Academic literature on the topic 'Work with a textbook and a book'
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Journal articles on the topic "Work with a textbook and a book"
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Nigg, Traci, and Danny Bonaventura. "Sport Social Work Book Review." Sport Social Work Journal 1, no. 1 (2022): 60–63. http://dx.doi.org/10.33043/sswj.1.1.60-63.
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The following book reivew is intended to summarize the first edition of the Sport Social Work textbook by Dr. Matt Moore and Dr. Ginger Gummelt. The review introduces the textbook and its authors followed by an outline of the contents, evaluation of its use in academia and concludes with implications for further editions.
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Radatz, Hendrik. "Review: What Does the Textbook Say?" Journal for Research in Mathematics Education 16, no. 1 (1985): 67–68. http://dx.doi.org/10.5951/jresematheduc.16.1.0067.
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Of all the aids to teaching and learning in the history of schooling, the textbook is the most venerable and the most disputed. In the school textbook, we meet fundamental problems of didactics. The textbook can aid the reacher in making decisions about instructional content and about pedagogical intention and methodology. The teacher may adopt ideas straight from the book or may modify, or possibly reject, them on the basis of his or her experience, knowledge, or personal concept of “good” mathematics instruction. In any case, the textbook presents essential guidel ines and has a considerable impact on the teacher's activities. At the same time, the textbook is expected to serve as a working manual for the pupil. It ought to motivate pupils, give them a chance to use and experiment with mathematics, and allow them to work out mathematical concepts or problems on their own. Most modern mathematics textbooks indeed claim to be pupils' books, but a closer view shows that they nre really addressed to the reacher. These and other problems concerning how to conceive of, and work with, school mathematics textbooks have seldom been discussed in teacher training programs.
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Olivia, Olivia. "TEACHERS’ PERCEPTION ON THE USE OF ENGLISH TEXTBOOKS IN TEACHING ENGLISH." JELT (Jambi-English Language Teaching) 5, no. 1 (2020): 1–12. http://dx.doi.org/10.22437/jelt.v5i1.10120.
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A learning process is a complex condition which needs consideration to make it goes well. So does the textbook being an important component that should be available in a school. Meanwhile textbook is the book of a certain subject that produced knowledge needs for the students which contained the materials of learning, the textbook also held a significant role in the learning process. The teachers as educators used textbooks to meet the needs of students learning targets and as the teaching advice in planning students’ activities in the classroom. Meanwhile, the student used textbooks as learning media in obtaining the updated information to help them enrich their ability of lesson subjects. Regarding the textbook issue, the researcher conducted the study of textbooks in teaching English at Junior High School in Jambi City by implemented a Qualitative descriptive approach in gaining the data. The technique used to gain the data was an interview. The data were analyzed descriptively. The respondent of the research was three English teachers who taught in each grade of students’ level. The results showed that the teachers perceived the textbook positively and it shows that the textbook used was not limited to the teachers to create another initial step to improve the students’ ability in understanding English even after considerin several minus aspects. The weakness of the main book makes the teacher uses other additional books in learning so that variety and sufficient material in the learning.
 Key word: Textbook, Textbook Used, Teachers’ Perceived
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Amalia, Aam. "Analisis Gradasi Materi Saraf Dalam Buku Belajar Tasrif Sistem 20 Jam Karya KH. Aceng Zakaria." al Mahāra: Jurnal Pendidikan Bahasa Arab 3, no. 1 (2017): 102–23. http://dx.doi.org/10.14421/almahara.2017.031-06.
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This research is motivated by the urgency of textbooks in the learning process. Books are one of the supporting factors for teaching success. With textbooks can help learners to achieve the expected learning goals. Therefore, this study intends to analyze a textbook that is often used, namely the Tashrif Learning System 20 Hours book by KH. Aceng Zakaria in terms of material gradations. With this research, it is expected that Arabic teachers can choose books that are good for learning. The type of research used is library research (library research) with the research object of the book Tashrif System 20 Hours of Work KH. Aceng Zakaria reviews analysis of material gradations. The results showed that the book Learning Tashrif System 20 Hours using grammatical gradation when viewed in terms of language. Whereas in terms of type, the Learning Tashrif System 20 Hours book uses straight gradation. As for the criteria, the pattern of compiling the book Learning Tashrif System 20 Hours starts from the general to the special one.
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Kapeliushnyi, Valerii, and Viktor Pylypenko. "COMPLETE PUBLICATION ON THE HISTORY OF THE BOOK AND BOOK SCIENCE." Journal of Ukrainian History, no. 43 (2021): 100–104. http://dx.doi.org/10.17721/2522-4611.2021.43.11.
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The authors wrote a review of I. V. Dovzhuk’s textbook «Book Science Basics». It is noted that the peer-reviewed educational publication is relevant, timely and in demand, because it examines the history of book business from ancient times to the early XXth century on a broad historical background and using unique sources, both known and little known. It is emphasized that the generalization and comprehension by I. V. Dovzhuk of the available material on the researched problem significantly expand the available knowledge on the history of books and book science. It is concluded that the peer-reviewed textbook «Book Science Basics» in general makes a positive impression, and the research, creative and analytical-practical work carried out by the researcher deserves positive approval.
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Rocha, C. E. S., M. D. Büttenbender, E. L. G. Denardin, and R. Roehrs. "BIOCHEMISTRY APPROACH IN BOOKS APPROVED BY THE NATIONAL BOOK TEACHING PROGRAM 2015." Revista de Ensino de Bioquímica 13 (August 24, 2015): 32. http://dx.doi.org/10.16923/reb.v13i2.600.
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INTRODUCTION: Collections of textbooks are distributed every three years to basic education schools and represent a source of knowledge to students and a reference to the pedagogical work of teachers. Biochemistry is an area that studies the chemical processes occurring in living organisms, with their concepts present in both chemistry textbooks as in biology. It is necessary that the present approach in these books are interesting to students, to recognize the importance of understanding these processes. OBJECTIVES: To analyze as it has been crafted in biochemistry textbooks high school approved by PNLD 2015. MATERIALS AND METHODS: We investigated how the biochemical area-related content are described in the book "Bio - Volume 1", authored by Sonia Lopes and Sergio Rosso, and in the book "Chemistry - Volume 3" by Martha Reis with regard to clarity of concepts, context, illustrations and interdisciplinarity. RESULTS: Both books have chapters devoted especially to describe on this area, with plenty of catchy titles, but one in the first year and the other in the final year of high school. In biology textbook chapter called "The chemistry of life" brings in its approach clear and succinct concepts, contextualizes the issues on current information of figures and tables, features lots of illustrations that range from photographs to represent chemical structures and is mainly interdisciplinary in test questions. In chemistry textbook chapter "Introduction to Biochemistry" shows clear and detailed concepts, contextualizes with curiosities and everyday issues of students, has auxiliary illustrations in understanding and is interdisciplinary. CONCLUSIONS: We realize that there is a gap between the disciplines to work biochemistry during high school, but the form of presentation used for books is clear and present use of languages in the daily lives of students, making learning interesting and attractive.
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Kirova, Gabriela. "TYPES OF ELECTRONIC RESOURCES IN ELECTRONIC TEXTBOOK OF FIRST GRADE MATHEMATICS." Knowledge International Journal 34, no. 2 (2019): 483–89. http://dx.doi.org/10.35120/kij3402483k.
