Relevant bibliographies by topics / Textbook series

Contents

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

Academic literature on the topic 'Textbook series'

Author: Grafiati
Published: 4 June 2021
Last updated: 8 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 series.'

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 series"

1

Rusek, Martin, Karel Vojíř, and Šárka Šubová. "Lower-Secondary School Chemistry Textbooks’ Didactic Equipment." Chemistry-Didactics-Ecology-Metrology 25, no. 1-2 (2020): 69–77. http://dx.doi.org/10.2478/cdem-2020-0004.

Full text
Abstract:
Abstract Textbooks’ fundamental influence on teaching is caused not only by their subject matter, but also by their didactic elaboration. Textbooks’ individual functions are fulfilled through incorporated structural elements. Their pool is referred to as the didactic equipment of the textbook and represents qualities of the textbook through the options it gives to its users. The presented overview of lower-secondary chemistry textbooks’ didactic equipment included 7 series of currently available textbooks. Results of the analysis serve not only as a possible guide for chemistry teachers’ textbook selection, but they also provide insight into the current state to authors of textbooks and other didactic materials. Chemistry textbooks for lower-secondary schools achieve relatively high didactic equipment (75-92 %). The best equipped are the series of textbooks published after the current state curriculum introduction (by publishing houses Fraus and Nova Skola). Surprisingly, however, the most recently published textbooks by the Taktik publishing house showed the lowest didactic equipment.
APA, Harvard, Vancouver, ISO, and other styles
2

Aljouei, Khawlah F., and Yasser A. Alsuhaibani. "Evaluating Traveller English Textbook Series From Saudi Secondary School EFL Teachers’ Perspectives." English Language Teaching 11, no. 12 (2018): 138. http://dx.doi.org/10.5539/elt.v11n12p138.

Full text
Abstract:
The aim of this study is to evaluate the Traveller textbook series from teachers’ perspectives. Areas of evaluation are the textbooks’ activities, skills, and appropriateness. The study implemented a mixed-methods approach using two instruments: content analysis, and questionnaire. The data collection of the content is carried out by analyzing the content of the six textbooks, from Traveller 1 to Traveller 6; the questionnaire themes were used for the content analysis. 94 teachers responded the questionnaire. The results show that textbook is effective according to the layout, accessibility, activities and skills but teachers hold mixed perspectives regarding its appropriateness. Moreover, results revealed that there might be an association between the teachers’ attitudes and the teachers’ training and class size.
APA, Harvard, Vancouver, ISO, and other styles
3

Souza, Maria Alice Veiga Ferreira de, and Arthur Belford Powell. "How do textbooks from Brazil, the United States, and Japan deal with fractions?" Acta Scientiae 23, no. 4 (2021): 77–111. http://dx.doi.org/10.17648/acta.scientiae.6413.

Full text
Abstract:
Background: Researchers recognise the importance of textbooks for teachers’ lesson planning and the importance of fraction knowledge for shaping students’ future mathematics performance. Objectives: The finding of discrepant achievement by Brazilian, American, and Japanese students in the last three editions of PISA led us to investigate how textbook authors from these countries approach fraction content in elementary education relating to magnitude, flexibility, reasonableness, as well as conceptual and procedural knowledge from both symbolic and nonsymbolic perspectives. Design: The quantitative performances in mathematics of Brazilian, American, and Japanese students in the last three PISA editions lack qualitative and exploratory research to understand some reasons presented by the numerical results. Data collection and analysis: To achieve the objectives, we selected three textbook series, one each from Brazil, the United States of America, and Japan, that schools in those countries widely use. Results: The main results revealed that all textbook series practised flexibility and reasonableness with different emphases, but not the sense of magnitude. Brazilian and U.S. textbooks were based primarily on part-whole interpretation and on a procedural approach. In contrast, Japanese textbooks emphasised the understanding of measurement as the iteration of unit fractions and more conceptual development. Conclusions: The fraction knowledge approach in the Japanese textbook series seems to be close to what the mathematics education researchers recommend, which can be an essential differential to explain the Japanese results in PISA.
APA, Harvard, Vancouver, ISO, and other styles
4

Ahl, Linda Marie. "Research Findings' Impact on the Representation of Proportional Reasoning in Swedish Mathematics Textbooks." Journal of Research in Mathematics Education 5, no. 2 (2016): 180. http://dx.doi.org/10.17583/redimat.2016.1987.

