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.
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
"The numerous editions and early translations produced throughout the eighteenth century enabled the broad dissemination of Emer de Vattel's juridical-political work Droit des gens. This book investigates the global impact of the Droit des gens with regard to the different political realities, the historical and legal contexts as well as the attempts, mechanisms and strategies used to put these ideas into practice and establish new doctrine between the eighteenth and nineteenth centuries. The Droit des gens had an extremely diverse impact, owing to its varied reception in different political situations, historical and legal contexts, and attempts at practical and theoretical implementation. The fact that Vattel's book was a point of reference for a considerable number of jurists and politicians further demonstrates its authority in the eighteenth and nineteenth centuries. The question naturally arises whether the continuous references to the work may be regarded as «typical citations of style», simply confined to referencing Vattel's thought, or whether they are a clear sign of a deeper significance; one springing directly from the characteristics of the Droit des gens, with its capacity to organise and regulate the State in its domestic and international relations. The dissemination of the Droit des gens is reconstructed via a broad overview of the dynamics that actually underpinned the use of the treatise, ranging from its influence on political power in domestic and foreign affairs to its use as a guidebook for diplomats and consuls, and even its use as a teaching manual. Co-existing in Vattel's work are several topics—the legislative, the political and the social—which are developed independently of one another, yet are part of one unified framework. The book aims to bring together a study of the first publication in 1758 of Vattel's Droit des gens, its constant interaction with subsequent editions, translations and annotated versions carried out by jurists in the 19th century and its critical reception (both positive and negative) in relation to the more complex legislative contexts. The publishing history of the Droit des gens will be accompanied by the methodological aspect—closely bound to the need to write a global legal history—in which translation, in the broader sense of the term, plays a key role. Concepts of fashion and modernity are examined within the context of the practical and theoretical legal entanglements of the eighteenth and nineteenth centuries, thanks to the voices of distinguished jurists and politicians who made use of the Droit des gens and who translated and annotated it, thereby encouraging the assimilation—not always unadulterated—of Vattel's thinking."
In the Maltese educational system, history teaching can be traced back to at least the 19th century when popular education was established in Malta. It was in the year 1800 that Malta became part of the British Empire and this political development imposed on Maltese students the learning of the history of the mother country. On the other hand Malta had, since the Middle Ages, a strong predisposition towards the Italian/Sicilian culture and this led to a strong Italianisation of both the language of teaching and the subjects taught. This was the background to the evolution of the history lesson in Maltese schools at least up to the beginning of the 20th century. At this time Anglicisation became evermore prominent in local education and linguistic and cultural pressure determined a reform in the history syllabus which became much more 'English' in form and tendency. All this changed once again with Malta's political independence from Great Britain in 1964 when national issues and interests became embedded in the new history syllabus. From the 1960s onwards, therefore, Maltese schools taught more the history of Malta, with British history being substituted for European and World History. ; peer-reviewed
This article studies processes, policies and practices for geography and history education in Estonia. The analysis covers the societal transformation period in an ethnically divided society from the 1980s to the early 2000s characterized by Estonia's disintegration from the Soviet Union towards the integration to the European Union and NATO. Geography and history education curricula, textbooks and related policies and practices promoted a particular national time-space by supporting the belongingness of Estonia into Europe, rejecting connections towards Russia and suggesting a division between ethnic Estonians and ethnically non-Estonian residents of Estonia. In geography and history textbooks, the Russian-speaking population, comprising then almost a third of the entire population of Estonia, was divided into non-loyal, semi-loyal and loyal groups of whom only the latter could be integrated in the Estonian time-space. The formal education policies for geography and history supported Estonia's disintegration from the Soviet past and pawed way to integration to the western political and economic structures. However, challenging market and sensitive cultural contexts created peculiar, alternative and sometimes opposing local practices in geography and history education.
Interested in furnishing Academy students with a new type of atlas and geography textbooks. ; Transcription by Joseph Byrne. Transcriptions may be subject to error.
"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"--
"Balanced and comprehensive, Youth Justice is the only textbook that provides multiple, current perspectives on the Canadian youth justice system. Written by experts from across the country to offer a range of perspectives on the patterns, theories, and emerging topics related to youth justice—including a new chapter on racialized youth—this text blends empirical research with contemporary, critical analysis, while incorporating youth voices throughout."--
This textbook provides an overview of organisation models used in practice from over a century ago to the present day. It outlines the effects these models have on efficiency, learning, innovation and workers' health and offers critical reflections for students. Some of the models covered are Taylorism, bureaucracy, the socio-technical school, process organisation such as lean production, learning organisations, knowledge management, project organising including agile, platform economy, professional organisations, new public management and sustainable organisations. Featuring learning objectives and reflective questions for students of organisation studies and design, this textbook has a pedagogical structure based on the division of work and the coordination of work. Conclusions are presented on contemporary work organisation models' impact on working life, ultimately encouraging students to ask the question, how can we create more sustainable work organisations. P-O Börnfelt is a lecturer at the Department of Sociology and Work Science, University of Gothenburg in Sweden. His Work Organisation in Practice textbook was first published in Swedish, and it is used as a textbook at several universities in Sweden. His research focus is on whistleblowing, voice and silence at work.
1. Introduction – The Global South: A Platform for the Adoption of Neoliberalised English -- Part I. Neoliberalism and English Language Teaching Policies -- 2. The Neoliberal Blow to English Language Teaching: Deconstructing the Teacher Academy Program in Chile -- 3. Neoliberalism Shaping English Language Teaching in Bangladesh: A Critical Examination -- 4. English Medium Education in India: The Neoliberal Legacy and Challenges to Multilingual Language Policy Implementation -- 5. ELT in Morocco: Postcolonial Struggles, Linguistic Imperialism and Neoliberal Tendencies -- Part II. Neoliberalism Ideology as in English Language Teaching Materials -- 6. Consumerism as Lingua Franca in ELT?: Ideologies in a Thai Textbook Series -- 7. Neoliberal Values of Business and Entrepreneurship in Taiwan's EFL High School Textbooks -- 8. Working Towards Centrally Determined Levels of Proficiency: Uncovering the Neoliberal Standardization in the Vietnam-produced ELT Textbooks -- 9. Consumerism in Malaysian Locally Developed ELT Textbooks -- Part III. Experiences of Neoliberal Subjects -- 10. Exploring the Impact of Notions of Success Based on Native-Speakerism, Individualism and Neoliberalism on ESL Students' Identities -- 11. Anxiety, Desire, Doubt, and Joy: the Dualities of a Latin American Emerging Researcher During Academic Writing Processes -- 12. Neoliberalism, Globalisation and Englishism: Exploring Ideological Assumptions Attached with the English Language in Pakistan.
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This fully updated Textbook for Pearson Edexcel A-level Politics will help your students develop a critical understanding of the latest developments in UK Government and Politics. This trusted textbook by Neil McNaughton, revised by Toby Cooper, is specially designed to reflect the Edexcel specification and help your students approach complex topics with confidence. This Student Textbook: - Comprehensively covers Government of the UK and Politics of the UK, including the 2019 General Election and the Brexit process - Places recent developments in a historical context throughout to show the influence of political history on current events - Builds your confidence by highlighting key terms and explaining synoptic links between different topics in the specification - Develops your analysis and evaluation skills through debates and practice questions - Provides answer guidance for practice questions online at www.hoddereducation.co.uk Hodder Education textbooks covering the Core and Non-Core Political Ideas are available to complete your students' studies for Components 1 and 2 of the Pearson Edexcel specification. Core and Non-Core Political Ideas are compulsory elements of Components 1 and 2.
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