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Since 2015, educational reform has been implemented in Bulgaria. It was initiated with the entry into force of the new Preschool and School Education Act36. On the basis of this law, new curricula were adopted in all subjects, including elementary classes in mathematics. Mathematics kits for elementary classes, along with textbooks, study notebooks, a teacher’s book already include electronic readable textbooks and e-textbooks. “Electronic Readable Textbook” is an electronic product whose content is exactly the same as the content of the approved textbook created as a print edition37. The e-textbook is an electronic product that contains additional electronic resources to the individual development of lesson topics, such as tasks, exercises, tests and more. This educational content enables modern students, aged 7-10, to work with electronic resources independently or under the guidance of a teacher, to reflect and consolidate mathematical knowledge and skills, to develop their digital skills, to increase their interest in mathematics. Modern academic preparation for elementary teachers should also include such theoretical and practical knowledge, skills and competences for working with electronic textbooks and with the electronic resources in them. The purpose of my research is to make an analysis of the content included in the electronic textbook for mathematics for the first grade of the Anubis publishing brand of the publishing house KLETT – Bulgaria.38 On the basis of this analysis, methodological guidelines will be developed for working with the different types of electronic resources, which will become part of the academic preparation of the pedagogical students in the university discipline “Didactics of mathematics in elementary classes”. A survey of 166 pedagogical students in bachelor’s and master’s degree on their opinion on e-textbooks conducted this year has yielded interesting and revealing results that confirm the need for updating their academic training in the field of e-textbooks. The majority of respondents believe that primary teachers should use e-books in their work – 83%. When asked which subject is most appropriate to use e-textbooks, mathematics ranks immediately after the natural and social sciences, with 58.4% of the respondents citing it as the most appropriate subject for applying e-textbooks. At the same time, one third of respondents (33.1%) said they did not feel prepared to work with e-books. Of all those surveyed, 81.4% believe that it is necessary to include preparation for work with e-textbooks in university courses in private didactics. This gave me reason to head to the topic of this article and to make a content analysis of an electronic first grade mathematics textbook by classifying the types of additional electronic resources in it.
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Du, Siyao. "The Analysis of Vocabulary Teaching in Chinese English Major’s Contemporary College English Book." Journal of Linguistics & Cultural Studies 2, no. 1 (2025): 1–8. https://doi.org/10.70088/20by5v36.
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Vocabulary acquisition is a fundamental component of English language learning and is widely recognized for its critical role in effective communication and overall language proficiency. Given its importance, the evaluation of teaching materials, particularly textbooks, is essential for enhancing the quality of vocabulary instruction. This study focuses on analyzing the vocabulary teaching approach in the Contemporary College English (First Volume), a textbook designed for first-year English majors in China. The analysis excludes the exam units (Units 7 and 14) and concentrates on Text A of each unit, as it constitutes the primary instructional content. Specifically, the vocabulary section is examined in three key areas: word formation, formulaic language, and synonyms and antonyms. The study evaluates the textbook's adherence to the Principled Communicative Approach and identifies areas for improvement in its vocabulary teaching methods. After the analysis, the study applies the Principled Communicative Approach to evaluate whether the textbook’s design aligns with its principles. The findings indicate that while the vocabulary design of the textbook largely adheres to the core tenets of the Principled Communicative Approach, there remains significant room for improvement in several areas.
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Aryati, Aziza, Riyanto Riyanto, Bambang Sahono, and Wasidi Wasidi. "Model development of Rejang culture-cased Islamic religious education textbook to improve hard work character." Jurnal Konseling dan Pendidikan 10, no. 3 (2022): 425. http://dx.doi.org/10.29210/184900.
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Using a combined approach and the Research and Development/R&D method, this study aims to provide Rejang culture-based PAI textbooks that can improve the character of hard work in junior high school students in the Lebong district, as well as to assess whether the textbook is appropriate and effective for increasing the character of hard work in high school students. The research findings are as follows: 1) The following steps are taken to create Rejang culture-based PAI textbooks: First, conduct a needs assessment at the research site. The needs analysis results are used as the basis for compiling a draft textbook, secondly validating the draft textbook that has been made, thirdly revising the textbook in accordance with input from validators consisting of material experts, education experts, linguists, and practitioners/teachers, fourthly conducting limited trials of books that have been revised, fifthly revising based on consideration of the results of limited field trials, and sixthly conducting tr 2) PAI textbooks based on Rejang Culture are appropriate for developing a work ethic. 3) Rejang Culture-based PAI textbooks are effective at developing students' work ethic. The implication of this research is that as the distance between students and learning materials closes, the use of local culture in textbooks creates an attraction for reading books, fostering enthusiasm for learning, making it easier to absorb, understand, and achieve learning goals faster. Furthermore, using textbooks that incorporate elements of local culture can help students improve their character.
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Ramazanova, Dzhamilya N., and Irina L. Karpova. "From Alphabets to the Basics of Science: to the 200th Anniversary of K.D. Ushinsky." Bibliography and Bibliology, no. 6 (December 29, 2023): 126–32. http://dx.doi.org/10.25281/2411-2305-2023-6-126-132.
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The article provides an overview of the work of the international scientific conference “Textbook of the 15—19 Centuries in Library, Museum and Archival Collections: Rarities and Valuable Collections”, held in Moscow, at the Russian State Library, November 1-2, 2023. Within the framework of the conference, four sessions were held: “Problems of studying early educational publications”, “Textbooks of the 17—18 centuries”, “Visual culture and an educational book” and “Educational publications of the 19 century in personal and library collections”. The authors express the hope that the conference will become an important stage in the study of educational old printed books and will give a new impetus to historical and book studies, bibliographic, source and philological research.
Dissertations / Theses on the topic "Work with a textbook and a book"
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Jančařík, Antonín, and Jarmila Novotná. "From a textbook to an e-learning course (E-learning or e-book?)." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-80251.
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The main aim of this contribution is to introduce the potential that modern information technologies open to authors converting a teaching material from a printed to an electronic version. The authors
come out of their own experience and propose options that are suitable especially for creation of study materials in mathematics education. Among others the contribution presents the use of flash
animations, java scripts and Computer Algebra Systems.
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Stephens, James A. "Caesar's Bellum Gallicum Book 1 with Vocabulary, Notes, and Clause Subordination." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3644.
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Efficiency in the presentation of a Latin text and its study-aids is the key to assisting intermediate students, who frequently become overwhelmed with the amount of vocabulary and grammar that needs to be simultaneously understood in order to read with any accuracy. This text breaks down the first book of Caesar's Bellum Gallicum in both a visual and a conceptual manner to aid students in learning intermediate Latin efficiently. The text is comprised of five parts. The first section contains the text as found in DuPontet's edition of Caesar's Bellum Gallicum. The second section has grammar notes that explain tense and case uses that are necessary for grasping the text, as well as citations for further reading. The third section displayes the text segmented into clauses and is positioned in such a way that the student can, at a glance, visualize what is part of the main clause, and what is subordinate to it. This segmentation assists the reader in learning to follow the order of Caesarian clauses when translating. The fourth section provides a list of vocabulary, not previously memorized by students, that happens to appear in that specific section. The final component is a list of all words that first appear in Book 1 of Caesar's Bellum Gallicum and that appear throughout Caesar's text five or more times.
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Cortez, Nolvia Ana. "Am I in the Book? Imagined Communities and Language Ideologies of English in a Global EFL Textbook." Diss., The University of Arizona, 2008. http://hdl.handle.net/10150/195553.