Full text
Abstract:
This article investigates the impact of research findings on the representation of proportional reasoning in two commonly used Swedish mathematics textbook series for grades 7-9. A research-based framework that identifies five learning goals for understanding of proportional reasoning was used to analyse the textbooks. The results brought to surface a gap between research findings of important issues to address and the actual design of mathematics textbooks. Both textbook series make use of an effective range of representations. Besides that, the analysis shows low impact from research findings concerning the importance of given opportunities to compare and contrast additive and multiplicative situations, identify multiplicative structures and proportional thinking, make use of meaningful symbolic representations, and connect and relate fraction knowledge. The main conclusion is that there are possibilities for improvement in textbook design in relation to understanding proportional reasoning.
APA, Harvard, Vancouver, ISO, and other styles
5

Ahmadi Darani, Parviz, and Alireza Akbari. "The Ideological Import of a Second Identity: A Critical Image Analysis to Global EFL Materials." Multidisciplinary Journal of Educational Research 6, no. 3 (2016): 231. http://dx.doi.org/10.17583/remie.2016.2174.

Full text
Abstract:
The critical analysis of images or visual texts, as an emerging and adapted version of critical discourse analysis (CDA), can contribute to distinguish bias or fair gender manifestation. The rationale behind this study is that little systematic and exhaustive studies have been conducted with an eye towards investigating images solely in EFL textbooks. To offset this imbalance, this paper adopted Fairclough’s (2001) critical discourse analysis (CDA) and social semiotic analysis (SSA) framework by Kress and van Leeuwen (2006) to interrogate the extent and types of gender bias in the Four Corners series, the commercially-produced English language textbooks (Richards and Bohlke, 2012). By adopting a quantitative and qualitative design, image typologies were tallied, girded and tabulated to see how the probable and hidden portrayal image patterns had been rendered for both genders. The results revealed over-representation persists in all the textbook series in certain degrees for both genders and while a textbook series might over-represent one gender it does not necessarily imply that the individual textbook over-represents the same gender.
APA, Harvard, Vancouver, ISO, and other styles
6

Chang, Xiaoling. "An Integrated Model of Teaching Theory and Action Research in POA-based Textbook Writing." Chinese Journal of Applied Linguistics 43, no. 3 (2020): 359–72. http://dx.doi.org/10.1515/cjal-2020-0023.

Full text
Abstract:
AbstractTeaching theories provide important guidance for language teaching materials development, but there is little research on how textbook writers apply teaching theories in the actual writing process. This study analyzes the process of compiling iEnglish, a series of textbooks based on the Production-Oriented Approach (POA) and proposes an Integrated Model of Teaching Theory and Action Research for textbook writing. By elaborating the roles of teaching theory and action research at different stages of textbook writing and the interaction between theory and practice during the process, the study concludes that the Integrated Model can promote both textbook improvement and theory refinement.
APA, Harvard, Vancouver, ISO, and other styles
7

Yang, Der-Ching. "The Study of Geometry in Elementary Mathematics Textbooks in Finland, Singapore, and Taiwan." Journal of Mathematics Education 5, no. 1 (2020): 16–29. http://dx.doi.org/10.31327/jme.v5i1.1148.

Full text
Abstract:
This study examined the differences in the presentation of geometry concepts and characteristics of geometry questions among elementary mathematics textbooks in Finland, Singapore, and Taiwan. Horizontal and vertical analysis methods were used to collect and analyze the data. A popular Mathematics textbook from a dominant publisher in each country were selected: Laskutaito from Finland, My Pals are Here! Maths from Singapore, and Kang Hsuan from Taiwan. The results indicated differences in the presentation of geometry concepts among the three textbook series. In addition, the questions in these textbooks were determined to demonstrate different characteristics. Moreover, these findings highlight the importance of cross-national textbook comparison to enhance the understanding of differences in learning opportunities across different countries.
APA, Harvard, Vancouver, ISO, and other styles
8

Raitskaya, L. K. "School of English for Applied Economics." MGIMO Review of International Relations, no. 5(38) (October 28, 2014): 212–15. http://dx.doi.org/10.24833/2071-8160-2014-5-38-212-215.

Full text
Abstract:
Department of English Language № 5 was created at the Institute of Foreign Economic Relations in 2000, and since 2011 it has been working with the students of the Department of Applied Economics and Commerce. Department of English Language № 5 prepares training materials, multimedia courses, manuals and tutorials based on the up-to-date educational technologies. A series of textbooks and teaching materials was recently published by the Department. They are widely used in teaching business communication for Economists. This series include textbook "Commercial correspondence and documentation in English" by L.K. Raitskaya and L.V. Korovin, textbook "Business English with the use of case studies (case studies)" edited by O.V. Desyatova? and textbook "Two-way translation of dialogues commercial content"by O.V. Desyatova.
APA, Harvard, Vancouver, ISO, and other styles
9

Ha, Kieu Thi. "AN INVESTIGATION INTO INTERCULTURAL COMPONENTS IN THREE PILOTED ENGLISH TEXTBOOKS FOR VIETNAMESE HIGH SCHOOLS UNDER THE NATIONAL FOREIGN LANGUAGES PROJECT." VNU Journal of Foreign Studies 37, no. 1 (2021): 29. http://dx.doi.org/10.25073/2525-2445/vnufs.4655.

Full text
Abstract:
Textbooks, as the main source of teaching material, provide learners with not only language input and practice but also intercultural knowledge and skills to build up learners’ intercultural communication competence (ICC). This study aimed at finding out whether the English textbooks under the National Foreign Languages Project (commonly known as Project 2020, or NFL) implemented in high schools include intercultural elements and help students in improving students’ ICC. The framework by Chao (2011) was used to analyze and categorize the content of the textbooks into different cultural categories. The results of the study indicate that textbook compilers integrated cultural information from various sources including intercultural interactions in the textbook series.
APA, Harvard, Vancouver, ISO, and other styles
10

Truswell, A. Stewart. "Clinical Nutrition, Nutrition Society Textbook Series." American Journal of Clinical Nutrition 83, no. 1 (2006): 175–76. http://dx.doi.org/10.1093/ajcn/83.1.175a.

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

Dissertations / Theses on the topic "Textbook series"

1

Yang, Chi Cheung Ruby. "Gender representation in Hong Kong primary English language textbooks : a study of two widely-used textbook series." Thesis, Lancaster University, 2014. http://eprints.lancs.ac.uk/70055/.

Full text
Abstract:
Gender equality has long been an issue for gender and language research from as early as the 1970s to the contemporary era in the 2010s, and gender stereotyping in textbooks is an issue in many different countries (Davis, 1995; see also Blumberg, 2007, 2008). While secondary English Language textbooks published in Hong Kong have already been investigated by Lee and Collins (2008), primary English Language textbooks have rarely been investigated (but see Au, 1992; Au, 2004). Therefore, the present study investigates gender representation in two widely-used primary English Language textbook series, Step Up and Primary Longman Express, by examining two subgenres that can be widely found in all language textbooks: reading passages and dialogues, and visuals. In other words, textual (lexis and grammar), discourse and visual representations of gender are analysed. A combination of different methods is used in this study. First, to answer the research question of how gender is represented in the reading passages in the Step Up and Primary Longman Express series in terms of lexis and grammar (Research Question A), content, linguistic and discourse analyses are conducted. Then, pragmatics and conversation analysis are used to analyse how the discourse of male and female speakers is represented in the dialogues in the two textbook series (Research Question B). Finally, to analyse the representation of gender in the visuals in the two textbook series (Research Question C), the method of visual analysis is used. To make sure that the quantitative results obtained are significant, the chi-square test is also used and log-likelihood values are calculated. The results of this study are encouraging in that males and females are represented similarly and fairly, and show an improvement over previous textbook studies in gender representation. In textual representation of gender, at the lexical level, though males were represented more often than females in terms of having a higher frequency of occurrence of node words, nomination, and pronouns when counted as ‘tokens’ in the two series, both males and females were portrayed as having jobs outside home and engaging in household chores (even if only playing a supportive role for males). At the formal grammatical level, the ‘generic’ use of masculine pronouns to refer to human beings in general could not be found in the two textbook series either. As regards gender representation in dialogues, the results vary between the two textbook series and across different dialogue subgenres. Male/female invisibility and domination in dialogues do not exist, and there are no instances of gender stereotyping in the analysed dialogues of the two series. Finally, in visual representation of gender, though males were represented more than females in the illustrations in the two textbook series, the phenomenon of gender stereotyping in terms of occupations and activities engaged in the illustrations in the selected books of either textbook series is not prominent.
APA, Harvard, Vancouver, ISO, and other styles
2

Strohe, Hans Gerhard. "Time series analysis : textbook for students of economics and business administration ; [part 2]." Universität Potsdam, 2004. http://stat.wiso.uni-potsdam.de/documents/zeitr/Time_Series_Analysis_Script2.pdf.

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

Hamburg, Maryanna P. "Financial Mathematical Tasks in a Middle School Mathematics Textbook Series: A Content Analysis." University of Akron / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=akron1258164585.

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

Tsang, Wing-chi Wendy, and 曾穎芝. "Genre analysis of the reading passages in two English textbook series in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31961216.

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

Tsang, Wing-chi Wendy. "Genre analysis of the reading passages in two English textbook series in Hong Kong." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21190756.

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

Nance, Mark S. "Building Procedural Fluency from Conceptual Understanding in Equivalence of Fractions: A Content Analysis of a Textbook Series." BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/7331.

Full text
Abstract:
During the last several decades, mathematics reform has emphasized the goal of ensuring that students develop both conceptual and procedural understanding in mathematics. The current mathematics reform, Common Core State Standards for Mathematics (National Governors Association and the Council of Chief State School Officers [NGA Center & CCSSO], 2010), promotes this goal, with procedural knowledge building upon a strong conceptual base. This study uses content analysis to investigate the extent and ways in which Houghton Mifflin Harcourt<'>s Go Math! K-8 (HMH, 2016) supports teachers in building procedural fluency from conceptual understanding when teaching equivalence of fractions.Krippendorf<'>s (1980) framework for content analysis guided this study. I identified a priori codes, and allowed for emergent codes, that characterize quality mathematical instruction. Careful analysis of the teacher editions of the textbook series revealed that, if the teacher instructions are to be followed with fidelity, students are not given opportunities to create and share their own strategies for solving tasks designed to help them learn equivalence of fractions. Neither are they given opportunities to make connections among strategies. All connections are introduced by the teacher. Although the teacher editions promote transitions from visual models to algorithms, they provide inconsistent use of problem-solving practice tasks and equal-sharing problems, two methods that are strongly supported by the research literature for developing procedural fluency from conceptual understanding in equivalence of fractions. Finally, the teacher materials include multiple instances in which the same or similar language and terms are used for mathematical and pedagogical practices found in mainstream research and professional literature, yet the practices were to be implemented in ways contrary to mainstream interpretations.Overall, Go Math! K-8 (HMH, 2016) provided little support to teachers in helping students build procedural fluency from conceptual understanding. A teacher-driven, rather than student-driven, approach to instruction was emphasized, thus minimizing opportunities for students to engage in the kinds of tasks and discourse recommended in the literature. The ways in which mathematical language and terms were implemented contrary to mainstream research interpretations can easily cause confusion among educators. The dearth of authentic problem-solving practice was inconsistent with quality mathematics instruction that supports students<'> conceptual and procedural understanding.
APA, Harvard, Vancouver, ISO, and other styles
7

Good, Beverly A. "Characteristics of science and mathematics integration : activities recommended in teachers' manuals for four elementary science textbook series /." The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487941504294997.

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

Irvin, Barbara Bando. "A Content Analysis of the Writing Assignments Contained in the Four Basal Mathematics Textbook Series Adopted by the State of Texas." Thesis, University of North Texas, 1993. https://digital.library.unt.edu/ark:/67531/metadc278719/.

Full text
Abstract:
The purpose of this study was to identify and compare specific writing assignments provided in the four basal mathematics textbook series, grades six through eight, accepted by the state of Texas in 1990. The student and teachers' editions by each publisher were analyzed (1) for the total number and types of writing assignments provided, (2) to compare how the writing assignments compared with the four purposes of writing mandated in the English Language Arts Framework, Kindergarten through Grade 12 for the state of Texas, (3) to compare how the writing assignments compared with the recommendations for communication opportunities stated in the National Council of Teachers of Mathematics' Curriculum and Evaluation Standards for School Mathematics for grades five through eight, and (4) to compare the number and types of writing assignments among the four publishers. The total number of writing assignments varied among publishers ranging from 151 to 316 in the student editions and from 147 to 523 in the teacher's editions. The findings of this study indicate that from 80 to 98 percent of the writing assignments in the student editions and from 72 to 96 percent of the writing assignments in the teacher's editions corresponded to the Informative purpose of writing. Very few writing assignments were provided corresponding to the Literary, Expressive, and Persuasive purposes of writing. The writing assignments corresponding to the NCTM recommendations varied among publishers. Writing assignments dealing with modeling mathematical situations ranged from 14 to 66 percent in the student editions and from 24 to 39 percent in the teacher's editions. Writing assignments focusing on understanding and definitions ranged 15 to 61 percent in the student editions and from 31 to 53 percent in the teacher's editions. Writing assignments focusing on interpretation and application ranged from 5 to 29 percent in the student editions and from 10 to 15 percent in the teacher's editions.
APA, Harvard, Vancouver, ISO, and other styles
9

Helfgott, Michel. "Calculus of One Variable: An Eclectic Approach." Digital Commons @ East Tennessee State University, 2012. http://amzn.com/1477633871.

Full text
Abstract:
This textbook is intended for a two-semester course on calculus of one variable. The target audience is comprised of first-year students in biology, chemistry, physics and other related disciplines. The title of the book reflects the fact that it is not limited to one single approach to calculus. Rather, we use graphing calculators or applications whenever they are necessary to introduce certain topics. Nonetheless, as expected, a conceptual framework permeates the whole book. A distinctive characteristic of the book is the early introduction of sequences and geometric series, and a gradual development of simple differential equations, as well as the use of linear regression to analyze data. The core of the book is to be found in the first three chapters, in which examples from biology, chemistry and physics are analyzed with care, emphasizing the close links between calculus and the natural sciences. The last two chapters, or sections thereof, can be used as a sort of capstone in order to show how mathematics helps in the understanding of enzyme kinetics and transport across cell membranes.<br>https://dc.etsu.edu/etsu_books/1064/thumbnail.jpg
APA, Harvard, Vancouver, ISO, and other styles
10

Langeborg, Liselott. "Readability : an Analysis of English Textbooks for Swedish School Years 7-9." Thesis, University of Gävle, University of Gävle, Department of Humanities, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-7606.

Full text
Abstract:
<p>The purpose of this study was to analyze texts from four English textbook series for Swedish school years 7-9 as regards their readability and to investigate whether the text difficulty progresses within series with grade level and with each assigned difficulty level. The study also wished to make comparisons between these textbook series to determine if they are equivalent as regards their average readability level. The readability formulas Flesch Reading Ease and Flesch-Kincaid in Microsoft Word 2007 was used for calculation of the readability grade levels of a selection of 231 texts from the series <em>Good Stuff</em>, <em>Happy</em>, <em>Time </em>and <em>Wings. </em>The results from both formulas indicated that the texts in general become more difficult for each school year and with assigned level. However, the study showed that there are differences among the four series as regards their average difficulty levels and that there is a great difficulty range among texts.</p>
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Textbook series"

1

Dekornfeld, Thomas J. Anesthesiology: A Concise Textbook (Concise Textbook Series). Prentice Hall College Div, 1986.

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

Seago, Peter, and Alan Reed. Criminal Law (Textbook Series). Sweet & Maxwell Ltd, 1999.

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

Textbook of Oral Medicine (Textbook Series in Dentistry). Oxford University Press, USA, 2004.

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

Kra, Siegfried J. Physical Diagnosis: A Concise Textbook (Concise textbook series). Elsevier Science Ltd, 1987.

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

Acts (Bible Study Textbook Series). College Press, 1985.

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

Rothwell, Edward J., and Michael J. Cloud. Electromagnetics (Electrical Engineering Textbook Series). CRC, 2001.

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

Braun, Sheldon R. A Concise Textbook of Pulmonary Medicine (Concise Textbook Series). Appleton & Lange, 1989.

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

Rees, Linford. A New Short Textbook of Psychiatry (New Short Textbook Series). Arnold, 1988.

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

(Editor), John R. Trounce, ed. A New Short Textbook of Medicine (New Short Textbook Series). Edward Arnold, 1988.

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

Rees, Linford. A New Short Textbook of Psychiatry (New Short Textbook Series). Arnold, 1991.

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

Book chapters on the topic "Textbook series"

1

McCann, John M., and John P. Gallagher. "Textbook Promotion Advisor." In International Series in Quantitative Marketing. Springer Netherlands, 1990. http://dx.doi.org/10.1007/978-94-011-3923-6_5.

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

Mainz, Vera V. "Mendeleev and the Chemistry Textbook in Russia." In ACS Symposium Series. American Chemical Society, 2018. http://dx.doi.org/10.1021/bk-2018-1273.ch008.

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

Andersen, Klaus E., Desmond Burrows, and Ian R. White. "Allergens from the Standard Series." In Textbook of Contact Dermatitis. Springer Berlin Heidelberg, 1992. http://dx.doi.org/10.1007/978-3-662-13119-0_22.

