Suchergebnisse

Regarding orders for textbooks and paper. ; Transcription by John S. Hitz. Transcriptions may be subject to error.

This successor to the well-known Using Sociology covers standard topics found in any sociology textbook. Doing Sociology walks lay readers through the steps of doing real-life sociological practices as conducted by experts in the field. Readable, relevant, and accessible, it is an invaluable resource as a standalone course reader or as a supplement to a traditional textbook.

University textbook Social policy In terms of content and concept, Croatia continues the textbook of the same name from 2008, which testifies to the continuity of systematic research at the Department of Social Policy at Faculty of Law, University of Zagreb, whose employees actively monitor and evaluate old and new social risks and new programs and social policy measures.

The article provides an overview of the main contents of a brand new textbook on agricultural economics and evaluates them in the context of economic theories and concepts as well as against the background of agricultural developments. In addition, the second part of the article presents an outstanding contribution of the author of the textbook to agricultural research and teaching.

This article reconstructs the historical narrative of the Second World War in Russian middle school textbooks published after the year 2000. The author shows how textbook narratives are linked with official Russian politics of history, which aim to "manage" the memory of the war and contribute toward the standardization of Russian history teaching. Additional empirical material from interviews conducted with middle school history teachers in Moscow shows how perceptions of the teaching community impinge on ways in which knowledge about the Second World War is imparted, revealing the extent to which Russian politics of history are socially ineffective.

Civic education has always been an ancillary subject in the Italian school
system. Introduced at the end of the 1950s as a sort of appendage to the history
programs, it has recently been subject to multiple reforms although little or nothing
has changed in reality. The analysis of a sample of civic education textbooks in use
in schools explains some reasons for this breakdown. Even though they apply the
new legislation, these textbooks retain the most blatant defect of civic education in
the Western world—the lack of a clear and convincing model of the citizen.

This article examines the influence of Friedrich Ratzel's idea of the struggle for space and its impact on cultural and national development depicted in German geography and history textbooks from the Wilhelmine era to the Third Reich. Ratzel's concept of bio-geography conceived the state as a living organism that is the product of humanity's interaction with the land and also facilitates humanity's spread across the earth. German textbooks promoted a similar concept of the state in their portrayal of geography and history, the implications of which were appropriated by the National Socialists to support their geopolitical goals.

In the years following the Second Sino-Japanese War (1937–1945), Chinese conceptions of children and childhood underwent a massive transformation. In particular, Communist educators in Northeast China and other parts of the country placed a new labor-oriented ideal of childhood at the center of the nation's modernizing project. This article focuses on two issues related to this "remaking" of Chinese childhood in the mid-twentieth century. First, how did lower-elementary reading primers and other textbooks help create for children the idea of a Chinese nation, of which they were part and with which they were expected to identify above and beyond the domestic spheres of their natal families? Second, how did such textbooks teach children to think of themselves as laboring contributors to national causes? Following the physical and emotional devastation of war, Communist textbooks reordered the social world of children not by resubjugating them under traditional Confucian hierarchies but by elevating them to the position of national co-subject. Moreover, productive labor—framed through agriculture, industry, and military service—became one of the primary criteria for children's inclusion into the nation. Through narrative, linguistic, and visual means, midcentury textbooks increasingly brought children into the fold of an imagined national community and, simultaneously, extended to society's youngest members the importance of productivity as the primary condition of their inclusion. Keywords: Modern China, children, childhood, literacy, imagined communities, Guoyu, textbooks, labor, visuality, materiality, identity formation

The Indonesian National History Lesson textbook for Senior High School is one of the works of historiography aimed for educational purposes. History as an educational tool will be influenced by the goal of education, especially the goal of history lesson, set out in the curriculum. Political base is one of the important bases in designing curriculum. The political base meant is the governmental political policy. The preparation of history materials in the Indonesian National History textbooks can not be separated from the influence of governmental political policy. One of the effects on the textbook is the existence of ideologization. The forms of ideologization that exist in the historiography of the Indonesian National History textbooks, among others, are nationalism and militarism. Key words: historiography, textbook, nationalism, militarism Buku teks Pelajaran Sejarah Nasional Indonesia untuk SMA merupakan salah satu karya historiografi yang ditujukan untuk kepentingan pendidikan. Sejarah sebagai alat pendidikan akan dipengaruhi oleh tujuan pendidikan, khususnya tujuan mata pelajaran sejarah, yang tertuang dalam kurikulum. Penyusunan kurikulum memiliki salah satu landasan penting, yaitu landasan politik. Landasan politik yang dimaksud adalah kebijakan politik pemerintah. Penyusunan materi sejarah dalam buku teks Sejarah Nasional Indonesia tidak lepas dari pengaruh kebijakan politik pemerintah. Salah satu pengaruh terhadap buku teks tersebut adalah adanya ideologisasi. Bentuk ideologisasi yang ada dalam historiografi buku teks Sejarah Nasional Indonesia diantaranya adalah nasionalisme dan militerisme. Kata kunci: historiografi, buku teks, nasionalisme, militerisme

"Practical Business Negotiation introduces university students to business negotiation as practiced in the globalized business world. There are no other textbooks which take on this topic in depth with non-native English speakers in mind. Current textbooks about negotiation tend to be dense, academic and less than practical in content. Many are demotivating to students who are not easily able to consume a few hundred pages of academic writing. This textbook takes a step by step approach providing bite-sized presentation of negotiation concepts with practical exercises that include linguistic as well as negotiation content. Explanations are reinforced with practical questions and problem solving and recent examples drawn from a business world that includes much more than North American and Europe"--

This paper presents a curriculum research study aiming at investigating how citizenship in primary schools of Cyprus is constructed. First, the central issues, concepts and attitudes imported by civic education textbooks are identified and their relationship with the unresolved political problem of Cyprus is examined. Furthermore, the way in which civic education textbooks may affect the roles of the citizens is investigated. Content analysis of the civic education textbooks is performed on the basis of 12 factors which were the issues, concepts and institutions identified from the general aim of education in Cyprus as well as from the aims of civic education in primary schools. Findings are discussed in the light of the citizenship, social cohesion, conflict resolution and multiculturalism debate.

El propósito de esta investigación a la que hemos titulado La imagen en los libros de texto de Expresión Plástica. Etapa superior de la E.G.B.en España (1970-1990), reside en analizar y categorizar las imágenes de los libros de texto de Expresión Plástica en la etapa superior de la enseñanza obligatoria durante el periodo citado. Para ello, se ha realizado una tipología específica y concreta de las imágenes. De esta manera, la investigación se ha realizado en base a unas variables de los libros de texto (Editorial; Año; Curso; Orientación y Espacio para actividades) y variables de las imágenes (Ambiente temático; Tipo específico; Tipo Historia del Arte; Ilustraciones; Aspectos formales; Ubicación; Formato y Color), en relación a los objetivos planteados. La investigación se ha llevado a cabo con los 153 libros de texto de Expresión Plástica de 6º, 7º y 8º de EGB que se localizaron en la BNE y que corresponden al periodo transcurrido entre 1970 y 1990, en España. Se evidencia que su uso y tratamiento, así como su presencia, han estado influenciados por la Iglesia católica, las corrientes culturales y artísticas del momento, los cambios de mentalidad de la nueva sociedad emergente, y en definitiva, por todas las transformaciones sociales, culturales, políticas, económicas y religiosas que sufrió el país a lo largo de estos veinte años. ; The purpose of this research to which we have entitled The image in the Plastic Expression textbooks. Last stage of E.G.B. in Spain (1970-1990), is to analyze and categorize the images of Plastic Expression textbooks in the upper stage of compulsory education during the mentioned period. For this, there has been a concrete and specific typology of images. Thus, research has been conducted based on some text books variables (Editorial; Year; Course; Guidance and Environmental topic) and imagen variables (Activities;; Specific Type; History of Art Type; Illustrations; Formal Aspects; Location; Format and Color), in relation to the objectives set out. The research has been carried out with 153 Plastic Expression textbooks, from the sixth, seventh and eighth courses of EGB which were located at the Spanish National Library, and which correspond to the period between 1970 and 1990 in Spain. There is evidence that its use and treatment, as well as its presence, have been influenced by the Catholic religion, by the cultural and artistic trends of the time, by the changes in the mindset of the emerging new society, and ultimately, by all the social, cultural, political, economic and religious transformations that the country suffered throughout twenty years.