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Learners from many corners of the earth are acquiring English as a Foreign Language (EFL), lending importance to issues of language learning and its effects on global and local identities being forged in the process. As English language users, they are recipients and producers of multiple discourses around the global status of English as a foreign language, from English as linguistic, material, and symbolic capital (Bourdieu, 1991) to language as commodity (Heller, 1999). Such discourses are accompanied by representations of language and culture, or imagined communities (Anderson, 1983, Norton, 2001) that represent language use and cultural representations deemed as legitimate.The purpose of this study is to triangulate three different but intersecting perspectives: that of the researcher, Mexican EFL teachers and Mexican teachers-in-training, on the imagined communities and the underlying ideological discourses of English in a global EFL textbook, as well as those held by these same teachers and teachers-in-training. Critical discourse analysis, classroom observations, in-depth interviews and language learning autobiographies provided the data for a critical assessment of the language and cultural content of the textbook and the ideologies of English.While CDA has been rightly challenged for privileging the researcher's position, this study contributes to a poststructuralist view of the participants as agents of change; they are receptors of discourses that taint their ideologies about language, but they also resist and transform them, through articulated ideas as well as through specific classroom actions that allow them to appropriate the English language, despite the textbook's systematic exclusion of speakers like them, and cultural practices like theirs.This study contributes to the growing field of critical applied linguistics, where learners are viewed as social beings in sites of struggle and with multiple and changing identities (Norton, 2000). In this vein, neutrality can no longer be accepted as a construct in textbooks or in the ELT practice, since the contained practices are subject to ideologies which must be dismantled in order to offer students and teachers more equitable representations of the English language and its speakers.
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Chen, Joseph Y. "Make me a blessing a seminary textbook of biblical evangelism for Chinese people worldwide /." Theological Research Exchange Network (TREN), 1992. http://www.tren.com.
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Alhumaidan, Haifa. "Co-design of Augmented Reality textbook for children's collaborative learning experience in primary schools." Thesis, Loughborough University, 2017. https://dspace.lboro.ac.uk/2134/32810.
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Augmented Reality (AR) is a recent technology that allows a seamless composition between virtual objects and the real world. This practice-based research uses the affordances of AR to design an AR textbook for collaborative learning experience. It identifies the key concepts of children s AR textbooks for the designing and evaluation of collaborative learning experiences. These concepts were used to develop a conceptual framework for the AR textbook that considers collaborative experience, learning and usability. Informed by these concepts, the research also has identified the design features which are unique to AR affordances which can be integrated in the school textbooks to develop a collaborative AR textbook for primary school children. The research follows a participatory design approach to involve the users of the AR textbook in the design process. The researcher has conducted three co-design studies involving primary school children and adults using cooperative inquiry techniques. The first study uses low-tech prototyping to find the overall direction of designing the AR textbook. After the development of the first AR textbook prototype, two formative evaluations have been conducted using cooperative inquiry critiquing, and layered elaboration techniques. Throughout these studies, a conceptual framework has been developed namely, Experience, Learn and Use (ELU) for the designing and evaluation of children s AR textbooks for collaborative learning experience. This framework is based on the adaption of Janet Read s Play, Learn, Use (PLU) model that defines children s relationships with the interactive technologies. The research proposes the ELU framework as a useful classification framework in the evaluation process, which informs the design features of the AR textbook which are related to the concepts of collaborative experience, learning and usability. The practical component of the thesis proposes a sample of an AR textbook that is integrated in the regular school curriculum. It demonstrates the design features which can be implemented in other textbooks to support collaborative learning experiences for primary school children. The documentation of the co-design process provides a practical framework for co-designing an AR textbook with children, as well as an evidence of using the ELU framework in practice. 4 This research also contributes in bridging the gap between AR and Child-Computer Interaction (CCI) communities, through the use of common CCI methods in the AR development. This research has resulted in key design principles which contribute original knowledge to the literature of the AR for children s education considering the CCI perspective. These important principles are informed by the collaborative experiences, learning and usability aspects that establish a framework for the design and evaluation of collaborative AR textbook for children. The eight identified principles by this research are, Joint Textbooks, Personalised AR Experience, Interactive AR Book, Communication-Based Learning, Rewarding AR feedback, Audio AR Textbook, Intuitive AR Markers, and Mutual AR Display. The research introduces the definition for each of the concepts and a demonstration of the related design features in the outcome of the AR textbook prototype.
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Day, Kristi, and Elin Gunnarsson. "Book Cover Process - some Swedish publishers work with authors and designers in the creation of book covers." Thesis, Linköpings universitet, Institutionen för teknik och naturvetenskap, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-93171.
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The market for book publishing has changed over the past years. Now the publishers has more pressure on them the to make a profit and every book must now be an economic investment. Meanwhile, more and more new publishers that start up their businesses and every year the competition gets tougher. This leeds to a higher demand on every individual book. The book cover is the face of the book and is supposed to entice the buyer while at the same time represent what's behind the cover. Them significance of the book cover is big and there are high demands that it should fill its function and at the same time help to sell the book.mSeven Swedish publishers has been interviewed for this research paper: Albert Bonniers Förlag, Berghs Förlag, Brombergs Bokförlag, En Bok För Alla (EBFA), Harlequin, Kabusa Böcker, and Opal bokförlag. They have been questioned about how their process in making their book covers in order to investigate if the processes differ from each other or if they are similar. Publishers today don't, for the most part, have a clearly structured process of how they proceed when important book covers are created and there is no time to conduct market analysis and target group analysis for each book. Publishers do, however, find their cover designers in a similar way and many of the publishers use a few regular designers who know the publishers' work process from previous experience. Although, the publishers' attitude toward the author's involvement is similar between publishers, with few exceptions, in the sense that the author himself or herself may determine their own level of involvement. The publishers adjust to what the author prefers. In general, Swedish authors have little authority in the final decision making stage, however they can give suggestions and participate in discussions. This thesis provides insight into how these publishers reason in regards to the bok cover design process and how decisions are made. What is clear is that publishers often rely on their experience, rather than an elaborate analysis of a particular book when a decision is made regarding the cover. However, this is probably due to time constraints which do not make it reasonable to perform a market analysis for each new title a publisher issues. Had there been a clearer working structure of the cover process, maybe more time could be spent on market response.<br>Då förlagsmarknaden har förändrats under de senaste åren och förlagen nu har mer press på sig att vara vinstdrivande, måste även varje utgiven bok vara en ekonomisk investering. Samtidigt startas flera nya förlag varje år och konkurrensen ökar enligt Christina Ahlinder. Detta kräver allt mer av varje enskild bok. Bokens omslag är dess fönster utåt som ska locka till köp och samtidigt representera inlagan. Omslagets betydelse är stort och höga krav ligger på att det ska fylla sin funktion som bokens säljande ansikte utåt. Sju förlag har intervjuats i detta arbete; Albert Bonniers Förlag, Berghs Förlag, Brombergs Bokförlag, En Bok För Alla (EBFA), Harlequin, Kabusa Böcker, samt Opal bokförlag. De har förfrågats om hur deras bokomslagsprocess går till för att kunna se hur olika förlag liknar och skiljer sig. Förlagen idag har i mångt och mycket ingen tydligt utarbetad process över hur de ska gå tillväga då dessa viktiga omslag skapas och tid finns inte att göra marknadsanalyser och målgruppsanalyser för varje bok. Förlagen hittar dock sina formgivare på liknande sätt och många av förlagen använder sig av ett fåtal återkommande formgivare som kan förlagens arbetsprocess. Även förlagens ställning till författarens involvering är liknande mellan förlagen, med ett fåtal undantag, i form av att författaren själv får bestämma sin nivå av involvering. Förlagen anpassar sig efter det. I regel har svenska författare dock ingen bestämmanderätt över hur omslaget blir i slutändan, utan kan endast komma med förslag och vara delaktig i diskussionerna. Arbetet ger en inblick i hur just dessa förlag resonerar kring processen och de beslut som tas. Något som framgår är att förläggaren många gånger förlitar sig på sin erfarenhet, snarare än utarbetade analyser för just den boken, när beslut om omslaget tas. Detta beror dock troligen på tidsbegränsningar vilket inte gör det rimligt att utföra dessa analyser för varje ny titel ett förlag ger ut. Hade det dock funnits en tydligare arbetsstruktur över hur omslagsarbetet ska gå till kanske mer tid hade funnits att stämma av marknaden.
