stresses due to a temperature gradient on a solid surface by Maxwell, earlier in the same year, 1879. These fundamental physical laws have not yet made their way into the majority of textbooks of heat transfer and fluid mechanics so far. A literature research about the terms of Thermal Transpiration and Thermal Creeping Flow, in connection with the radiometer forces, resulted in a large number of interesting papers; not only the original ones as mentioned in subchapter 5.5 of Brush’s book, but many more in the earlier twentieth century, by Martin Knudsen, Wilhelm Westphal, Albert Einstein, Theodor Sexl, Paul Epstein and others. The forces as calculated from free molecular flow (by Knudsen), increase linearly with pressure, while the forces from Maxwell’s Thermal Creeping Flow decrease with pressure. In an intermediate range of pressures, depending on the characteristic geometrical dimensions of flow channels or radiometer vanes, an appropriate interpolation between these two kinds of forces, as suggested by Wilhelm Westphal and later by G. Hettner, goes through a maximum. Albert Einstein’s approximate solution of the problem happens to give the order of magnitude of the forces in the maximum range. A comprehensive formula and a graph of the these forces versus pressure combines all the relevant theories by Knudsen (1910), Einstein (1924), Maxwell (1879) (and Hettner (1926), Sexl (1928), and Epstein (1929) who found mathematical solutions for Maxwells creeping flow equations for non-isothermal spheres and circular discs, which are important for thermophoresis and for the radiometer). The mechanism of Thermal Creeping Flow will become of increasing interest in micro- and submicro-channels in various new applications, so it ought to be known to every graduate student of heat transfer in the future. That’s one of the reasons why some authors have recently questioned the validity of the classical Navier-Stokes, Fourier, and Fick equations: Dieter Straub (1996) published a book on an Alternative Mathematical Theory of Non-equilibrium Phenomena. Howard Brenner (since 2005) wrote a number of papers, like Navier-Stokes, revisited, and Bi-velocity hydrodynamics, explicitly pointing to the forces acting on the vanes of the lightmill, to thermophoresis and related phenomena. Franz Durst (since 2006) also developed modifications of the classical Navier-Stokes equations. So, Reynolds, Maxwell, and the radiometer may finally have initiated a revision of the fundamental equations of thermofluiddynamics and heat- and mass transfer.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Textbook revision' for particular source types:
Journal articles Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography