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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).
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Kanwar, Sofia. "Matematikbokens vikt i undervisningen : The importance of the mathematics book in teaching." Thesis, Luleå tekniska universitet, Pedagogik, språk och Ämnesdidaktik, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-76001.
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Hur använder lärare matematikboken i dagens undervisning? Dominerar boken undervisningen eller fungerar den som ett redskap, en så kallad artefakt? Syftet med denna studie är att undersöka matematikbokens vikt i dagens undervisning i årskurs tre, genom en kvalitativ metod. Studiens två forskningsfrågorundersökgenom observationer och semistrukturerade intervjuer med tre olika respondenter och tre olika skolor. Datainsamlingen analyseras med fenomenografisk forskningsansats skolinspektionens analysschema. Samtliga lärare som medverkade i studien hävdar att matematikboken är grundläggande i undervisningen samt att matematikboken används till åttio procent i undervisningen. Lärarna belyser att tiden är knapp och matematikboken underlättar tidsmässigt. Resultaten som framkom i studien är att matematikboken dominerar undervisningen. Elever arbetar i stora drag enskilt i matematikboken eller med material som är framtaget från matematikboken under lektionerna. Slutsatsen i denna studie är att det inte råder någon större individualisering eller socialt samspel i klassrummen på grund av den stora del enskilda arbete, lärare använder till största del material från matematikboken eller matematikboken. Slutligen visar både observationer och intervjuer att matematikboken dominerar undervisningen tidsmässigt. Stora undersökningar som TIMSS och PISA visar att nordiska länder använder matematikboken mer än övriga länder, samt ett nedåtgående resultat i matematik för Sverige. I denna studie undersöks matematikbokens vikt i dagens undervisning.<br>How do teachers use the mathematic textbook in teaching today? Is the mathematic textbook dominant in teaching or is it used as a tool, a so-called artefact? The purpose is to examine the importance of mathematical textbook in today´s teaching in grade three, through a qualitative method. The study two research questions are examined by observations and semi-structured interviews with three different respondents and schools. The data collection is analyzed with phenomenografic research approach. All teachers that participated in the study claim that the mathematic textbook is fundamental in the teaching and that the textbook is used to eighty percent in teaching. The teachers assert that there is very little time and that the mathematic textbook facilitates time. The results that emerged from the study are that the mathematic book dominates the teaching. Pupils generally work individually in the mathematics book or with material that is proceed from the mathematic book during the lessons. The conclusion in this study is that there is no major individualization or social interaction in the classroom because of the large proportion of individual work, teachers mostly use materials from the mathematics book or the mathematic book. Finally, both observations and interviews show that the mathematical book dominates teaching in time. Large studies such as TIMSS and PISA shows that Nordic countries use the mathematics book more than other countries, and a falling result in mathematics in Sweden. The importance of mathematical textbook in teaching is examined in this study.
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Lavery-Medd, Ruth E. "Toward a sexual theology for today a source book /." Theological Research Exchange Network (TREN), 1992. http://www.tren.com.
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Kohashi, Andrea Aya. "A question of efficiency." Thesis, University of Iowa, 2015. https://ir.uiowa.edu/etd/1666.
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Teo, Peter Yoke Teck. "The language of receptivity in the book of Acts and its significance to evangelism and church growth." Theological Research Exchange Network (TREN), 1993. http://www.tren.com.
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McKay, Elizabeth Anne. ""Rip that whole book up - I've changed" : life and work narratives of mental illness." Thesis, University of Strathclyde, 2002. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=21202.
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Women with enduring mental illness are little considered in research and there is a dearth of occupational therapy literature concerning mental illness, although a third of therapists work in this speciality. This study explored two groups of women within a Scottish context. Phase One involved five women who lived with enduring mental illness, and Phase Two included sixteen occupational therapists who worked in mental health settings with similar women. Qualitative methodology, specifically, life history and focus group interviews, were used to give voice to the women's life and therapists' work experiences. The data from the women's life history interviews was analysed using narrative analysis. This produced a unique, powerful narrative for each illustrating their complex, individualised experiences, allowing insight into and understanding of effects within their lives. This data was then analysed using constant comparative analysis. Six themes portrayed their lives. The findi ngs highlighted the women's experiences as victims and importantly, as agents for themselves and others. Related to their personal agency was the need for future goals and hopes to be recognised and nurtured by health professionals. Furthermore, the significance of the women's experiences along the continuum of motherhood adds to our understanding of the long-term impact of continuing mental illness on women, their children and families. Overall, the women identified that they were experts in their own lives. The focus group material was also subjected to constant comparative analysis. Five themes encapsulated the processes that underpinned therapists' interventions and the inter-dependency of their actions within specific work contexts. Comparison across the two groups of women revealed three common issues: their need for safe environments, their feelings of powerlessness and the importance of being heard. These findings have implications for occupational therapy practice and research specifically as well as conveying important lessons to other professionals.
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Burlingame, Terry D. "Biblical counseling to the military the book of Joshua as a model /." Theological Research Exchange Network (TREN) Access this title online, 1990. http://www.tren.com/search.cfm?p036-0111.
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Mahama, Anatu K. "Analysing law and policy, and the contributions of government-sponsored institutions to publishing development." Thesis, Loughborough University, 2017. https://dspace.lboro.ac.uk/2134/32412.
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This thesis examines law and policy in the book publishing industry in Ghana, with an evaluation of the success of government-sponsored institutions that have been established for the purpose of publishing development in the country. Issues concerning publishing development in Ghana and other countries in Africa have attracted considerable debate and coverage in the literature. The focus of the debate has been mainly centred on challenges confronting publishing development in the continent and the promotion of sustainable schoolbooks provision. Whilst there is a body of existing literature on the historical development of book publishing and its challenges, the role of law and policy, and the contributions of government-sponsored institutions to publishing development has not been explored. This thesis therefore provides the first analysis of law and policy, and an evaluation of government-sponsored institutions. In an attempt to fill this gap, this research identifies law and policy, examines the rationale for policy formulation, the policy-making process itself, the experiences of various stakeholders in the formulation of these policies and issues relating to the implementation of policy. It also evaluates the success of government-sponsored institutions by examining how their work has influenced book development and publishing in the country. The data for this research comprise legislation, policy documents and recorded interviews. These were analysed using the framework that was developed for book policy analysis. The use of the framework has been particularly useful in the analysis because it is compatible with the critical realist approach. Over two empirical chapters, the use of content analysis provides a thorough insight of the social, economic and political context, within the context of Ghana, for which institutions dedicated to publishing development were established as well as the formulation of book policies. Although government-sponsored institutions have provided considerable support to publishing development, the findings suggest that their operations are hindered due to a lack of funds and logistics. The findings again suggest that both national and international legislation have not been adequately beneficial to publishing development. A third empirical chapter, which focuses on the interview data for policy development offers an in-depth analysis into the policy-making process and the challenges that are associated with the implementation of policy. The findings suggest existing policy is limited in terms of scope of book publishing, and even with this limitation, there is a lack of transparency in the procurement process. A major challenge of the book publishing industry in Ghana is the lack of resources to enforce legislation and implement policies. Public policy analysis is not a new concept, however this research developed a framework for book policy analysis, a framework that combines concepts from general public policy analysis and in the specific area of information science as well as guidelines from UNESCO s guide to formulating book policies in a way that allowed the content of book policies to be analysed. The research also recommends that institutions should be strengthened through review and restructuring, and to review the textbook policy towards the development of a national book policy that will recognise book publishing as a strategic national industry.
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Carroll, Patrick James. "Investigation Into the Use of a Collaborative E-Book Reader AmongIntroductory Physics Students." Miami University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1564499307072144.
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Peyton, Pauline Rennie. "Dignity at work : eliminate bullying and create a positive working environment : the development of a useful textbook for helping professionals." Thesis, Middlesex University, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.405050.
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Powers, Leo. "The use of feedback and small discussion groups in improving the effectiveness of preaching from the Book of Amos." Theological Research Exchange Network (TREN), 1994. http://www.tren.com.
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Nobles, Heidi Gabrielle Barcus James E. "A collaborative work of art in action : the 1979 American Book of Common Prayer, Rite II /." Waco, Tex. : Baylor University, 2006. http://hdl.handle.net/2104/4836.
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Borg, Farhana. "Integration of immigrants and cultural diversity : An analysis of one textbook and its workbook for upper secondary English A published in Sweden in 2004." Thesis, Högskolan Dalarna, Pedagogiskt arbete, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:du-30035.
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The objective of this thesis was to describe how a contemporary textbook and its workbook forSwedish upper secondary English A course reflects integration of immigrants and fundamentalvalues for a society based on cultural diversity. A textual analysis of the texts in the textbook,questions and activities in the workbook, and a visual analysis of the images of the textbook werecarried out using quantitative and qualitative methods. The result of the study indicates that thethemes, texts, personalities, writers and images of the textbook appear to be selected consciouslyto avoid portraying stereotype messages and views of “them”, who are different. Although thereare a couple of stereotype messages, the textbook offers teachers and pupils of English A coursea wide range of texts and images, including activities in the workbook, which can be used to meetthe goals in LPF 94 regarding integration of immigrants and fundamental norms and values for asociety based on cultural diversity.
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Unwin, Charles. "Dramatization and philosophy of history in Orange Book explication of a site-responsive work and its research." Master's thesis, University of Cape Town, 2012. http://hdl.handle.net/11427/10876.
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Includes bibliographical references.<br>The explication presents Orange Book as a piece of site-responsive public space performance, showing how similar patterns of thought and feeling emerging in both research and artwork led to elaborating the notion of an art methodology for the work. The explication further considers a process of research into drama and history in relation to contemporary performance: where narrative dramatic forms,whether organic or fragmented, show history as a fait accompli, an aesthetic orientation around open structures and non-narrative performance modes allows for a constructive, ethically directed, philosophical engagement with historical process. The explication thus demonstrates implications of biography, philosophy, history and dramatization in my search for a distinctive performance idiom.
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Trotter, Alan. "Bodies of work : B.S. Johnson's pages, Alasdair Gray's paragraphs, and interventions into the anatomy of the book." Thesis, University of Glasgow, 2015. http://theses.gla.ac.uk/6852/.
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This thesis is made up of five parts: a critical dissertation, a video essay, a novel and two short stories. The first part, the dissertation, is on what it terms body texts: literature that makes deliberate, creative use of its form. This is literature that can’t be considered as simply (to use Genette’s definition of a literary work), ‘a more or less long sequence of verbal statements, more or less endowed with significance,’ [Paratexts, p1] but is inseparable from its incorporate existence, whether that existence is physical or digital. Using the work of B.S. Johnson and Alasdair Gray – as authors who have creatively occupied typesetting and production to create fiction that extends beyond the purely verbal – the dissertation considers the antagonistic responses that can often attend to formal devices (such as Johnson’s) and how small departures from convention, for example the formatting of paragraphs (in the work of Gray), can have a meaningful aesthetic impact on the work. It considers the difficulties that can accompany attempts by the author to occupy the paratext of their work; how the rise of digital reading environments both encourage formal experimentation, by introducing new capacities to the work, and discourage it, by creating a marketplace in which a work is expected to be disembodied and transposable; and it argues for the pleasures of the body text. It also positions these concerns in the context of my own creative work, including in some of the fiction included in the thesis. There is then a video essay, B.S. Johnson vs. Death, made using footage from Johnson’s film work. Following this is the novel, Muscle, and the two short stories: ‘Shark’ and ‘The Brain Drawing the Bullet’, a digital short story created to be read in a web browser.
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Lovell, Nathan Hains. "The Book of Kings and Exilic Identity: 1 and 2 Kings as a Work of Political Historiography." Thesis, The University of Sydney, 2019. http://hdl.handle.net/2123/20228.
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This thesis proposes that 1 and 2 Kings might be read as a work of written history, produced with the explicit purpose of shaping the communal identity of its first readers in the Babylonian exile. For those readers, much of what it had meant to be Israel had been lost in the events of 587 BCE, including the temple, the land promised to the ancestors, and the Davidic king. By drawing on sociological approaches to the role historiography plays in the construction of political identity, I propose the book of Kings is intended to reconstruct a sense of Israelite identity in the context of these losses. I argue that the book of Kings moves beyond providing a reason for the exile in Israel’s history, and beyond even connecting its exilic audience to that history. The book recalls the past in order to demonstrate what it means to be Israel in the (exilic) present, and to encourage hope for the Israelite nation in the future. After developing a reading strategy for 1–2 Kings that treats the book as a coherent narrative, I examine the construction of Israelite identity within Kings under the headings of covenant, nationhood, land, and rule. In each case I argue that the narrative of the book creates room for a genuine but temporary expression of Israelite identity in exile: genuine to show that it remains possible for Israel to be Yahweh’s people during the exile, but temporary to encourage hope for a future restoration.
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Graebing, Jeffrey P. "Waiting for the promise of the Father the work of the Holy Spirit in the Book of Acts /." Theological Research Exchange Network (TREN), 1998. http://www.tren.com.
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Possatti, Giovana Marzari. "Proposta de conjunto de diretrizes editoriais para o design de livro didático digital interativo para Tablet." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2015. http://hdl.handle.net/10183/134885.
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Esta pesquisa, de caráter exploratório e descritivo, teve como objetivo propor um conjunto de diretrizes editoriais avaliadas e hierarquizadas para projeto de livro didático digital interativo para tablets com ênfase em livros com volume de texto. Para tanto, a revisão de literatura abordou as áreas principais de Design envolvidas no objeto em questão, tais como Interface, Interação, e Editorial (impresso e digital), sendo esta última, o foco da pesquisa. Para a obtenção e sistematização das diretrizes, empregou-se o método Mapas de Conceitos (TROCHIM, 1989) composto por cinco etapas: i. Preparação das referências – seleção de 34 referências da literatura acadêmica, sites/blogs de editoras, designers, sistemas operacionais que apresentassem diretrizes de design editorial tanto impresso quanto digital. ii. Compilação das diretrizes – listagem inicial de 1052 diretrizes pesquisadas que após oito iterações de análise de redução, aglutinação e agrupamentos, foi reduzida para 78 diretrizes redigidas e sistematizadas em cinco grupos temáticos. iii. Estruturação das diretrizes – foram levantadas informações sobre similaridade conceitual entre as diretrizes compiladas bem como avaliação da utilidade das mesmas para este tipo de publicação. Esta etapa ocorreu mediante técnica de card sorting aplicada a 15 especialistas da área editorial. iv. Representação das diretrizes – os dados coletados no card sorting passaram por análises de escala multidimensional (MDS) e hierárquica de grupo (HCA), as quais possibilitaram representar as relações conceituais entre diretrizes e grupos mediante mapas de conceito e dendogramas. E v. Interpretação dos mapas e dendogramas resultantes. Esse processo resultou, posteriormente à realização de todas as etapas e onze iterações, em um conjunto de 60 diretrizes, avaliadas pelos especialistas, sistematizadas em quatro grupos temáticos. Esperase que o conjunto de diretrizes possa auxiliar designers e profissionais de editoras, e demais interessados, no projeto editorial de livros didáticos digitais interativos.<br>This exploratory and descriptive research aimed to propose a set of editorial design guidelines evaluated and hierarchized to project of interactive digital textbook for tablets with emphasis on textbooks with text volume. Therefore, the literature review addressed the main areas of Design involved in the subject matter, such as Interface, Interaction, and Editorial (printed and digital). The latter area is the focus of the research. To obtain and systematize the guidelines, we used as a methodological procedure the method of Concept Maps (TROCHIM, 1989) wich consists of five steps: i. Preparation of references - selection of 34 references of academic literature, websites/blogs publishers, designers, operating systems to submit editorial design guidelines both printed and digital. ii. Compilation of guidelines - initial listing of 1052 guidelines researched that after eight iterations of reduction, assemblage and groupings analyses, it was reduced to 78 written guidelines and systematized in five thematic groups. iii. Structuring guidelines – we raised information on conceptual similarity between the compiled guidelines and assess the utility of the same for this type of publication. This step occurred through card sorting technique applied to 15 experts of the editorial area. iv. Representation of the guidelines - the data collected in card sorting underwent analyses of multidimensional scaling (MDS) and hierarchical clusters (HCA), which made it possible to represent the conceptual relations between guidelines and groups by concept maps and dendograms. And v. Interpretation of maps and dendograms. This process finalized, following the completion of all stages and eleven iterations in a set of 60 guidelines evaluated by experts, systematized in four thematic groups. We expected that the set of guidelines will help designers and publishers professionals, and other interested parties on editorial design of interactive digital textbooks.
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Ariss, Michelle. "The rise and demise of a book-review magazine interpreting the cultural work of Books in Canada (1971-2008)." Thèse, Université de Sherbrooke, 2011. http://savoirs.usherbrooke.ca/handle/11143/2841.
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This interdisciplinary study examines the contribution that a book-review magazine makes to the cultural identity of its readers. It is the result of reflections on the cultural work of Books in Canada , on whether or not this periodical was a cultural worksite and if that is the case how it performed that cultural work. In addition, it interrogates factors that may have contributed to the magazine's demise. The study affirms that Books in Canada, a cultural enterprise from 1971 to 2008, mirrored and helped to shape book and literary culture in Canada through its circulation, through the personalities of its editors, through its front covers and through its reviewers and their reviews. Furthermore, it proposes that the demise of the enterprise was due to a combination of factors. The study begins with an introduction to book reviewing and special-interest magazines. Chapter I examines the interplay between selected visual and textual contents published in Books in Canada in its founding years. These components reflected and helped to fuel the cultural nationalism that was sweeping Canada subsequent to the 1967 World's Fair in Montreal. There were also persistent rumours and comments about the magazine that caused certain"cracks in the foundation" to appear. Chapter II compares the aims and editorial challenges of Val Clery, founder of Books in Canada , with those of Adrien Thério, founder of Lettres québécoises, and of the editors of the magazines' twentieth-anniversary issues, Paul Stuewe in the case of the former and André Vanasse in the case of the latter. Evidence in the content of the magazine, editorial and otherwise, indicated that the"contracts" that the editors made with their readers over the years were similar, to reflect and shape a cultural identity, but the result of their"projects," that is, the nature of those identities, was distinctly different. Evidently then, personal aims, preferences and political leanings of editors can have a major impact on the content of a book-review magazine and thus on the cultural work that it does. Therefore, in Chapter III, I focus on selected contents published during the tenures of two of Books in Canada 's key editors, Paul Stuewe and Olga Stein, in order to understand ways that their choices constituted a form of cultural work. The second part of this chapter moves from an analysis of the cultural work of editors to an examination of the cultural work of reviewers. Here, through a close-reading of a selection of reviews published in Books in Canada, and in other periodicals, I argue that reviewers do cultural work in the way that they negotiate their presence in a review, and in how they signal that presence through lexical choices and through the degree of intellectual interaction that they invite. Intellectual interaction is at the core of Chapter IV.This chapter consists of close readings of some of the"billboards" of the enterprise, that is, the front covers of Books in Canada , in order to show how these important components do cultural work by requiring readers to make an intellectual leap from image to text. Chapter V suggests that book reviews, the company's"bills of goods," do cultural work in much the same way as the paratexts of a book. One of my own reviews is offered as a case-study along with a number of other reviews of how central components of a book-review magazine do cultural work through the illocutionary force of their sentences. The first part of Chapter VI, the final chapter, measures the legacy of the magazine, in particular, the annual Books in Canada First Novel Award. Created in 1976, this prize is awarded to the author of the novel judged by a Books in Canada prize committee to be the best first novel in English of the year. The second part of Chapter VI sheds light on factors that may have contributed to the closure of the enterprise, including the copyright uproar that accompanied the agreement that Adrian Stein, publisher of Books in Canada and Olga Stein's husband, made in 2001 with the online book merchant, Amazon.com. Furthermore, this penultimate section of the study suggests that one of the most important factors in the magazine's demise was the decision by the Steins to exploit their position as owners, publisher, and editor of a book-review periodical, a government-subsidized one at that, to publish their own lengthy pre-trial defense of Conrad Black. The chapter then zooms back from the particular to the general with a broader consideration of the impact of technology and globalization on the book industry and on the ability of Books in Canada to survive in any form, print or digital.
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Johnsson, Harrie Anna. "Staten och läromedlen : En studie av den svenska statliga förhandsgranskningen av läromedel 1938-1991." Doctoral thesis, Linköpings universitet, Avdelningen för didaktik och forskning om pedagogiskt arbete (DIPA), 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-18312.
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Studien handlar om statlig påverkan på skolans läromedel. Här studeras såväl de politiska besluten om, som det konkreta genomförandet av, den svenska statliga förhandsgranskningen av läromedel, från starten 1938 till avskaffandet 1991. De politiska besluten och genomförandet sker på skilda arenor. Med hjälp av teoretiska begrepp från såväl läroplansteori som statsvetenskaplig implemen-teringsteori synliggörs och analyseras de olika arenorna samt relationerna mellan dem. Den politiska debatten studeras genom det offentliga trycket. Studien visar att granskningen infördes i politisk enighet och avskaffades helt utan politisk debatt. De politiska argumenten för granskning har varit att hålla priserna på läroböcker nere samt säkra läromedlens kvalitet. Vad som avsågs med kvalitet har dock varierat mellan olika aktörer och över tid. När det gäller genomförandet av granskningen studeras både Läroboks-/Läromedelsnämndens instruktioner till granskarna, och granskarnas utlåtanden om läromedel i samhällskunskap för gymnasieskolan. Den reella granskningen hade ofta fokus på att söka sakfel i läromedlen. Under 1970-talet fick objektivitetsfrågor genomslag i granskningen. Läroplanen, som betonades på den politiska arenan, användes dock i mindre utsträckning i det reella genomförandet av granskningen. Styrningsresultatet var beroende av aktörerna på realiseringsarenan och deras förståelse, vilja och kunnande. Styrningen kunde dock, i vissa fall, nå ända fram och påverka lärobokstexten. I dessa fall fanns en fungerande styrning från politisk debatt, via lagtext och granskning till en förändrad läromedelstext.<br>This thesis focuses on the state's influence on Swedish textbooks. From 1938 to 1991 the Swedish state had an official approval scheme for examining books before they could be used as textbooks in Swedish schools. The aim of this thesis is to examine both the political discussion about, and the actual implementation of, the approval scheme in Sweden between 1938-1991. The political decision making and the implementation of the reforms took place in different contexts. With the help of curriculum theory, in combination with concepts of implementation from political science, these two different contexts and the relation between them are analyzed. The study shows that, in the 1930s, there was a political consensus to have an official approval scheme. In the 1990s the approval scheme was repealed without any political debate. When it comes to the implementation of the approval scheme the approval committee's guidelines and the examiners' statements about civic textbooks for upper secondary school are studied. It is found that the reviews often focused on finding factual faults. During the 1970s a focus on objectivity became common in the reviewers' statements. The national curriculum, a product of a political compromise often referred to by the politicians, was, however, less used in the implementation of the approval. The study shows that the implementation of the approval scheme was dependent on the actors understanding, willingness and ability to implement. But the study also shows that in certain cases the approval scheme could result in major changes in the textbooks.
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Säll, Esmeralda, and Anna Sörbom. "Coffee table-böcker eller praktverk – begrepp, attityder och arbetssätt : Djupintervjuer med grafiska formgivare och förlagsanställda." Thesis, Högskolan Dalarna, Grafisk teknologi, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:du-15633.
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Åtta semi-strukturerade djupintervjuer genomfördes i syfte att kartlägga svenska formgivares och förlagsanställdas strategiska och kreativa arbetsprocess samt olika attityder vid arbetet med praktverk och coffee table-böcker. Dessa böckers termer och definitioner diskuterades även, samt boktypens förut-sättningar och utmaningar på marknaden. I denna rapport presenteras funna teman rörande dessa tankemönster och attity-der, samt en generell beskrivning av arbetsprocessen. Produktionen av coffee table-böcker och praktverk fanns vara komplex på grund av att den involverade många personer, tog lång tid i anspråk, var kost-sam och hade relativt små vinstmarginaler vilket därmed kunde förenas med vissa risker. Respondenterna upplevde generellt arbetet som spännande, roligt och givande.Studien belyser även förekomsten av en viss diskrepans vad gäller associationerna till termerna ”coffee table-bok” och ”praktverk”. Coffee table-böcker ansågs främst av de förlagsanställda ha ett innehåll av lägre kvalitet jämfört med det hos ett praktverk.<br>Semi-structured, in-depth interviews with eight Swedish graphic designers and employees at publishing houses were carried out with the purpose of mapping the strategic and creative work process of producing Coffee table books and Luxury works (Swedish praktverk), as well as respondents attitudes towards these processes.The three main steps identified in the process are presented and compared to results in previous studies. The production of these books was found to be complex due to the number of people involved, the time required, the costs involved and the relatively small profit margins. All of which increase the exposure to certain risks. The re-spondents however found the work to be exciting, enjoyable and fulfilling.In addition to this the study discovered the inconsistency between the definition of “Coffee table book” and “Luxury work” and what was found to be the com-monly accepted understanding of these. This applied particularly to the term “Coffee table book,” where some respondents associated the term to a lower standard of literature. The terms and definitions of these books will be dis-cussed as well as the market condition described by the respondents.
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Mårtensson, Sofie. "Matematikundervisningens varierade arbetssätt : En kvalitativ undersökning om tre grundskolelärares undervisningsmetoder inom matematik." Thesis, Södertörns högskola, Lärarutbildningen, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-5371.
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There is a constant change in the world of school, new curricula and syllabi are made and the view of teaching and learning is changing. The desire to improve maths teaching in Swedish schools is strong, especially by laboratory work. How is it then that several teachers in our schools are still using the traditional way of teaching mathematics, which I consider to be relying a lot on the textbook and work for an automated approach? The purpose of my study is to investigate how three different math teachers on an F-5 school in the southern Stockholm area, choose to work with mathematics and why they choose to work according to a special approach. In order to obtain the information I seek, I have chosen to use the qualitative method to get a better understanding of my results. I have both observed the teachers during mathematics lessons on multiple occasions and interviewed the three teachers individually. The theories I have chosen to support my thesis on are the socio-cultural perspective and the cognitive perspective. Based on the results of my investigation I found that teaching in general assumes a lot from the textbook. Teachers in the survey feel a sense of security, to build upon the textbook, which they consider covers much of the knowledge students should have. The teachers use the textbook as a base and complements with laboratory features and communicate mathematics. The approach they choose to use has a lot of time allocated for teaching mathematics. Time isn’t enough for all the teachers to do what they want and they are worried that students will forget the basics of mathematics. Even the large number of students in the class plays the role of the choice of working, because all students should have time to develop.
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Parmenius, Alf. "Läroboksanvändande i matematikundervisningen : Unga elevers uppfattningar och attityder." Thesis, Högskolan Dalarna, Pedagogiskt arbete, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:du-27486.
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Matematikläroboken har potential att användas på flera olika sätt, för att mediera matematiska kunskaper. Trots detta visar forskning att den av ett flertal lärare i olika länder främst betraktas som en källa för övningsuppgifter. Denna studie antar ett elevperspektiv i syfte att skapa kunskap kring unga elevers uppfattningar av läroboksanvändande i matematikundervisningen, och deras attityder till läroboken. En fenomenografisk analys av data insamlad genom intervjuer med elever i årskurserna 1–3 visar på att matematikläroboksanvändandet kan beskrivas utifrån fem olika kategorier: Matematikläroboken som individens redskap Matematikläroboken som gemensamt redskap Matematikläroboken som kompletterat redskap Matematikläroboken som konkurrensredskap Matematikläroboken som likriktande redskap Matematikläroboken är ett redskap som elever använder både individuellt och i samspel med andra, för att utveckla matematiska kunskaper och förmågor. Samtidigt reglerar den vilka matematiska innehåll som ska bearbetas och framförallt när dessa innehåll ska bearbetas. Elevers attityder till läroboken varierar från synnerligen positiva till övervägande negativa. Antalet övningsuppgifter och deras upplevda svårighetsgrad associeras med både negativa och positiva attityder beroende på elevers individuella förväntningar och preferenser.<br><p>Matematik</p>
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Júnior, José de Souza Muniz. "O trabalho com o texto na produção de livros: os conflitos da atividade na perspectiva ergodialógica." Universidade de São Paulo, 2010. http://www.teses.usp.br/teses/disponiveis/27/27152/tde-17022011-122845/.
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Este trabalho tem como objeto um conjunto de práticas profissionais, a que denomino intervenção nos textos (IT), cuja finalidade é tornar um texto publicável em livro. Discuto a atividade concreta de autores, editores, preparadores e revisores que interferem, sucessivamente, nas formas que um escrito toma antes de sua publicação. O objetivo central do estudo foi compreender o cotidiano desses trabalhadores, a partir de suas condições objetivas e subjetivas, e das vozes que emergem socialmente para comentar sua atividade. Os referenciais teóricos se organizam em três eixos: o da comunicação (particularmente a teoria das mediações, de Martín-Barbero), o da linguagem (particularmente a abordagem dialógica do discurso) e o do trabalho (particularmente a abordagem ergológica da atividade). Desse cruzamento surge a perspectiva ergodialógica do conflito de normas consideradas dispositivos de prescrição organizados discursivamente. A primeira parte do estudo empírico consistiu no levantamento de textos normativos, opinativos e científicos sobre o tema. A segunda consistiu na coleta de depoimentos de quatro sujeitos envolvidos na IT de um livro, a partir de roteiro semiestruturado e de autoconfrontação simples. A análise desses enunciados sugere duas conclusões principais: (i) a validade da abordagem ergodialógica para o estudo da intervenção nos textos e do trabalho em comunicação; (ii) o caráter complexo e problemático do fazer editorial na atualidade.<br>This paper analyses a set of professional practices I call text intervention (IT) which intend to make a text publishable as a book. I discuss the concrete activity of authors, editors, copyeditors and proofreaders that interfere, sequentially, in the features of a written text before its publishing. The main objective was to understand their everyday work, based on their material and subjective conditions, and the social voices that comment their activity. The theoretical references are organized in three guidelines: communication (particularly Martín-Barberos mediations theory), language (particularly the dialogic approach to discourse) and work (particularly the ergologic approach to activity). From this intersection appears an ergodialogic approach to the value conflicts considering values as prescription tools discursively organized. The first part of the empirical study consisted in the selection of some normative, opinionative and scientific texts about this subject. In the second part I collected testimonies from four people involved in a book IT, in which I adopted semi-structured interviews and simple autoconfrontation. The analysis suggests two main conclusions: (i) the validity of ergodialogic approach for the study of text intervention and media work; (ii) the complex and contradictory nature of publishing practices nowadays.
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Baranová, Petra. "Návrh středoškolské učebnice účetnictví pro obor vzdělávání Veřejnosprávní činnost." Master's thesis, Vysoká škola ekonomická v Praze, 2015. http://www.nusl.cz/ntk/nusl-201817.
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This thesis deals with a proposal of high-school course book for the specialization "Public Administration". The aim of the thesis is to offer the textbook of accounting for public sector which covers the needs of both teachers and students. For this purpose, the survey was performed firstly. The respective survey showed that no suitable textbook had been available on the market. The teachers usually use the course book of P. Štohl. Both students and teachers agree on the requirements for this type of textbook. One of them is a lot of practical examples for practicing, then clear arrangement, simplicity and colourfulness. Further to the requirements stated above, I tried to compile such a textbook. The text is divided into chapters according to the accounting classes order. In each chapter, brief summary of the related theory and solved examples are included. Then, additional examples for practicing are available after the end of chapter; their results can be found at the end of the textbook.
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East, Bradley Raymond. "The Church's Book| Theology of Scripture in Ecclesial Context in the Work of John Howard Yoder, Robert Jenson, and John Webster." Thesis, Yale University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10783446.
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<p> Theological interpretation of Scripture has been ascendant in recent decades, and theologians and biblical scholars from a variety of backgrounds, areas of expertise, and ecclesial commitments have rallied around it. Increasingly, however, divisions are fraying the heretofore united front against historical criticism's dominance in academic biblical interpretation. This dissertation is an exploration of the reasons for these divisions. Its motivating thesis is that differences in ecclesiology lie behind disagreements about bibliology, which manifest in turn as divergences over theological interpretation. Prior to and operative within judgments about the nature, authority, and interpretation of the Bible stand judgments about the being, mission, and authority of the church. But the relationship between the two is not so linear as that. For the connections between them are direct and materially operative, and only more so when they remain implicit and therefore unexamined. Every account of the Bible both assumes and implies an account of the church, and vice versa: the lines of influence are reciprocal and circular. The Bible is always the church's book, the church always the community under the Bible's authority. </p><p> This dissertation responds, diagnostically and constructively, to this situation through engagement with particular figures. Specifically, it expounds one specific strand of bibliology influenced by the great Protestant theologian Karl Barth: the work, respectively, of John Howard Yoder, Robert Jenson, and John Webster. Each of these theologians is a contemporary Barthian <i> of a sort</i>, a student but not a disciple of the Swiss master. Given Barth's influence over the development of theological interpretation, this commonality is helpful both genetically (all three trace their thought to the–proximate–source) and substantively (their proposals share enough to make disagreement intelligible, and interesting). Moreover, Jenson, Webster, and Yoder represent, between them, the three great traditions of western Christendom: catholicism, the magisterial reformation, and the radical reformation. The specific ways in which their ecclesial commitments shape, inform, and at times determine their theological treatments of Scripture provide ideal examples of the phenomenon at issue in this dissertation.</p><p> Across five chapters, the project's principal aim is to demonstrate as well as examine the inseparable relationship between theology of Scripture and theology of the church. Along the way, the positions and proposals represented by Yoder, Jenson, and 'Webster come to light, and critical analysis of each highlights their respective strengths and shortcomings. In fulfilling these tasks the dissertation serves both as an initial reception of these theologians' bibliologies and as a critique of a feature–at times a problem–endemic to the current renewal of theological interpretation of Scripture.</p><p>
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Hjelmberg, Evelina. "Boken versus appen, läromedel i olika förpackningar : En komparativ studie av uppgiftsuppbyggnaden i fyra olika stavningsläromedel för åk 1-3." Thesis, Linnéuniversitetet, Institutionen för svenska språket (SV), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-49291.
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This study investigates the similarities and differences that exist between different types of teaching material for spelling in grades 1–3, in book form and digital form. The study focuses on how the teaching material designs tasks and how it corresponds to theories of spelling. The method is comparative analysis of the four analysed teaching aids. In performing this comparison the study proceeds from a theory of the mental lexicon and theories of writing development. The result shows that when the pupils work in both forms of teaching material they get practice in their phonological, semantic, syntactic and orthographical awareness. The analysis reveals a difference between the design of tasks in the book Stava 3 and the digital application Qnoddarnas värld. Through the app and the book the pupils can practise their phonological awareness in different ways. The app speaks the sounds and the words, whereas in the book the pupils themselves make the sounds. The book contains text and pictures, while the app has voices that speak and things that move. In the book there are more difficult tasks in the chapter, in Qnoddarnas värld one is automatically taken to the next level, and in the Stavningslek app the pupil can practise at the same level without being taken further. The study can make teachers aware of what the teaching materials offer, what the pupil is able to practise, and teachers can thus choose the right material for each pupil.
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McCray, Jessie Louise. "Books, reading and the mind in the work of William Godwin." Thesis, University of Edinburgh, 2018. http://hdl.handle.net/1842/33145.
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This dissertation argues that the British philosopher, novelist and social critic William Godwin (1756-1836) used literary depictions and discussions of book-reading to negotiate public debates about the nature of the human mind. It takes an intellectual-historical approach to Godwin's representation of communications media, using this to illuminate the wider cultural significance of book-reading in Romantic-period Britain. I ultimately claim that for Godwin, the book-object became a literary presence and a conceptual tool by which he expressed and defended his belief in the reality and necessity of intellectual perfectibility. My first three chapters set the groundwork for this argument by exploring Godwin's treatment of 'The Matter of the Reader' (Chapter One), 'The Ethics of Novel-Reading' (Chapter Two), and 'The Discipline of Reading' (Chapter Three). As Godwin engaged with debates about materialism, literary form and education, he negotiated inherited ambivalence about the nature of the human mind and the conditions necessary for its vitality. Godwin's writing about reading exposes a fundamental tension that runs throughout his corpus: he consistently invested confidence in the mind and idealised its operation, yet was simultaneously preoccupied by theorising major threats to its development. My final two chapters argue that Godwin's writing about the book as a material medium provided an ongoing response to this tension. I show that his comparative evaluations of 'Social Media' (Chapter Four) and his literary rendering of books in terms of 'Bodies and Monuments' (Chapter Five) were contributions to debates about the powers of truth, death, and cultural memory. I conclude that Godwin used the book-object as a gesture of faith in the necessary perfection of human minds. This dissertation remaps Godwin's contribution to British culture by drawing attention to the crucial role book-reading played in his philosophy, fiction, essays and correspondence. In doing so, it highlights a rich vein of enquiry opened up by the growing 'interdiscipline' of media history: the cultural figuration of books and reading.
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Lindell, Therese. "Vilken bok ska vi välja? : En fokusgrupsstudie om pedagogers val av litteratur till förskolan." Thesis, Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-56549.
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The starting point of this study is language and narration. The aim is to examine how educators reason by the choice of literature to work with in preschool. In my study I have examined how educators reason for the selection of books for preschool, which factors in the book affects the choice and the children’s influence. The empirical material is based on two focus groups. The participating educators in the examination discussed the subject together. By using three chosen books the educators in my study have reasoned around how the choice of books is done in preschool, what in the book is meaningful by the choice and the influence of the children. The result of the study shows that the educators reason towards a thematic aim by choice of books to work with in preschool. It also shows that the pictures are a central part for the children’s understanding of the book and also that the library is of great importance for the selection of litterateur for preschool.<br>Utgångspunkten för denna studie är temat språk och berättande. Syftet är att undersöka hur pedagoger resonerar vid val av litteratur att jobba med i förskolan. I min studie har jag undersökt hur pedagoger resonerar vid urval av böcker till förskolan, vilka faktorer i boken som påverkar valet och vilken påverkan barnen har. Det empiriska materialet bygger på två fokusgrupper. Pedagogerna som deltog i undersökningen diskuterade ämnet med varandra. Med hjälp av tre utvalda böcker har pedagogerna i min studie resonerat kring hur urval av böcker sker i förskolan, vad i boken är betydelsefullt vid valet samt barnens påverkan. Resultatet av studien visar att pedagogerna resonerar mot ett tematiskt mål vid val av böcker att arbeta med i förskolan. Det visar också att bilderna är en central del för barnens förståelse av boken samt att biblioteket har en stor betydelse för förskolans urval av litteratur.
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Lima, Noé Nicácio. "UMA CONTRIBUIÇÃO PARA A HISTÓRIA DO LIVRO DIDÁTICO MARANHENSE: a obra O Maranhão, de Fran Paxeco (1913-1923)." Universidade Federal do Maranhão, 2014. http://tedebc.ufma.br:8080/jspui/handle/tede/83.