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Hining, Clayton Andrew. "Engaging postmodern youth with the Book of Philippians." Online full text .pdf document, available to Fuller patrons only, 2003. http://www.tren.com.
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Alenazi, Oudah. "Does this book help learners become better writers? A triangulation of teacher-student attitudes to an ESL writing textbook /." Available to subscribers only, 2006. http://proquest.umi.com/pqdweb?did=1136079471&sid=3&Fmt=2&clientId=1509&RQT=309&VName=PQD.
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Loizou, Melissa. ""The Diary of Frida Kahlo": The genre, the book, the work." Thesis, University of Ottawa (Canada), 2002. http://hdl.handle.net/10393/6266.
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This study explores some fundamental aspects of The Diary of Frida Kahlo, namely its classification as a diary, the impact of the prologues of the different versions on the diary's reception, and the various dialogues taking place within it and the rest of Kahlo's artistic production. The first part focuses on the classification of this work as a diary. The theoretical sources utilized to establish the characteristics of the diary genre are: Le journal intime by Beatrice Didier, and the scholarly article by Valerie Raoul, "Women and Diaries: Gender and Genre". This chapter demonstrates that there are certain aspects of Kahlo's diary that indeed correspond to the genre whereas other elements distance it from this classification. In the second part of this study, the role and impact of the introduction and prefatory essays is examined. The basis of the analysis of the different prefaces is Gerard Genette's concept of the paratexte as elaborated in his book, Seuils. In the final part of the study an interpretation of Kahlo's diary is offered which focuses particularly on the notion of dialogue. (Abstract shortened by UMI.)
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Wright, David. "Work, consumption and the self in the UK retail book trade." Thesis, University of Nottingham, 2004. http://eprints.nottingham.ac.uk/12114/.
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This thesis uses the empirical setting of the UK retail book trade to critically assess sociological accounts of work and consumption and their relationship to the self. Drawing on talk with bookshop workers, representations of the book-trade and trade press, it examines the ways in which the book-trade is historically constructed, both as a market for symbolic goods and as a distinctive type of workplace. This distinctiveness is put to use by both firms and workers in the organisation of production and in the construction of occupational identities. Its roots, though, are in the historical construction of the idea of self, drawn from romanticism, and a view of culture as related to notions of self-development. A key element of the romantic self (Campbell 1983, 1987) is its critical distance from the market and from processes of commodity exchance. As such, the creation and distribution of cultural material is rhetorically removed from broader processes of production and consumption. In the context of the book trade this generates tensions between cultural and commercial imperatives which feed into employment relationships. Books and reading are also examined as particular types of objects and activity that have been discursively associated with the development of self. These associations allow for particular orientations to work in the retain book industry which problematise accounts of the self as diminished or colonised in the context of the retail or service environment. Whilst accounts of the contemporary workplace emphasise the extent to which the 'selves' of workers are shaped by managerial initiatives, the example of the retail book trade suggests that worker conceptions of the self allow for critical distance from aspects of the employment relationship and for the aesthetic appreciation of work experiences. Rather than exemplifying the reflexive self of late-modernity, this thesis argues that this bookselling self is also embedded in relationships of cultural capital (Bourdieu 1984, 1996).
Books on the topic "Work with a textbook and a book"
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Ashong-Katai, I. R. Nin̳maagbe̳: A work book in Ga for primary schools. Ashkats Publications, 2002.
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Bowen, Tim. The pronunciation book: Student-centred activities for pronunciation work. Longman, 1992.
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Bowen, Tim. The pronunciation book: Student-centred activities for pronunciation work. Longman, 1992.
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Hasan, Syed Viquaruddin, та Muhammed Nayeem. al-Ḥaramayn: Al-Haramain : Islamic text books, with work sheets at the end of each book. Al-Haramain Publications, 2002.
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Chartered Association of Certified Accountants., ed. ACCA.: Work book. Financial Training Courses Ltd, 1989.
Find full textBook chapters on the topic "Work with a textbook and a book"
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Citron, Alica-Nana. "Paper Instruments as Objects of Research." In SpringerBriefs in History of Science and Technology. Springer Nature Switzerland, 2025. https://doi.org/10.1007/978-3-031-90976-4_1.
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Abstract This chapter proposes the idea of books as objects and gives a brief introduction to paper instruments as objects of research. The paper instruments examined here are volvelles, which are moveable paper wheels from early modern textbooks that were printed together with the text of the book and installed by the reader when needed. These wheels could either work as amusement, show information, enrich a text, or help with understanding and calculating complex phenomena. The book De sphaera by Johannes de Sacrobosco existed as a university textbook before the “golden age” of volvelles in printed books, but began to contain volvelles in some editions during the early modern era. It thus provides a helpful place to investigate possible ideas behind the concept of volvelles for pedagogical purposes in the early modern era.
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Lazarević Di Giacomo, Persida. "Persida Lazarević Di Giacomo." In Biblioteca di Studi Slavistici. Firenze University Press, 2019. http://dx.doi.org/10.36253/978-88-6453-910-2.31.
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This article examine handwriting textbooks from 18th-century Europe. In 1774 the court of Vienna charged Johann Ignaz Felbiger with reforming the schools and his book on penmanship (1775) became the standard reference for how to write. In 1776 the Court sought a book on penmanship to be used specifically in Serbian and Vlach schools; the textbook of Zaharija Orfelin (1778) came into being to fill this need. The textbooks of both Felbiger and Orphelin have their basis in Felbiger’s first book on penmanship (1768). We also explore the possibility that other European handwriting manuals served as models for earlier works by Orfelin (1759, 1776).
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van Suijlekom, Walter D. "Towards a Quantum Theory." In Mathematical Physics Studies. Springer Nature Switzerland, 2024. https://doi.org/10.1007/978-3-031-59120-4_16.
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AbstractIn the final Chapter of this book we present an overview of recent and ongoing work, taking the first steps towards a quantum theory for noncommutative geometry. Indeed, in the applications to particle physics phenomenology one applies the usual, physicist’ textbook renormalization group methods to the spectral action, in order to arrive at couplings and mass parameters at lower energy. And even though the appearance of such experimentally testable results from a geometrical framework valid at high-energies is very intriguing, this step remains a weak point of the noncommutative approach to particle physics. In other words, it means that in the passage to the quantum theory one looses the elegant spectral and unifying picture that one started with.
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Atallah, Sandrine, and Aida Martín Redón. "Relevant (Sexual) Aspects of Cultural Differences." In Midwifery and Sexuality. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-18432-1_23.
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AbstractCulture is one of the most important elements influencing the sexual lives of people. Factors like traditionalism, religion, polygamy, machismo, and feminism influence sexuality and cultural ideas about motherhood and sex roles. This chapter focuses on those cultural aspects. Cultural differences exist not only by merit of geographical distance since cultures get intermingled through economic migration, political refugees, and global traffic. Even in midwifery, there are significant cultural differences between one country and another. In some countries, midwives independently guide childbirth at home, whereas, in other countries, the law prohibits such an approach. In some countries, the midwife provides postpartum contraception, whereas, in others, they don’t.This book is written in English and focuses relatively strongly on Western maternity care. It certainly has a European touch since most authors work in Europe. An advantage of Western and Northwestern Europe is the more open and pragmatic approach to discussing sexuality. While sexuality is essential everywhere, some basic health and luxury seem needed before it becomes relevant to tackle the problematic aspects of sexuality. We believe this book to be precious to midwives in middle- and high-income countries (Atallah et al., J Sex Med 13:591–606, 2016). On the other hand, much of the information will also be handy for urban midwives in low-income countries.This chapter is part of ‘Midwifery and Sexuality’, a Springer Nature open-access textbook for midwives and related healthcare professionals.
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Wightwick, Jane, and Mahmoud Gaafar. "Work and routine." In Activity Book. Macmillan Education UK, 2016. http://dx.doi.org/10.1007/978-1-137-53203-9_4.
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TOOL. "8. Circular Work." In Drawing Book. Practical Action Publishing, 1995. http://dx.doi.org/10.3362/9781780444802.008.
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Linney, Bob. "5. Work." In The Copy Book. Practical Action Publishing, 1988. http://dx.doi.org/10.3362/9781780444710.005.
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Valverde, Gilbert A., Leonard J. Bianchi, Richard G. Wolfe, William H. Schmidt, and Richard T. Houang. "Textbook Structure." In According to the Book. Springer Netherlands, 2002. http://dx.doi.org/10.1007/978-94-007-0844-0_3.
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Valverde, Gilbert A., Leonard J. Bianchi, Richard G. Wolfe, William H. Schmidt, and Richard T. Houang. "Textbook Lessons." In According to the Book. Springer Netherlands, 2002. http://dx.doi.org/10.1007/978-94-007-0844-0_6.
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Kennedy, Helen. "A Book about Web Design." In Net Work. Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9780230356108_1.
Full textConference papers on the topic "Work with a textbook and a book"
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Sheppard, Sheri, Kim Jones, and Natalie Jeremijenko. "Developing ‘Text Learning Capture’ to Examine How Students Learn From Texts and How Texts Learn From Students." In ASME 1998 Design Engineering Technical Conferences. American Society of Mechanical Engineers, 1998. http://dx.doi.org/10.1115/detc98/dtm-5655.
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Abstract This paper describes an innovative assessment method that provides formative feedback on the effectiveness of an engineering textbook. We describe the development of the Text Learning Capture Method and the prior art that it is drawn from. We then go on to interpret and analyze the protocols captured with the method and describe the preliminary results generated with its application. Concrete examples of how the feedback enables us to identify the text’s readability, comprehensibility, and usability are given. From the analysis a list of questions was generated about how students learn from engineering textbooks. The textbook assessment work presented here was motivated by a desire on the part of the author of the textbook (hereafter the text-author in contrast to the authors of this paper) to understand more fully the role of this textbook in supporting student learning. We began with questions such as: “Do students relate to the real-world examples given?”; “How do students work through the equations?”; “How are figures utilized?”; “Are students excited by a textbook that uses a familiar multi-faceted artifact to demonstrate engineering principles?”. In our attempts to carefully answer these questions we generated questions such as: “Can learning from a text book be thought of as passive?”; “What constitutes effective learning from texts?”; “What are best reading practices?”; and “How much control does an author have over this?”.
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Stanković, Stevan M. "SERBIAN GEOGRAPHICAL SOCIETY AND JOVAN CVIJIĆ." In Book of Abstracts and Contributed Papers. Geographical Institute "Jovan Cvijić" SASA, 2024. http://dx.doi.org/10.46793/csge5.65ss.
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Serbian Geographical Society was founded on April 7th, 1910. Since its foundation until 1927, the president of the Society was Jovan Cvijić, who was, at that time, a full-time professor at the University of Belgrade, a full member of the Serbian Royal Academy, and its president from 1921 to 1927. After Jovan Cvijić, there were 16 presidents of the Society, among whom the majority were university professors. Due to the wars, the Society did not work from 1914 to 1919 and from 1941 to 1946. Almost all its assets were destroyed in the wars. The Society has had both full-time and part-time members, as well as member-benefactors (donors). In 1911, the Society had 100 full-time and part-time members. During the 1980s, it had more than 1,300 members, and today it has only 300 members who pay the membership and participate in social activities. Scientific and professional work of the Society members has been performed in the scientific and educational sections. Special attention has been dedicated to the publishing activity. The first volume of the journal “Bulletin of the Serbian Geographical Society” (“Glasnik of the Serbian Geographical Society”) was published in 1912. The publishing activity of the Society comprises 190 volumes of “Bulletin of the Serbian Geographical Society”, 75 books of Special editions, 73 volumes of the journal “Zemlja i ljudi”, 48 books of “Globus”, 45 proceedings, scientific monographs, textbooks and manuals, 13 atlases, 12 books of “Mala biblioteka”, 12 books of Memoires, and three geographical maps. The main office of the Society is in Belgrade and branch offices are in several larger cities in Serbia. Besides the regular annual assemblies, accredited seminars, events such as “Cvijićevi dani” and professional excursions, the latest activities of the Society also include the competition in geography (regional and state level) of the students of the seventh and eighth grades of elementary schools. Since 1935, for the greatest accomplishments in science and education, the selected individuals and institutions have been rewarded the Medal of Jovan Cvijić by the Society. All the work in the Society is performed on a voluntary basis, with no compensation. The subsidies of the competent state ministries, which used to be sufficient for the work of the Society 30–40 years ago, are now reduced to 10 to 20% of earlier ones, and they are paid several months later, which considerably makes the work of the Society very difficult.
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Bryleuski, Mihail, and Aliaksei Yarotau. "MAJOR AXIS OF ACTIVITY OF THE BELARUSIAN GEOGRAPHICAL SOCIETY: TRADITIONS AND MODERNITY." In Book of Abstracts and Contributed Papers. Geographical Institute "Jovan Cvijić" SASA, 2024. http://dx.doi.org/10.46793/csge5.67mb.
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The Belarusian Geographical Society (BGS), which was founded in 1954 as part of the Academy of Sciences of the Belarusian Soviet Socialist Republic (BSSR), celebrates its 70th anniversary in 2024. The main activities of the Geographical Society of the BSSR were expeditionary research, publication of monographs, and academic manuals in various fields of geographical science, as well as organising scientific conferences and educational activities on geographical problems. Several periods exist in the development of BGS. During the first period, the BGS was chaired by representatives of the Academy of Sciences of the BSSR, leaders of scientific schools: academician I. S. Lupinovich (in 1954–1957), academician K. I. Lukashev (1957–1960), and member of the Presidium of the Academy of Sciences of the BSSR T. S. Gorbunov (1960–1963). They combined scientific and educational activities, while being heads of the chairs at Belarusian State University (BSU). At this stage, a lot of organisational work was done to enlarge the number of members of the society. Several sections on the main directions of research were established. Discussions of monographs and textbooks were held, compilations of scientific works were published, and a geographical lecture hall began to work. During the second stage, the Geographical Society of the BSSR was chaired by Professor V. A. Dementyev (1963–1974) and Professor V. A. Zhuchkevich (1974–1983), the heads of the BSU chairs. During this stage, an editorial-publishing department was established, and the work on the recommendation for the publication of monographs and academic manuals continued (5–10 editions per year). In 1965, the first university book on geography of Belarus was published (edited by V. A. Dementiev, N. T. Romanovsky, and S. M. Melnichuk). Three departments were established in the structure of the State Geography Department: physical geography, economical geography, ethnography, and folklore. Also four committees were established: phenology, toponymy and school geography, local history and tourism, and medical geography. In 1975, the Statute of the BSSR State Geography Centre was developed and approved. A great number of scientific conferences were held, reports of the society members on expeditions and journeys were presented, series of educational television programmes were prep ared. More than 10 nature reserves and sanctuaries were founded. During the third period of the BGS activity (1983–2000), the BGS was chaired by Professor V. S. Anoshko. A large number of monographs and academic books for universities and secondary schools were published by geographers of Belarus. Republican and international scientific conferences were held in various fields of geographical sciences. The encyclopaedia Nature of Belarus (1983–1986), the National Atlas of the Republic of Belarus (2002), and other fundamental works were published on the initiative of the BGS. Much emphasis was placed on the history of geographical research in Belarus—museums were organised and memorial boards were erected at the birthplace of Y. D. Chersky, I. I. Domeiko, A. A. Smolich, and others; scientific readings and conferences in honour of K. I. Lukashev, G. I. Goretsky, I. S. Lupinovich, V. A. Dementiev, and others became regular events. Since 1991, Republican competitions in geography have been held. The definition of the geographical centre of Belarus and Europe was initiated. During the fourth stage, the BGS was chaired by Professor P. S. Lopukh (2000–October 2017). Since November 2017, the BGS is chaired by Associate Professor A. E. Yarotau. In the era of globalisation and increasing environmental problems, the challenges that geographers face are changing. The traditions of scientific geographical schools are being strengthened, differentiation of geographical sciences is in progress. The research fields at the intersection of sciences (geoecology, geophysics, geochemistry, geobotany) are becoming more intensive. Geoinformation technologies are being introduced in all spheres of geographical science. Instruments and equipment are being improved. Earth remote sensing data are being used more frequently. New tasks are being tackled in each field of geographical research and great attention is being paid to the introduction of new teaching technologies into the educational process.
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Marti´n-Gutie´rrez, Jorge, and Manuel Contero. "Augmented Books Applied to Engineering: An Attractive Tool for the Student and Useful for Learning." In ASME 2011 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2011. http://dx.doi.org/10.1115/detc2011-48163.
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Learning and teaching procedures need to evolve, regarding the high technological profile most students have. The Teacher might consider that in some cases, outdated teaching methods create barriers for students who are used to interaction with modern technological gadgets and computers. Augmented Reality technology emerges as a great potential tool in the teaching environment. Augmented reality (AR) is a cost-effective technology which has the ability to coexist with paper books supplying students with more attractive and didactic contents meaning rebirth of classic textbooks. In this work we present the developed didactic material supported by AR technology for learning sketching, designation and rules of standard mechanical elements. This book has been included in the curriculum of engineering graphics subject of the Mechanical Engineering Degree in a Spanish University for performing a pilot study seeking comparison of academic performance acquired and motivation for study between two groups of students. One group uses AR based material meanwhile the other uses traditional class notes.
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Tammaro, Rosanna, Anna D’Alessio, Anna Iannuzzo, and Alessia Notti. "TEACHING ENGLISH WITH A CHILLY FORMAT: THE GRAPHIC NOVEL!" In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end111.
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"Recently, the term graphic novel is commonly used in the educational area, and it’s often associated with another term, which is ‘comic book ‘. In a typical perception, the graphic novel provides an interesting way to communicate language concepts with a number of characteristics that may help students learning in a more effective manner rather than traditional textbooks. Given that it has been introduced in school lessons, it has certainly represented an opportunity for teachers. However…what exactly is a graphic novel? It is a didactic tool. A graphic novel, as its name suggests, is a novel that tells a complete story via illustrations. A graphic novel will offer the type of resolution that one expects from a novel, even if it is part of a series. Effectively, this makes a graphic novel longer and more substantive than a comic book, which is a serialized excerpt from a larger narrative story. Humankind has long told stories via images, beginning, perhaps, with the cave paintings of ancient civilizations. It was in the twentieth century, that we witnessed the rise in the use of comic books, which experienced a golden age during the Great Depression and World War II with the ascendance of Marvel and DC Comics. The Cold War era saw comic books and novels emerge into what is now known as a graphic novel. The term “graphic novel” traces back to an essay written by Richard Kyle in the comic book fanzine Capa-Alpha (although to this day there is not one fixed definition of “graphic novel”). The term is thought to have become mainstream with the publication of Will Eisner's A Contract with God in 1978. The authors provide an overview of the graphic novel format and its use in school lessons. The work is aimed at describing the most important steps of this format, with its implications for teachers and students. and the theoretical base that highlights how and why it can be a useful tool to present content relevant for the current generation of students. The authors provide examples of how the graphic novel medium could be applied to English concepts and conclude with the future prospects of this studying/teaching tool."
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Lauritano, Steven. "The Case for Survey Eclecticism." In 108th Annual Meeting Proceedings. ACSA Press, 2020. http://dx.doi.org/10.35483/acsa.am.108.95.
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Imagine an architectural history survey course in which the diversity of interpretive approaches takes precedence over any attempted comprehensiveness of content. This paper examines the merits, and possible pitfalls, of such a class. Instead of asking students to work through a single textbook, an “eclectic survey” presents a chapter from a different book every week with each chapter carefully selected to highlight a distinctive interpretive tradition: Sigfried Giedion on Paleolithic Europe, Vibhuti Sachdev on Ancient South Asia, George Kubler on Ancient America . . . and so on. Together with the relevant details of buildings and artifacts, lectures in an “eclectic survey” course unpack the contexts and strategies that shaped each author’s approach to history. Working through such historiographical variety poses challenges for students and instructors alike, but the difficulties created by this “eclectic” approach are worth embracing – or so this paper argues – to the extent that they escape the expansionist mode of today’s global surveys, many of which are fueled by the misguided belief that an ever-more-granular expertise will one day deliver an all-encompassing picture of historical reality. If history has taught us anything, it is that its own interpretation remains perpetually in flux. Historians’ methodologies shift, often seismically, from one generation to the next. Why not equip architectural students to understand such changes and their motivations? Ultimately, an architectural survey guided by an ethos of eclecticism creates a better framework to discuss the consequences of choices historians have made and are still making.
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Rocaciuc, Victoria. "Book graphics in the creation of the plastic artist Liudmyla Kozhokar." In Patrimoniul cultural: cercetare, valorificare, promovare. Institute of Cultural Heritage, Republic of Moldova, 2021. http://dx.doi.org/10.52603/9789975351379.11.
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The fine arts artist Liudmyla Kozhokar had professional studies in Ukraine: the Arts Studio in Kherson (1975–1978) and the Ukrainian Polygraphic Institute „I. Fyodorov” in Lvov (1978–1983). Since 1984, Liudmyla Kozhokar participates in fine art exhibitions in Chisinau and abroad. Since then, the artist has collaborated with various Moldovan publishing houses, combining publishing with teaching in the field of fine arts. Since 1999 Liudmyla Kozhokar is a full member of the UAP of the Republic of Moldova, and since 2001 – a member of the A.I.A.P. UNESCO, Paris, France. Liudmyla Kozhokar’s works are in the collections of the National Art Museum of Moldova and in private ones in Romania, the Republic of Moldova, France, USA, Iraq, Italy, Germany, Japan, England, etc. The graphic designer illustrated books of different kinds: ABC books, textbooks, children’s stories, encyclopedic literature, etc. Liudmyla Kozhokar perceives each graphic book separately, finding new plastic formulas and stylistic methods, delving into the text and studying it to the last sentence.