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

Andersen, Klaus E., Desmond Burrows, and Ian R. White. "Allergens from the Standard Series." In Textbook of Contact Dermatitis. Springer Berlin Heidelberg, 1995. http://dx.doi.org/10.1007/978-3-662-03104-9_22.

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

Andersen, Klaus E., Ian R. White, and An Goossens. "Allergens from the Standard Series." In Textbook of Contact Dermatitis. Springer Berlin Heidelberg, 2001. http://dx.doi.org/10.1007/978-3-662-10302-9_31.

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

Cristy, John, and Joseph G. Tront. "VText: A Tablet Based E-Textbook Framework." In Human–Computer Interaction Series. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-15594-4_15.

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

Jeong, Hyeonseon, and Amie Kim. "The Digital Textbook in South Korea: Opportunities and Challenges." In Education Innovation Series. Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-287-326-2_6.

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

Shorb, Justin M., and John W. Moore. "The ChemPaths Student Portal: Making an Online Textbook More than a Book Online." In ACS Symposium Series. American Chemical Society, 2010. http://dx.doi.org/10.1021/bk-2010-1060.ch015.

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

McCollum, Brett M. "Improving Academic Reading Habits in Chemistry through Flipping with an Open Education Digital Textbook." In ACS Symposium Series. American Chemical Society, 2016. http://dx.doi.org/10.1021/bk-2016-1235.ch002.

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

De Bock, Dirk, and Geert Vanpaemel. "Mathématique Moderne: A Pioneering Belgian Textbook Series Shaping the Modern Mathematics Reform of the 1960s." In Rods, Sets and Arrows. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-20599-7_6.

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

Conference papers on the topic "Textbook series"

1

Zimina, Evgenia, Julia Mueller, and Olga Printsipalova. "Building learners’ academic autonomy based on textbook series for studying German «Im Klartext A2»." In TSNI 2021 - Textbook: Focus on Students’ National Identity. Pensoft Publishers, 2021. http://dx.doi.org/10.3897/ap.e4.e1114.

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

Steif, Paul S., and Anna Dolla´r. "Reinventing Engineering Statics to Address the Conceptual Difficulties of Students." In ASME 2004 International Mechanical Engineering Congress and Exposition. ASMEDC, 2004. http://dx.doi.org/10.1115/imece2004-60531.

Full text
Abstract:
The goal of Statics instruction should be its application to gaining insight into, and to designing, engineering systems. The typical textbook experience, relying strongly on mathematical manipulations, is not adequate to preparing students to model mechanical systems. Experienced users of mechanics rely on an intuitive, even visceral, sense for the forces which are present in mechanical systems, and how they combine to maintain the system in equilibrium (or produce its motion). With the observation that students do not readily perceive forces between inanimate objects, we have reorganized Statics instruction to focus initially on situations in which they can experience forces directly: forces exerted by hand or that are evident from motion or deformation. Within this overall philosophy, we developed learning modules that address discrete concepts with which students traditionally have difficulty. Learning modules include simple objects to manipulate, PowerPoint presentations, and multiple-choice questions relevant to the concepts that the modules convey. In this paper we identify a series of important concepts in Statics, and we offer several excerpts from new or improved Learning Modules, focusing on how the Learning Module seeks to address students’ conceptual difficulties.
APA, Harvard, Vancouver, ISO, and other styles
3

Bluestein, Maurice. "Nature's Carnot Engine: The Hurricane." In ASME 2006 International Mechanical Engineering Congress and Exposition. ASMEDC, 2006. http://dx.doi.org/10.1115/imece2006-13359.

Full text
Abstract:
The typical curriculum in a thermodynamics course includes the Carnot cycle, a series of processes that constitute the most efficient heat engine between two constant temperature reservoirs. The conventional view of this cycle is that it is an ideal that cannot be achieved in practice. The spate of hurricanes that battered the U.S. in 2005 has given rise to extensive thermodynamic analysis of these storms with the finding that they in fact replicate the Carnot cycle. Heat energy fuels the storm through evaporation of the warm ocean waters at constant temperature. Work is produced by adiabatic expansion upward of the saturated air, resulting in strong winds. Energy is then released by radiation to space at the approximately constant temperature of the upper atmosphere. Adiabatic compression follows as the air descends back to sea level. Unlike the textbook Carnot engine, the work output of the hurricane is returned to the cycle by frictional dissipation due to the wind at the sea surface boundary layer. This paper will describe the hurricane in thermodynamic terms so as to appreciate its great power and efficiency. It may be a worthwhile topic to include in a thermodynamics course.
APA, Harvard, Vancouver, ISO, and other styles
4

Hu, Jinyan, Zhongxia Liu, Yuanyuan Li, Jianheng Lu, and Lili Zhang. "Characteristic research on Hong Kong "I learned" series computer textbooks." In 3rd International Conference on Digital Image Processing, edited by Ting Zhang. SPIE, 2011. http://dx.doi.org/10.1117/12.896088.