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Previous issue date: 2014-12-19<br>Investigates the textbook titled The Maranhão (Corográficos and Historic Grants) authored by Fran Paxeco during the period from 1913 to 1923 constitutes a study in the History of Education, inserted in the approaches of historical research, incorporating the contributions of Cultural history. The aim was to study the history and production of this work in the context of school culture and its contribution in Maranhão educational setting such as textbook adopted at the Normal School, from which was propagated by printed newspapers. In addition, we sought to fill a gap in research on the history of the book in Maranhão and hence broaden the discussion on the textbook of history and geography. For the analysis of the book, Maranhão, main object and source of this research were fundamental work of Chartier (1998), Choppin (2004), Darnton (1990), Munakata (1997) and Bittencourt (1993) on the complexity of the book as a cultural object and the involvement of various professionals in their construction. Was used as source a literature review, in addition to the consultation theses and dissertations available in online databases and documents of Brazilian universities as: Laws, Decrees, Speeches and Messages Governors, Reports and Regulations of Public Instruction. Editions of newspapers were also used as: "The Pacotilha". Among the results obtained in the survey, it was found that the social position occupied by the author was instrumental in the production of your book and adoption process, especially regarding its role as Consul of Portugal in Maranhao and as teacher of the Lyceum Maranhense and Normal School . We conclude therefore that the book Maranhão was an important element in the educational scenario of Maranhão in the early twentieth century. Has grown in recent years the number of studies that take the history of the book and didactic issues as object of investigation. The field of history of education has been especially fertile ground for the development of this production, since new interests and questions began to guide the work of researchers in relation to this genre of book. It is within this context that this production work is inscribed.<br>Investiga-se o livro didático intitulado O Maranhão (Subsídios Históricos e Corográficos) de autoria de Fran Paxeco durante o período de 1913 a 1923. Constitui-se em um estudo de História da Educação, inserido nas abordagens da pesquisa histórica, incorporando as contribuições da História Cultural. O objetivo foi estudar a história e produção dessa obra no contexto da cultura escolar e sua contribuição no cenário educacional maranhense como livro didático adotado na Escola Normal, a partir do que foi veiculado pelos jornais impressos da época. Além disto, buscou-se preencher uma lacuna existente nas pesquisas sobre a história do livro no Maranhão e, consequentemente, ampliar as discussões sobre o livro didático de História e Geografia. Para a análise do livro, O Maranhão, principal objeto e fonte desta pesquisa, foram fundamentais os trabalhos de Chartier (1998), Choppin (2004), Darnton (1990), Munakata (1997) e Bittencourt (1993) sobre a complexidade do livro como objeto cultural e o envolvimento de diversos profissionais em sua construção. Utilizou-se como fonte uma revisão bibliográfica, além da consulta em teses e dissertações disponibilizadas nos bancos de dados online das universidades brasileiras e documentos como: Leis, Decretos, Falas e Mensagens de Governadores, Relatórios e Regulamentos da Instrução Pública. Também foram utilizadas edições dos jornais como: A Pacotilha . Dentre os resultados obtidos na pesquisa, constatou-se que o lugar social ocupado pelo autor foi decisivo no processo de produção e adoção do seu livro, sobretudo quando da sua atuação como Cônsul de Portugal no Maranhão e como professor do Liceu Maranhense e da Escola Normal. Conclui-se, portanto que o livro O Maranhão constituiu um elemento importante no cenário educacional maranhense no início do século XX. Nos últimos anos tem crescido o número de estudos que tomam a história do livro e das edições didáticas como objeto de investigação. O campo da história da educação tem sido especialmente fértil para o desenvolvimento dessa produção, uma vez que novos interesses e interrogações passaram a orientar o trabalho dos pesquisadores em relação a esse gênero de livro. É no interior desse contexto de produção que este trabalho se inscreve.
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Zatloukalová, Zuzana. "Učebnicové zpracování tématu marketingový mix pro obchodní akademie." Master's thesis, Vysoká škola ekonomická v Praze, 2010. http://www.nusl.cz/ntk/nusl-74191.
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The thesis deals with project of a textbook for business academies. The theme of the chapter of the textbook is marketing mix. The project is made in such a way the students get total information on these problems. The extant of the theme is intended for students of higher classes. The project consists of theoretical part (textbook, exercise book) and practical part (teaching at business academy).
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Blixt, Sofia, and Maria Johansson. "MAGISKT MED LÄSSTUND : En studie om pedagogers och barns uppfattningar om läsning i förskolan." Thesis, Högskolan i Skövde, Institutionen för kommunikation och information, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-4753.
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Vi är intresserade av vilken roll barnboken har i förskolan och om både pedagoger och barn hade någon uppfattning om varför läsning kan vara av betydelse. Därför ville vi ta reda på pedagogers och barns syn på läsandet av barnböcker i förskolan, samt att ta reda på vilka likheter och skillnader det finns mellan deras uppfattningar. Vi har gjort en kvalitativ undersökning där vi intervjuat sex pedagoger och 18 barn. Vår studie bygger på ett sociokulturellt perspektiv. Pedagogerna använde barnboken främst som ett verktyg i förskolan för att främja barnets kunskapsutveckling som exempelvis språket, fantasin och faktakunskaper. Barnen däremot var av den uppfattningen att de läser på förskolan för att det är lustfyllt. Något som pedagogerna och barnen var överens om var att det är pedagogerna som bestämmer vad de skall läsa under de organiserade lästillfällena under dagen, men att barnen får bestämma när de själva tar initiativet till det under den fria leken.<br>We are intrested in what role the children’s book has in preschool and if the teachers and the children had some thoughts on why reading matters. Because of this, we attempted to find out the teachers’ and the childrens’ opinions on reading in preschool and if, and how, they differ. We did a qualitative study and we interviewed six teachers and 18 children. Our study is based on the social cultural perspective. The teachers used the children’s book as a tool to further various facets of the childrens’ knowledge, for example language development, fantasy and factual knowledges. The children, on the other hand, thought that they read in preschool just for fun. Something that the teachers and the children agreed on was that it’s the teachers that choose the books at the organized reading times. But the children were allowed to choose books when they were the initiators of the reading during the free times.
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Silva, Maísa Alves. "\'Pela mediação da aprendizagem em sala de aula\': as orientações aos professores nos livros didáticos do 1º ano de Ensino Fundamental." Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/59/59140/tde-19082015-120540/.
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A presente dissertação lança um olhar sobre o trabalho do professor, levando em consideração o papel das prescrições por meio da análise de livros didáticos selecionados a partir do Guia de Livros Didáticos PNLD 2013. São utilizados referenciais teóricos que tratam da questão do trabalho docente (MACHADO e BRONCKART, 2004; SOUZA-E-SILVA, 2004; SAUJAT, 2004), bem como referenciais da Teoria Histórico-Cultural que auxiliem na discussão dos livros didáticos enquanto instrumentos mediadores prescritivos do trabalho em sala de aula. Foram utilizados o livro do professor e os manuais do professor de quatro coleções, buscando analisar o modo como o professor é discursivizado por elas. Por meio de uma análise de contexto de produção de livros didáticos, como parte de um dos objetivos da pesquisa, foram destacadas as diferentes vozes presentes nas orientações ao professor, e a quem elas se destinam. Acredita-se, também, que a pesquisa auxiliará na discussão de aspectos teórico-metodológicos para a análise de obras didáticas, uma vez que a produção científica que tem como foco central tal análise pouco tem trazido à tona discussões das possíveis implicações dos instrumentos mediadores prescritivos (no caso os livros didáticos) no trabalho do professor. As análises indicam que os livros didáticos têm ocupado um espaço bastante significativo em sala de aula, o que pode causar impactos sobre o trabalho do professor ao tomarem um espaço que poderia ser atribuído a ele.<br>By examining textbooks which have been selected according to the National Textbook Plan PNLD 2013, the present research analyzes the work of the teacher, taking into consideration the role of prescriptions. The theoretical framework for this study comprises references which approach the question of the teachers work (MACHADO E BRONCKART, 2004; SOUZA-E-SILVA, 2004; SAUJAT, 2004), as well as ones which, based on the Cultural-Historical Theory, can help carry out a discussion on textbooks as prescriptive mediational tools for the work carried out in the classroom. The teachers guide and the teachers manual of four textbook collections have been used in order to analyze how the teacher is discursivized by them. Through the analysis of the context of textbook production, as part of one of the objectives of this study, not only the different voices present in the teachers guidelines have been highlighted, but also to whom they are directed. It is believed that this research work will help in the discussion of theoretical-methodological aspects related to didactic material analyses, since the scientific production in this area has contributed very little in bringing up discussions on the possible implications of prescriptive mediational tools (in this case the textbooks) on the teachers work. The analyses indicate that textbooks have occupied significant space in the classroom, therefore impacting the work of teachers by taking up the space which should be attributed to them.