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Vahldick, Adilson, and Douglas Linhares Bittencourt. "Creating an Augmented Book from a Geography Textbook." In 2019 IEEE 19th International Conference on Advanced Learning Technologies (ICALT). IEEE, 2019. http://dx.doi.org/10.1109/icalt.2019.00111.
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Khaled Ahmed, Khloud. "An interactive philosophical vision for textbook design to increase information value." In 11th International Symposium on Graphic Engineering and Design. University of Novi Sad, Faculty of technical sciences, Department of graphic engineering and design, 2022. http://dx.doi.org/10.24867/grid-2022-p67.
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This research aims to improve the visual design of information in primary school education by improving the structural and graphic design of the textbook through paper engineering of pop up interactive book based teaching material. The goal of the research is also to find a solution for textbook design that combines the benefits of an electronic book and an ordinary book by displaying images in three dimensions and content in an interactive manner to simplify and facilitate the information. The difficulty for primary school students to understand some curricula through ordinary textbooks is a research problem. In this study, we used a field study with a focus group discussion to achieve our goal, and we chose an informal ordinary book as the primary source, its title (into the crater of doom) and transforming its structure design into a pop-up book to present to primary school students and get their feedback on the method to design the pop-up book to use as an aid means of simplifying information for students, interacting with the book, and presenting the information in an interesting manner. The results of a discussion group with 33 primary school teachers divided into three groups revealed that 92% of them agreed that the design of the ordinary textbook should be updated. By presenting the researcher's pop-up book, all of them prefer to use the pop-up book as an aid in improving students' cognitive and intellectual skills. Furthermore, the results of the discussion groups with the students, a total of 35 students divided into three groups, revealed that all of them preferred to use the pop-up book in all textbooks, particularly science and social studies for 4th grade primary students. As well as making recommendations to the Ministry of Education on their performance regarding the positive impact on students of using pop-up books designed by the researcher as an aid means to students in schools and homes.
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Mizgulina, Mariya, Grigory Misochko, and Vladlena Fedianina. "Self-study book of the Japanese Language: theory and practice of development." In TSNI 2021 - Textbook: Focus on Students’ National Identity. Pensoft Publishers, 2021. http://dx.doi.org/10.3897/ap.e4.e0640.
Full textReports on the topic "Work with a textbook and a book"
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Panchenko, Liubov F., Tetiana A. Vakaliuk, and Kateryna V. Vlasenko. Augmented reality books: concepts, typology, tools. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/4414.
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The article discussed the usage of augmented reality books in educational process. The object of research is augmented reality books. The subject of the study is the concepts and classification of augmented reality books; digital story making tools that emphasize child-teacher co-operation; difficulties in augmented reality using. The methods of research are: the analysis of publications about the issue; the analysis of digital tools capabilities; systematization and generalization of research information. In the article the facet classification for augmented books is proposed; the main facets are: reality- virtuality continuum, type of augmented materials, device types, type of interaction, spatial space of book, book’s category. Content for a module of a specialty course about augmented reality books for the system of professional training and retraining for educators in postgraduate education is discussed. Some samples of tasks for educators are presented: audio augmented book about world’s books monuments; analysis augmented reality examples in the textbook of the New Ukrainian school (subject name, topic, didactic tasks, quality of implementation, directions of expansion etc.), search and analysis augmented books according to the professional interests of the educators; discussion how augmented reality can help to improve student motivation with accent to attention, relevance, confidence and satisfaction; group work about design and creation a fragment of own textbook with augmented reality.
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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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Lozynskyi, Maryan. Книгообмін Львівського державного університету імені Івана Франка: аналіз архіву з кінця 1940-х років. Ivan Franko National University of Lviv, 2023. http://dx.doi.org/10.30970/vjo.2023.52-53.11745.
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One of the components of the publishing activity (book exchange) of the Ivan Franko State University of Lviv in the post-war period, in particular, in 1946-1947, when the University, while reconstructing and repairing educational buildings, etc., began to build a publishing and printing base, has been revealed. It has been established that the administration of one of the leading educational institutions at that time encouraged the scientific and pedagogical staff to write and print teaching aids, textbooks, monographs, etc. in every possible way. The article analyzes archival documents testifying to the cooperation of the rectorate of the Ivan Franko State University of Lviv with some educational institutions of Ukraine and from outside its borders in the matter of exchange of scientific works written and published by researchers of the Franko University. This article will be of particular value primarily for those who are interested in the history of the Ivan Franko National University of Lviv concerning the development of the publishing business in the post-war period, as well as significant scientific works that were published within the framework of this educational institution. Keywords: book exchange, textbook, monograph, scientific notes, libraries, universities.
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Maiorino, Alexandre, William D'Andrea Fonseca, Ranny L. X. N. Michalski, and Olavo M. Silva. Book Reviews: Concert Halls and Opera Houses; Acoustic Array Systems: Theory, Implementation, and Application; Architectural Acoustics; and Acoustics - A Textbook for Engineers and Physicists (Vols. I & II). Sociedade Brasileira de Acústica, 2023. https://doi.org/10.55753/aev.v38e55.253.
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This text brings together four essential book reviews for professionals and students interested in acoustics, vibrations, and audio. The selected works range from fundamental principles to advanced applications, offering a comprehensive overview of subjects such as signal processing, microphone arrays, architectural acoustics, and practical studies. The first work, Concert Halls and Opera Houses: Music, Acoustics and Architecture by Leo Beranek, explores the relationship between musical art and the design of performance venues, highlighting how acoustics directly affects the listener’s experience. Next, Acoustic Array Systems: Theory, Implementation, and Application by Mingsian R. Bai, Jeong-Guon Ih, and Jacob Benesty, delves into microphone array technologies, examining beamforming theories and their practical applications. The third reference, Architectural Acoustics by Marshall Long, focuses on the principles of room planning and acoustic treatment, allowing greater control over noise and reverberations in different environments. Finally, Acoustics – A Textbook for Engineers and Physicists (Vols. I & II) by Jerry H. Ginsberg presents a comprehensive compendium on acoustics and vibrations, combining theory, computational modeling, and experiments. These concise and objective reviews provide initial insights into each author’s contributions, encouraging the complete reading of the works for a solid and up-to-date education in the field of acoustics.
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Jimenez, Emmanuel, Hugh Waddington, Neeta Goel, et al. Mixing and Matching: Using Qualitative Methods to Improve Quantitative Impact Evaluations (IEs) and Systematic Reviews (SRs) of Development Outcomes. Centre for Excellence and Development Impact and Learning (CEDIL), 2018. http://dx.doi.org/10.51744/cip5.
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Recent books about evaluations to study the quantitative impact of development programs and projects typically devote a chapter or two of the need to complement the analysis with other methods – specifically qualitative techniques. They often cite how qualitative techniques help explain the reason for positive or negative quantitative results. This is key if the one is to draw conclusions for accountability or for learning to improve future program design. Or they explain how qualitative work is critical to make sure that quantitative data are collected in the right way. Despite these textbook recommendations, there has been a wide range of experiences in how using both quantitative and qualitative methods have affected the overall quality of evaluations. In many cases, the qualitative analysis consists mostly of quotes to justify findings from the quantitative work. While this helps provide context, there is not much value-added beyond making the an otherwise ‘dry’ quantitative presentation more interesting. Some recent evaluations have begun to change this practice and have arguably improved the quality of impact evaluations in terms of their relevance, the inferences that are drawn from them and their applicability to policymakers and programme implementers. This includes the use of innovative techniques to form the specific evaluative questions being asked and tested, to gather the right type of data and information on outcomes and intermediating variables, to explain findings and to disseminate them to the appropriate decision-makers. This paper will review this work. It will canvass a purposeful sample of experts from a variety of disciplines to gather the success stories, and where apparently well-planned approaches have failed to add the value expected of them. It will then draw lessons for future evaluations as a basis for guidance on the use of mixed methods.