Interested in furnishing Academy students with a new type of atlas and geography textbooks. ; Transcription by Joseph Byrne. Transcriptions may be subject to error.

This collection deals with cultural studies in the humanities and the methods it uses. Its authors include scholars of ethnology, anthropology, folkloristics, digital culture research, and study of religions. Its chapters address topics of discussion and debate in humanistic culture research and indicate what tools are currently being used to study cultural phenomena. Various phases of the research process are covered, including epistemology, research ethics, techniques of data collection and analysis, the writing process of research plans, and the process of writing up the analysis. The book's authors contribute to our knowledge of changes in research paradigms and agendas, scientific philosophies, ethnographic fieldwork, different modes of writing, materiality, reflexivity, observation, researchers' use of the five senses, digital research, audiovisual techniques of observation, and selected textual methodologies. The book is intended as a textbook and methods guide for students in the fields of cultural research, for postdoctoral researchers, and for more senior researchers.

Este trabajo propone investigar los modos de abordaje de un texto clásico como el Facundo dentro de diversos materiales de lectura para la enseñanza secundaria. Realizando un breve recorrido que se inicia por algunas de las antologías y manuales de gran influencia en la historia de la enseñanza de la literatura en nuestro país, y que culmina en los libros de texto de circulación actual, se examinarán los cambios producidos en los modos de apropiación escolar de este clásico de gran difusión a lo largo del tiempo. A partir de la selección y fragmentación de la obra, el modo de presentar la información contextual y el análisis teórico de su literatura es posible evidenciar el cruce de tensiones que se produce entre lo disciplinar, su funcionalidad didáctica y la lógica de mercado. Por tanto, y teniendo en consideración los estudios de Bentivegna (2003, 2018); Bombini (1998, 2009 , 2017) y Hermida (2013, 2015), entre otros, que trabajan sobre diversos materiales de lectura para la escuela secundaria, se abordará, en primer lugar, la antología de Alfredo Cosson, publicada en 1902, como modelo de enseñanza regido por una matriz retórica; luego, el manual de Carlos Alberto Loprete ya instalado dentro del paradigma historicista; y para finalizar, el libro de texto de literatura de Longseller del año 2014, pensado para quinto año de la escuela secundaria publicado dentro del marco legislativo vigente. En todos los casos, se observará de qué manera se ofrece el Facundo como propuesta de lectura, qué fragmentación y selección de la obra se realiza y qué información complementaria acompaña al texto literario, entre otras observaciones que se consideren relevantes. ; The aim of this work is to analyse —among the great many secondary school readers— the diverse ways to approach classic books, like Facundo. From some of Argentina's anthologies and most influential literary teaching guides to recent books, this work will examine the influence of publishing houses that schools have undergone throughout history when teaching this widely read classic. The selection and fragmentation of the work, the different methods used to present contextual information as well as its literary theoretical analysis unveil the tensions between the discipline of knowledge, its didactic functionality and the market logistics. Following Bentivegna (2003, 2018); Bombini (1998, 2009, 2017) and Hermida (2013, 2015), who study several reading devices from different historical periods, this work will therefore analyse, in the first place, Alfredo Cosson's anthology, published in 1902, as a rhetorical teaching literary model; in the second place, Carlos Alberto Loprete's literature textbook, part of the historicist paradigm; and finally, the literature teaching guide published by Longseller in 2014, published for a fifth year in secondary schools under the current legislative frame. In every case, the analyses will be focused on the ways Facundo is offered as a reading proposal, the selection and fragmentation of the work, and the type of complementary information which accompanies the literary book, among other relevant insights. ; Facultad de Humanidades y Ciencias de la Educación