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Oliveira, Juliana Barreto Faria de. "IDEOLOGIA DO TRABALHO NOS LIVROS DIDÁTICOS NA REPÚBLICA VELHA (1910-1930)." Universidade Metodista de São Paulo, 2015. http://tede.metodista.br/jspui/handle/tede/1039.
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Previous issue date: 2015-03-19<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>Through a historical approach, this research specifically aims to analyze the existence of an ideology of work in the Brazilian society; and how it was disseminated in didactic materials during the period of 1910-1930. The beginning of the 20th century was impacted by enormous changes in Brazil. This thesis studies the changes in São Paulo state, which has received the majority of the European immigrants and concentrated many of the Brazilian industries. After the abolition of slavery and the installation of republic, Brazil went through deep transformations. The development of the economy concerned the State and dominant class, since these could not find handworkers. Society still advocated the ideology that handwork was a shameful job and not relevant inside the work hierarchy. Finally, the immigrants were hired to exert this type of labor. The awful conditions of life labor, and political participation conducted to the immigrants to claim their rights by means of strikes and public manifestations. The government would not allow these immigrants to disseminate anarchist ideologies and revolutionary concepts at the core of the labor class and population consequently. The State used education to inculcate the new ideologies about the importance of work and to convince the workers that employees should fulfill the obligations inside the plant without questioning. Therefore it, was necessary to adopt in public schools educational materials that would diffuse the love for work. Since then, the textbook begun to be employed as a strong ideology transmitter, shifting from a simple pedagogic support to a dominant class ideology diffuser.<br>A partir de uma abordagem histórica, esta pesquisa apresenta como objetivo específico a análise da presença da ideologia do trabalho na sociedade brasileira e o modo como foi difundida nos livros didáticos no período de 1910 a 1930. O início do século XX foi marcado por grandes mudanças no Brasil. Nesta pesquisa, levaremos em conta apenas mudanças no Estado de São Paulo, que recebeu grande parte dos imigrantes europeus e concentrou muitas das indústrias brasileiras. Após a abolição da escravatura e da proclamação da República, o Brasil sofreu grandes transformações. O desenvolvimento da economia preocupava o Estado e a classe dominante, uma vez que não se encontravam indivíduos para a realização de trabalhos manuais. A sociedade ainda defendia a ideologia de que o trabalho manual era algo vergonhoso e de menos importância hierárquica. Foi então que os imigrantes foram contratados para exercer esse tipo de atividade. As péssimas condições de moradia, trabalho e participação política contribuíram para que os imigrantes reivindicassem seus direitos por meio de greves e manifestações. O governo não poderia permitir que os imigrantes com ideologias anarquistas disseminassem tais conceitos revolucionários e ideológicos no seio da massa operária e, consequentemente, na população. O Estado utilizou a educação para a inculcação de novas ideologias sobre a importância do trabalho, sustentando que o operário deveria cumprir suas obrigações dentro das indústrias sem questionar. Para tanto, era necessário que a escola adotasse algum tipo de material didático que difundisse ideologias a respeito do amor ao trabalho. Desde então, o livro didático foi utilizado como um forte transmissor destas ideologias: ele não foi usado como um simples material de apoio pedagógico, mas, sim, como um difusor de ideologias da classe dominante.
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Geilman, Matthew G. "Taking the Gospel to the Lamanites: Doctrinal Foundations for Establishing The Church of Jesus Christ of Latter-day Saints in Mexico." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/3071.
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This thesis is a study about the influence of the Book of Mormon message to the Lamanites upon the establishment of The Church of Jesus Christ of Latter-day Saints in Mexico, primarily focusing upon the years 1875-1950. Several important events, people, and publications from the first seventy-five years of the Church's history in Mexico are evaluated as historical case studies in order to examine the extent to which the message to the Lamanites influenced the beginnings of the Latter-day Saints there. These case studies include the first mission to Mexico in 1875, early publications in Spanish, the dedication of Mexico by Apostle Moses Thatcher, the presidency of Rey L. Pratt, and the Third Convention. Though this thesis provides pertinent historical background and details, as well as analysis of key primary sources and documents, its main purpose and contribution is its focus on the theme of the Lamanites, within the context of early Latter-day Saint history in Mexico.
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Boton, Jaiane de Moraes. "O PROCESSO DE ESCOLHA DO LIVRO DIDÁTICO POR PROFESSORES: A EVOLUÇÃO DO PNLD E SEUS EFEITOS NO ENSINO DE CIÊNCIAS." Universidade Federal de Santa Maria, 2014. http://repositorio.ufsm.br/handle/1/6688.
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>We investigate the process of choosing the Didactic Book (LD) of Science under the National Didatic Book Program (PNLD), for teachers of the first years of elementary school (AIEF), from interviews. After this step, based on the data obtained in this investigation we analyzed the changes that have occurred over the years in official records evaluation these books. In the chapter titled "History of Public Policy for the Textbook in Brazil", we conducted a chronological design of public policies relating to LD from the 1930s to the present day, this space also present how the evaluation process of the book occurs at MEC as the choice of the book by the teacher should occur and how your purchase is made by the government to later delivery in schools. In the chapter "The Process Choice of Textbooks", from interviews with teachers AIEF, we present and discuss the results obtained on the criteria used in choosing the works of the discipline of Sciences. In the chapter "The evolution of evaluation sheets of didatic books in the National Didatic Book Program", we discussed, according to criteria established by teachers, the changes occurred over the years in the official records of Sciences evaluation of LD and discuss such changes. From what we can see, the book's main instrument used by the teacher as a source of research, personal study and planning, highlighting the importance given to its content. It is necessary that the books are free of conceptual errors, are clear and accessible language. In addition, it is necessary that the contents are a sequence already performed by teachers to an optimization of their work occurs, since teachers face adverse situations to perform their job. Realize that there is a need to expand the information about PNLD to the teachers, so that they understand its operation, to understand how the evaluation of works and preparation of the Guide is made and ownership of this material at the time of choice. We believe that in order for a process of conscious choice and judicious occur, it is vital to have a greater knowledge on the part of teachers, the program mainly on assessment carried out by institutions contracted by the MEC, and its contingencies. Together with initial and continuing education that supports both the choice and the proper use of books by the teacher because the teacher become so (in) efficient in their practice in the classroom. As for the evolution of the criteria examined, we perceived often there is no line between the program and analyzed by teachers to seek a work. We believe that greater dialogue between the program and the teachers needed. Finally, the evaluation of books over the years may disappear, as well as some criteria disappeared on being appropriated by the authors / publishers are others also. Another possibility is that
any electronic versions of books available on mobile devices and computers, may favor contextualization, as desired by teachers, it may offer personalized content to each region.<br>Investigamos o processo de escolha do Livro Didático (LD) de ciências, no âmbito do Programa Nacional do Livro Didático (PNLD), por professores dos Anos Iniciais do Ensino Fundamental (AIEF), a partir de entrevistas. Após essa etapa, com base nos dados obtidos nessa investigação analisamos as mudanças ocorridas ao longo dos anos nas fichas de avaliação oficial desses livros. No capítulo intitulado Histórico das Políticas Públicas para o Livro Didático no Brasil , realizamos um delineamento cronológico das políticas públicas relativas ao LD desde a década de 1930 até os dias atuais, neste espaço também apresentamos como ocorre o processo de avaliação dos livros pelo MEC, como deve ocorrer a escolha do livro pelo professor e como é realizada sua aquisição pelo governo para posterior entrega nas escolas. No capítulo O Processo de Escolha dos Livros Didáticos , a partir de entrevistas realizadas com professores dos AIEF, apresentamos e discutimos os resultados obtidos sobre os critérios utilizados no momento da escolha das obras da disciplina de Ciências. No capítulo A evolução das fichas de avaliação dos livros didáticos no Programa Nacional do Livro Didático , discutimos, a partir dos critérios estabelecidos pelos professores, as mudanças ocorridas ao longo dos anos nas fichas da avaliação oficial dos LD de Ciências e discutimos tais mudanças. Pelo que se percebe, o livro é o principal instrumento utilizado pelo professor, como de fonte de pesquisa, estudo pessoal e planejamento, daí a importância dada ao seu conteúdo. É necessário que os livros estejam livres de erros conceituais, sejam claros e de linguagem acessível. Além disso, é necessário que os conteúdos estejam numa sequência já executada pelos professores, para que ocorra uma otimização de seu trabalho, uma vez que os professores enfrentam situações adversas para realizar seu trabalho. Percebemos que há a necessidade de ampliar as informações acerca do PNLD aos professores, para que eles entendam o seu funcionamento, compreendam como é feita a avaliação das obras e a elaboração do Guia, e se apropriem deste material na hora da escolha. Acreditamos que, para que ocorra um processo de escolha consciente e criterioso, é fundamental que haja um maior conhecimento, por parte dos professores, do Programa, principalmente, sobre avaliação realizada pelas instituições contratadas pelo MEC, além de suas contingências. Juntamente com uma formação inicial e continuada que dê suporte tanto na escolha como na utilização adequada dos livros pelo professor, pois assim o professor o tornará (in)eficiente em sua prática em sala de aula. Quanto à evolução dos critérios analisados, percebemos, muitas vezes, não haver
consonância entre o analisado pelo Programa e o que os professores buscam numa obra. Acreditamos que seja necessário um maior diálogo entre o Programa e os professores. Por fim, a avaliação dos livros ao longo dos anos poderá desaparecer, pois assim como alguns critérios desapareceram ao serem apropriados pelos autores/editoras outros também o serão. Outra possibilidade é que eventuais versões eletrônicas dos livros, disponíveis em dispositivos móveis e computadores, podem favorecer a contextualização, tão almejada pelos professores, pois poderá oferecer conteúdos personalizados a cada região.
