Suchergebnisse

In October 2012, the government of British Columbia announced its support for the creation of open textbooks for the 40 highest-impact first and second-year courses in the province's public post-secondary system. This project has generated a lot of interest in open textbooks in general, the financial benefits they may have for students, and the impact such open educational resources may have on curriculum development and flexible pedagogies. This session will provide an overview of open textbooks and will specifically explore: an update on the BC open text book project individual faculty and institutional changes in practice benefits and challenges of adopting an open textbook options for finding, selecting, and building on existing open educational resources We will also share experiences to gain insights into what we should be aware of when venturing into the use of OER, including a discussion of Creative Commons licensing. ; Non UBC ; Unreviewed ; Other

Virginia Tech Student Government Association (VTSGA) led this Textbook Town Hall to hear from students regarding issues and solutions related to textbooks and other learning resources. ; Student Government Association

Also contains links to Library Reserves guidelines, USF System Copyright Policy, and U.S. Government guidelines on Fair Use.

Also contains links to Library Reserves guidelines, USF System Copyright Policy, and U.S. Government guidelines on Fair Use.

Also contains links to Library Reserves guidelines, USF System Copyright Policy, and U.S. Government guidelines on Fair Use.

This EuroBroadMap working paper presents an analysis of textbooks dealing with the representations of Europe and European Union. In most of these textbooks from secondary school, the teaching of the geography of Europe precedes the evocation of the EU. Europe is often depicted as a given object, reduced to a number of structural aspects (relief, climate, demography, traditional cultures, economic activities, etc.) whose only common point is their location within conventional boundaries. Such a vision may be easier for pupils to deal with and may reduce the risk of provoking political controversies. When studied, the European Union appears mostly as a incomplete political power, characterized by some strengths and weaknesses.

This EuroBroadMap working paper presents an analysis of textbooks dealing with the representations of Europe and European Union. In most of these textbooks from secondary school, the teaching of the geography of Europe precedes the evocation of the EU. Europe is often depicted as a given object, reduced to a number of structural aspects (relief, climate, demography, traditional cultures, economic activities, etc.) whose only common point is their location within conventional boundaries. Such a vision may be easier for pupils to deal with and may reduce the risk of provoking political controversies. When studied, the European Union appears mostly as a incomplete political power, characterized by some strengths and weaknesses.

The idea for this textbook developed from the recognition of the need to disseminate information about Polar Law as an emerging field of legal studies - an area of study long overdue greater recognition. Developments in the Polar Regions - the Arctic and Antarctica - are now the subject of growing interest and importance. They concern a divergent range of global and regional development issues and beg further inquiry into the role of law in dealing with many of these issues. This textbook is the first educational material of its kind. It attempts to illustrate the importance of legal values in addressing various challenges across the Nordic region, among remote Arctic communities and globally. The textbook focuses on the various developments in international and domestic law concerning the Polar Regions (e.g., issues of environmental law, law of the sea, resources, human rights law and Indigenous peoples' rights, etc.). By looking at linkages between different areas of law and the other social sciences, the textbook also explores the relevant aspects of the economic, social and political developments affecting both Polar areas (e.g., questions of Polar governance, economics, and the political situation in some of the Arctic areas). The authors hope that this pioneering work will encourage anybody interested in Polar Law to pursue further studies, research or cooperation on the many initiatives which take place within the Nordic, Arctic and global community in relation not just to the Arctic but also to the Antarctic.

Over the past few years, the number of political science departments offering qualitative methods courses has grown substantially. The number of qualitative methods textbooks has kept pace, providing instructors with an overwhelming array of choices. But how to decide which text to choose from this exhortatory smorgasbord? The scholarship desperately needs evaluated. Yet the task is not entirely straightforward: qualitative methods textbooks reflect the diversity inherent in qualitative methods itself. Consequently, evaluating qualitative methods textbooks consists more of weighing competing strengths than identifying weaknesses. I undertake just such an evaluation in the following survey, which should be useful both to teachers of qualitative methods and to researchers keen to brush up on specific techniques.

Textbooks are the only source of information to pupils in Pakistani classrooms and they rely on these textbooks to find accurate and authentic information. English and Urdu Textbooks in Pakistan are to teach pupils language and to communicate to them a set of values (Islamic) as conceptualized by the state in its curriculum documents. This study chose texts from English and Urdu textbooks that were related, directly or indirectly, with Islamic values. The qualitative content analysis method was used to analyze the selected stories against the criteria derived from the curriculum documents, textbooks and earlier studies. This study found the values portrayed through Islamic lenses and was set in family-focused settings. The characters in the stories also communicated to pupils the importance of family in Islam and what value to practice in an Islamic family and society.