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

Lin, Wen Yue, Ang Lay Hoon, Mei Yuit Chan, and Shamala Paramasivam. "Gender Representation in Malaysian Mandarin Textbooks." In GLOCAL Conference on Asian Linguistic Anthropology 2020. The GLOCAL Unit, SOAS University of London, 2020. http://dx.doi.org/10.47298/cala2020.12-3.

Full text
Abstract:
A number of scholars have studied gender representation in textbooks, but only a few studies focus on application of multimodal discourse analysis in exploring gender representation. The present study aims to analyze gender representation in two series of four L2 Mandarin textbooks written for Malaysian learners. The ratio of female and male characters as well as the representation of genders in visual and verbal resources are examined in this study. This study applies quantitative and qualitative method by calculating the frequency and occurrence and analyzing the representation of female and male. A multimodal discourse analysis is carried out, including linguistic and visual analysis, to figure out whether there is gender stereotype by investigating verbal and non-verbal (visual) resources of sampled textbooks. Both the ratio and the depiction of female and male characters are analyzed by using ATLAS.ti software. The findings have revealed that the ratio of female and male characters is generally unbalanced in sampled textbooks. Gender stereotypes exist dominantly in depiction of female and male characters, especially in social settings and domestic settings. The implications of this study are discussed in the context of second language teaching and learning to highlight the awareness of gender representation in L2 Mandarin textbooks.
APA, Harvard, Vancouver, ISO, and other styles
6

J. Gackowski, Zbigniew. "What to Teach Business Students in MIS Courses about Data and Information." In InSITE 2004: Informing Science + IT Education Conference. Informing Science Institute, 2004. http://dx.doi.org/10.28945/2800.

Full text
Abstract:
MIS textbooks on the market are overly technology laden, with oversimplified coverage of the fundamentals in general and in particular with regard to the role of data and information in business. This thought-provoking paper is born out of frustration with the disparity between what we already know on the subject and what actually is being offered to our students and clients. The first part of this paper examines of the most popular MIS textbooks and the empirical research on information quality, Besides four other referenced sources, two J. O’Brien’s textbooks: one with six editions (O’Brien, 2004) and another with 11 editions (O’Brien, 2003) are used as the main frames of reference. The book “Quality Information and Knowledge” by Huang, Lee, and Wang (1999) serves as a recognized research framework. It is a product of the Information Quality Programs &amp; Initiatives at MIT - the so-called MITIQ Program. The second part of the paper contains suggestions what to teach business students on data and information.
APA, Harvard, Vancouver, ISO, and other styles
7

Mascaro, Stephen. "A Modular 2-DOF Serial Robot Manipulator for Education in Robot Control." In ASME 2016 Dynamic Systems and Control Conference. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/dscc2016-9878.

Full text
Abstract:
This paper describes a modular 2-DOF serial robot manipulator and accompanying experiments that have been developed to introduce students to the fundamentals of robot control. The robot is designed to be safe and simple to use, and to have just enough complexity (in terms of nonlinear dynamics) that it can be used to showcase and compare the performance of a variety of textbook robot control techniques including computed torque feedforward control, inverse dynamics control, robust sliding-mode control, and adaptive control. These various motion control schemes can be easily implemented in joint space or operational space using a MATLAB/Simulink real-time interface. By adding a simple 2-DOF force sensor to the end-effector, the robot can also be used to showcase a variety of force control techniques including impedance control, admittance control, and hybrid force/position control. The 2-DOF robots can also be used in pairs to demonstrate control architectures for multi-arm coordination and master/slave teleoperation. This paper will describe the 2-DOF robot and control hardware/software, illustrate the spectrum of robot control methods that can be implemented, and show sample results from these experiments.
APA, Harvard, Vancouver, ISO, and other styles
8

Kurzke, Joachim. "About Simplifications in Gas Turbine Performance Calculations." In ASME Turbo Expo 2007: Power for Land, Sea, and Air. ASMEDC, 2007. http://dx.doi.org/10.1115/gt2007-27620.