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Näslund, Terese. "”Substantiv är namn på saker och ting …” : En analys av grammatikavsnitt i läromedel i svenska för årskurserna 7–9." Thesis, Umeå universitet, Institutionen för språkstudier, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-143444.
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Abstract This study deals with the grammar sections in one older and one newer textbook series for Swedish in grades 7–9. The questions for the study are: firstly, the scope of the teaching materials, the content and the number of exercises, and secondly if the content presentation can be classified as deductive or inductive, and if the design of exercises is mainly product or process-oriented. Furthermore the relationship between the goals of the national curriculum and progression in grades 7–9 is investigated. The method chosen for this study is a text analysis. The results show that both textbook series contain similar content for word classes, that the material presentation is predominantly deductive and that most exercises are product-oriented. Differences that can be seen are that the older teaching series contain more pages devoted to word classes and parts of speech and more exercises. Furthermore, the older textbooks series show a clearer progression to the curriculum goals. The conclusions are that the two teaching materials have difficulties to deviate from the focus on grammatical terminology, but also to link grammar to students' own writing.
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Carstensen, Lina, and Linda Meyner. ""Räkna i boken" : En kvalitativ läromedelsanalys som undersöker möjligheten för lärare att uppnå differentieringsuppdraget med hjälp av läroboken." Thesis, Linköpings universitet, Matematiska institutionen, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-157703.
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Det här produktionsarbetet undersöker hur enligt tidigare forskning erkända differentierade strategier återfinns i läroböcker som används i kursen Matematik 2b, en kurs där en stor andel elever får underkänt betyg. Många lärare utgår från lärobokens uppbyggnad när de utformar sin matematikundervisning vilket lägger stor vikt vid hur läroboken är utformad. Syftet med arbetet är därför att undersöka om läroböcker som används i kursen Matematik 2b är utformade på ett sätt som hjälper läraren att lyckas med sitt differentierande uppdrag i det inkluderande klassrummet. Resultatet införskaffades genom en kvalitativ innehållsanalys och visade att strategierna struktur, mängdträning, explicita instruktioner, metastrategier, vardagsmatematik och visuella representationer återfinns på flera olika sätt, både i lärobokens förklarande text och övningsuppgifter. Slutsatsen är att läroböckerna har potential att ge läraren förutsättningar för att lyckas med differentieringsuppdraget. Dock krävs det att läraren är förtrogen både med läroboken och elevernas olika behov för att kunna använda läroboken på ett sätt, som möter dessa behov.<br>This production paper examines how differentiating instructional strategies that are acknowledged by earlier research are found in textbooks that are used in one of the upper secondary courses in math, a course that a great proportion of students fail. Many teachers base their instruction in mathematics on the textbook, which imposes great significance on how the textbook is designed. The purpose of the paper is therefore to examine if textbooks that are used in the course are designed in a way that helps the teacher to achieve with their differentiating task in the inclusive classroom. The result was obtained through a qualitative content analysis and showed that the strategies structure, extended repetition, explicit instruction, meta strategies, everyday math and visual representations were found in a variety of ways, both in the explanatory text and the exercises of the textbooks. The conclusion is that the textbooks have potential to provide the teacher with prerequisites to succeed with their differentiating task. However, this requires that the teacher is conversant with the textbook in order to be able to use it in a conscious way which addresses different student needs.
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Малишок, Н. В. "Електронний підручник як елемент дистанційної технології самостійної роботи учнів". Thesis, Сумський державний університет, 2017. http://essuir.sumdu.edu.ua/handle/123456789/67003.
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Сучасні інформаційні технології відкривають нові перспективи для підвищення
ефективності освітнього процесу. Забезпечити реалізацію даної мети на сучасному
етапі розвитку суспільства неможливо без застосування методів активного пізнання,
самоосвіти, дистанційних освітніх програм, що дозволить оптимізувати самостійну
роботу учнів при вивченні професійно-орієнтованих дисциплін на високому рівні.
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Hagsten, Sjöberg Felicia, and Andersson Beatrice. "Psykisk ohälsa-Ett arbete om arbetsmiljö." Thesis, Örebro universitet, Institutionen för naturvetenskap och teknik, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-92250.
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Syftet med denna rapport är att ta reda på hur företag arbetar med arbetsmiljö och vad de gör för att förebygga psykisk ohälsa. Det har utförts både en litteraturstudie och intervjuer för att få så bra och tydlig information som möjligt över hur företaget arbetar med arbetsmiljö, samt vilka lagar och regler som måste följas.Vid genomförandet av resultatet beaktades två AFS:ar, Arbetsmiljöverkets författningssamling, som skribenterna ansåg var bäst lämpade till psykisk ohälsa och företaget. AFS:arna heter “Systematiskt arbetsmiljöarbete” (SAM) och “Organisatorisk och social arbetsmiljö”. Företaget har åtta relevanta dokumentationer om psykisk ohälsa. Resultatet visar en granskning mellan företagets dokumentation och arbetsmiljöverkets krav samt en överblick på respondenternas svar från intervjuerna.Slutsatsen med rapporten efter granskning med företagets dokumentation, arbetsmiljöverkets krav och intervjuerna är att verksamheten uppfyller villkoren och arbetar med arbetsmiljö och psykisk ohälsa på ett bra sätt. Företagets vision om arbetet kring arbetsmiljö och ohälsa skulle kunna framföras tydligare för konsulterna men är i övrigt tydlig och bra.<br>The purpose of this report is to find out how companies work with the working environment and what they do to prevent mental illnesses. Both a literature study and interviews have been conducted to get as good and clear information as possible about how the company works with the work environment, as well as which laws and regulations that must be followed.In implementing the results, two AFSs were taken into account, the Swedish Work Environment Authority's statute book, which the writers considered to be best suited for mental illness and the company. The AFSs are called “Work with the systematic work environment” (SAM) and “Organizational and social work environment”. The company has eight relevant documentation on mental illness. The results show a review between the company's documentation and the Swedish Work Environment Authority's requirements, as well as an overview of the respondents' answers from the interviews.The conclusion with the report after review with the company's documentation, the Swedish Work Environment Authority's requirements and the interviews is that the business meets the conditions and works with the work environment and mental illness in a good way. The company's vision of the work around the work environment and ill health could be presented more clearly to the consultants but is otherwise clear and good.
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Gottarp, Rickard. "What Can We Learn from Contemporary Research into Dyslexia? : A Didactic Study of Recommendations and Successful Ways to Work With Textbook Material in Teaching English to Second Language Learners With Reading and Writing Disorders in Grade 4-6." Thesis, Mittuniversitetet, Institutionen för humaniora och samhällsvetenskap, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-37332.
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