"Developments in the Arctic and Antarctica continue to be the subject of growing public interest and academic, political, scientific, and media discourse. The global magnitude of the changes that are currently taking place in the Polar Regions, also influence legal developments. Furthermore, the growing importance of both the Arctic and the Antarctica in various areas of global, regional, national and sub-national development requires further inquiry into the role of law in dealing with many of the current and emerging issues relevant to both Poles. Although law is not a panacea for all issues, it has its own role to play in dealing with many of them." A broad overview of Polar law issues was presented in the pioneering Polar Law Textbook, N. Loukacheva ed. Copenhagen: Nordic Council of Ministers, Tema Nord 538: 2010 (www.norden.org).This textbook represents the outcome of a cooperative process between an international group of well-known experts in the area of Polar law and related studies. Polar Law Textbook II further draws upon Polar law as an evolving and developing field of studies which is gaining increasing recognition and intersects with many other areas in the social sciences and humanities. It explores a variety of legal issues in the Arctic and Antarctica (i.e., questions of human rights law, environmental law, law of the sea, continental shelf, climate change, energy law, resources, indigenous peoples' rights, etc.,) but also covers the relevant aspects of geopolitics, security, governance, search and rescue, biodiversity, devolution, institutions (e.g., the Arctic Council) and political developments.

Despite repeating claims that Canadians are less nationalistic than members of other nations, English as a second language (ESL) textbooks often participate in banal repetitions of nation-ness and nationalism. This banal nationalism takes the form of the marking of nation through flags, maps, routine deixis, and nationalized symbols. This study examines markings of nation in 24 ESL textbooks used in government-funded language instruction in Canada. This nationalized imagery is both taught and repeated, making the imagined community ubiquitous. Language teachers should be aware of and reflect upon the everyday nationalism that is performed in ESL textbooks.Key words: banal nationalism, TESL, language instruction, identityAuthor's NoteTrevor Gulliver is an Assistant Professor at Bishop's University. His research explores discursive constructions of Canada and Canadianness in ESL textbooks and study guides. ; Malgré l'affirmation répétée que les Canadiens sont moins nationalistes que les membres des autres nations, les manuels scolaires d'anglais langue seconde (ALS) participent souvent à des répétitions banales sur le nationalisme et la notion de nation. Ce « nationalisme ordinaire » prend la forme d'une mise en valeur de la nation à travers des drapeaux, des cartes, et des symboles nationalisés. Cette étude s'intéresse à cette mise en valeur de la nation dans 24 manuels d'anglais langue seconde, utilisés dans les programmes d'enseignement des langues, financés par le gouvernement au Canada. Ces images sont à la fois enseignées et répétées, rendant la communauté représentée omniprésente. Les enseignants de langues doivent être conscients et réfléchir sur le nationalisme au quotidien qui est relayé dans les manuels d'anglais langue seconde.Mots clés : nationalisme ordinaire, EALS, enseignement des langues, identiteNote de l'auteurTrevor Gulliver est professeur adjoint à l'Université Bishop. Sa recherche explore les constructions discursives du Canada et de la «canadianité » dans les ...

The textbook contains a systematic presentation of the most difficult provisions of the discipline "Microeconomics". The book comprehensively, thoroughly and deeply analyzes the mechanisms of modern microeconomics as the foundation of economic thinking at the lowest level of management. The structure of the book includes two sections and 12 chapters, at the end of which control questions and test tasks are proposed. At the end of the textbook, symbols, a glossary and a bibliography are presented. The textbook is addressed to students in the field of preparation 38.04.01 "Economics" (qualification "master"). The book will be useful to students in additional professional educational programs, graduate students and researchers, as well as working in the field of farm management in enterprises, industries, and government bodies. Учебник содержит систематизированное изложение наиболее трудных положений дисциплин «Микроэкономика». В книге всесторонне детализированы и глубоко анализируются механизмы современной микроэкономики. Структура книги включает в себя два раздела и 12 глав, в конце которых предложены контрольные вопросы и тестовые задания. В конце учебника представлены условные обозначения, глоссарий и библиографический список. 38.04.01 «Экономика» (квалификация «магистр»). Книга будет полезна обучению по дополнительным профессионально-образованным программам, аспирантам и научным сотрудникам, а также работникам сферы управления хозяйством на предприятиях, в органах государственной власти.

This paper analyses the way in which Dr Franjo Tuđman is depicted in the textbooks used in Croatian schools. The author concludes that while some basic biographical data are provided, with respect to his contribution as a statesman some authors are prone to politicization and even self-censorship, the intention of which is to diminish his contribution to the history of the Croatian people. Most issues concerning internal and external policies require further research. ; This paper analyses the way in which Dr Franjo Tuđman is depicted in the textbooks used in Croatian schools. The author concludes that while some basic biographical data are provided, with respect to his contribution as a statesman some authors are prone to politicization and even self-censorship, the intention of which is to diminish his contribution to the history of the Croatian people. Most issues concerning internal and external policies require further research.

This paper analyses the way in which Dr Franjo Tuđman is depicted in the textbooks used in Croatian schools. The author concludes that while some basic biographical data are provided, with respect to his contribution as a statesman some authors are prone to politicization and even self-censorship, the intention of which is to diminish his contribution to the history of the Croatian people. Most issues concerning internal and external policies require further research.