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Volodina, D. V., and T. V. Sorokina. Work book «English for engineers». Ailamazyan Program Systems Institute of Russian Academy of Sciences, 2021. http://dx.doi.org/10.12731/ofernio.2021.24874.
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NELYUBINA, E., and L. PANFILOVA. ASSESSMENT OF THE QUALITY OF EDUCATIONAL ELECTRONIC PUBLICATIONS AND RESOURCES. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2658-4034-2021-12-4-2-85-97.
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Now the whole life of a person has switched to online mode. These changes also affected the education system. This means the need to introduce new technologies into the educational process. Books, manuals, printed publications are being replaced by electronic educational resources. Providing up-to-date, verified information to students has always been and remains one of the most important functions of the teacher. Unfortunately, with the transition of training to the online mode, the teacher cannot use his literature when conducting classes. In this regard, there is a need to use electronic resources. On the one hand, the development of the global network implies the presence of a large number of a wide variety of sites, which cannot but be a positive aspect, because both the teacher and the student can independently choose a resource that will be most understandable. But on the other hand, the variety of Internet resources implies the presence of unverified, false information, which can negatively affect the quality of education. That is why it is necessary to analyze new information systems. The problem is the presence of a large number of information technologies and resources used in education. Purpose. The goal is to conduct a comparative analysis of educational electronic publications and resources most often used by teachers of the natural science cycle in terms of their fullness, accessibility and use in the educational process. Method or methodology of the work. The requirements for the organization of a comprehensive examination suggest an approach that includes an examination of technical and technological, psychological, pedagogical and design-ergonomic aspects of the creation and use of educational electronic publications and resources, in our work we were based precisely on generalized research methods: 1) Technical and technological expertise (technical component of the site, its position in the network). 2) Psychological and pedagogical expertise (component by the type of educational electronic publication or resource, level of education, type and form of the educational process, assessment of the content and scenario of the informatization tool). 3) Design-ergonomic expertise (assessment of the quality of interface components of educational electronic publications and resources, their compliance with uniform ergonomic, aesthetic and health-saving requirements; assessment of the quality of interface components of educational electronic editions and resources, their compliance with uniform ergonomic, aesthetic and health-saving requirements). Results. The main sites that are frequently used by teachers of the natural science cycle of disciplines are the Russian Textbook corporation, the Enlightenment group of companies, the Binom publishing house, the Digital Age School, the practical significance of the study is determined by the high level of readiness of the results obtained, during the study it was found that it is advisable to introduce an information-electronic educational site - the Russian textbook corporation - into the pedagogical practice of the implementation of natural science subjects. The advantages of this server were established and recommendations for its use in the educational process were developed. Practical implications: the results obtained are expedient to be applied in educational institutions of the Russian Federation.
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Oza, Shardul, and Jacobus Cilliers. What Did Children Do During School Closures? Insights from a Parent Survey in Tanzania. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/027.
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In this Insight Note, we report results of a phone survey that the RISE Tanzania Research team conducted with 2,240 parents (or alternate primary care-givers) of primary school children following the school closures in Tanzania. After the first case of COVID-19 was confirmed in Tanzania on 16 March 2020, the government ordered all primary schools closed the following day. Schools remained closed until 29 June 2020. Policymakers and other education stakeholders were concerned that the closures would lead to significant learning loss if children did not receive educational support or engagement at home. To help stem learning loss, the government promoted radio, TV, and internet-based learning content to parents of school-age children. The primary aims of the survey were to understand how children and families responded to the school closures, the education related activities they engaged in, and their strategies to send children back to school. The survey also measures households’ engagement with remote learning content over the period of school closures. We supplement the findings of the parent survey with insights from interviews with Ward Education Officers about their activities during the school closures. The survey sample is comprised of primary care-givers (in most cases, parents) of students enrolled in Grades 3 and 4 during the 2020 school year. The survey builds on an existing panel of students assessed in 2019 and 2020 in a nationally representative sample of schools.4 The parent surveys were conducted using Computer Assisted Telephonic Interviewing (CATI) over a two-week period in early September 2020, roughly two months after the re-opening of primary schools. We report the following key findings from this survey: *Almost all (more than 99 percent) of children in our sample were back in school two months after schools re-opened. The vast majority of parents believed it was either safe or extremely safe for their children to return to school. *Only 6 percent of households reported that their children listened to radio lessons during the school closures; and a similar fraction (5.5 percent) tuned into TV lessons over the same period. Less than 1 percent of those surveyed accessed educational programmes on the internet. Households with access to radio or TV reported higher usage. *Approximately 1 in 3 (36 percent) children worked on the family farm during the closures, with most children working either 2 or 3 days a week. Male children were 6.2 percentage points likelier to work on the family farm than female children. *Households have limited access to education materials for their child. While more than 9 out of 10 households have an exercise book, far fewer had access to textbooks (35 percent) or own reading books (31 percent). *One in four parents (24 percent) read a book to their child in the last week.
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Syisoeva, S. V. Electronic textbook on the course «Lexical and phraseological work in primary school». Ryazan State University named for S.Yesenin, 2024. https://doi.org/10.12731/ofernio.2024.25399.
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Dmytrovskyi, Zenon. THE TEXTBOOK, THAT TEACHES AND BRINGS UP. Ivan Franko National University of Lviv, 2022. http://dx.doi.org/10.30970/vjo.2022.51.11414.
Full textAbstract:
The review is about textbook on television and radio communication for students, teachers of faculties and departments of journalism, as well as journalists-practitioners, prepared by the author’s team edited by Vasyl Lyzanchuk. Textbok absorbed some considerations and conclusions from previous theoretical developments, which found a new meaning here, deeper argumentation, supplemented by many interesting observations that correspond to the spirit of the time, the innovations that have appeared in recent years in the media space of Ukraine. The textbook has ten sections, each of which is designed to enrich the student with knowledge of television and radio communications, teach him or her all that a media professional should know and be able to apply it in practice. The titles of the sections indicate their practical orientation: «Basic methodical measures of functioning of information radio and television genres», «How we analyze, interpret, explain facts, events, phenomena», «Features of the creation of artistic programs on radio and television» and others. All sections of the textbook are meaningfully connected and constructed in such a way as to provide students with the opportunity to gradually, step by step to deepen their theoretical and practical knowledge of television and radio communications. This is undoubtedly the merit of the authors of the edition. The student will benefit from the numerous examples of television and radio materials prepared by the students themselves. Their creative work should convince that this work can serve as a stimulus for creative work for future journalists during their years of study. In addition to professional competence, as rightly emphasized in the textbook by Professor Vasyl Lyzanchuk, “It is very important to form in students, future journalists, socio-national competence, deep understanding of the essence of freedom of speech and responsibility for the content of the spoken word and image, to develop the belief that they are active participants in the Ukrainian state-building processes, and not intermediaries or repeaters of information”. It should be noted that the educational element is present throughout the textbook starting with the first chapter, historical (author Professor Ivan Krupskyi). While studying this textbook, students should realize that from the honor of journalists, their dignity, patriotism depends on the honor, authority, bright name of Ukraine, its future; that their assertion of Ukrainian national identity is the key to further prosperity of our state.