Full text
Abstract:
Any gas turbine performance simulation tool employs simplifications, some more, some less. It depends on the intent of the simulation which simplifications are appropriate. For beginners, many are necessary for teaching how the gas turbine works from principle. For practical applications — because of the accuracy requirements — many simplifications introduced in textbooks are not appropriate. This paper comments on the simplifications that are typically made. Simplified gas property models are quite acceptable for ideal cycle analysis. For the examination of real cycles, however, especially the model of the burner should be better than those described in most textbooks. This is because these models yield the best cycle efficiency at stoichiometric fuel-air-ratio while a realistic burner model leads to the conclusion that the best thermal efficiency happens to be at significantly lower fuel-air-ratios respectively temperatures. For off-design simulations many simplifications have the aim to avoid iterative solutions or restricting the algorithms to one-dimensional iterations. If more than one iteration variable shows up — which is the case with multi-spool engine simulations — then the problem is solved with fitting several one-dimensional iterations into each other. This methodology is described in most textbooks, but it is nearly never used in industry because the logic is more complex than necessary and difficult to adapt to special needs. The seeming simplification is actually a complication when applied to real world problems. Universities should teach as a standard the multidimensional Newton Raphson iteration technique which allows writing gas turbine cycle codes with nearly no restriction to the methods of formulating the laws of physics. The consequence of simplified mathematics is often an off-design simulation which does not employ compressor and turbine maps. Such a methodology yields accurate values for thermal efficiency respectively specific fuel consumption only within a narrow range of operating conditions; the accuracy of the results is not sufficient for real world applications. Of course also in programs for industrial use the reality is modeled with many compromises. Some simplifications which have not so obvious consequences are discussed. For example, there is an influence of the speed-flow characteristics in the booster map on its operating line if an often used type of fan performance representation is employed. Another example is that an oversimplified description of what happens in the compressor interduct can lead to wrong conclusions when the effects of inlet flow distortion on the stability of compressors in series are sought.
APA, Harvard, Vancouver, ISO, and other styles
9

Mascaro, Stephen. "Educational Force Control Using a Modular 2-DOF Serial Robot Manipulator and Low-Cost 2-DOF Force Sensor." In ASME 2019 Dynamic Systems and Control Conference. American Society of Mechanical Engineers, 2019. http://dx.doi.org/10.1115/dscc2019-9245.

Full text
Abstract:
Abstract This paper describes a modular 2-DOF serial robotic system and accompanying experiments that have been developed to instruct robotics students in the fundamentals of dynamic force control. In prior work, we used this same robot to showcase and compare the performance of a variety of textbook techniques for dynamic motion control (i.e. fast/accurate trajectory tracking using dynamic model-based and robust control techniques). In this paper we now add a low-cost 3D-printed 2-DOF force sensor to this modular robot and demonstrate a variety of force control techniques for use when the robot is in physical contact with the environment. These include stiffness control, impedance control, admittance control, and hybrid position/force control. Each of these various force control schemes can be first simulated and then experimentally implemented using a MATLAB/Simulink real-time interface. The two-degrees of freedom are just enough to demonstrate how the manipulator Jacobian can be used to implement directional impedances in operational space, and to demonstrate how hybrid control can implement position and force control in different axes. This paper will describe the 2-DOF robot system including the custom force sensor, illustrate the various force control methods that can be implemented, and demonstrate sample results from these experiments.
APA, Harvard, Vancouver, ISO, and other styles
10

VanScoy, Amy, Heidi Julien, and Alison Harding. "Diffusion of information behaviour theory into education for reference service." In ISIC: the Information Behaviour Conference. University of Borås, Borås, Sweden, 2020. http://dx.doi.org/10.47989/irisic2025.

Full text
Abstract:
Introduction. This paper reports on part of a larger study, specifically on the information behaviour theories used in foundational reference and information services courses in North America. Method. Content analysis of syllabi, reading lists and textbooks from foundational reference courses was conducted. Analysis. Qualitative and quantitative analyses of documents was conducted to identify specific information behaviour theories. Results. The most mentioned information behaviour theories in reference courses are similar to those most mentioned in studies of information behaviour research, including Kuhlthau’s information search process and Savolainen’s everyday life information seeking. Conclusions. Students in courses that discuss information behaviour theories are being exposed to the most impactful information behaviour theories, but still only two-thirds of courses include them.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Textbook series' for particular source types:
Journal articles Dissertations / Theses 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