Suchergebnisse

This article raises the question of how German textbooks should deal with issues of migration as one of the main challenges in a globalizing age. In order to prepare the ground for a well-founded answer it follows a twofold agenda. In a rst step, previous attempts at analyzing textbook representations of migration are critically scrutinized and read against the background of current debates on methodological approaches to textbook research. In a second step, anthropological research on the structure of public German discourses on migration is cited as a key to developing a truly multiperspectival mode of representing it. Ultimately, the article demonstrates that education alone cannot be given the responsibility of clarifying questions that politics have failed to articulate and that pupils must be taught to participate competently in the discourse on migration policy. They should be familiarized with the various positions advocated in the political sphere, and simultaneously equipped with the necessary tools for critical re ection.

This article provides an introduction to the aims, methods, and interdisciplinary approach of this new journal, elucidating the traditions of international textbook research and the function of educational media as illuminating sources for various academic disciplines. Textbooks and curricula in particular, which are not only state-approved but also of a highly condensed and selective nature, are obliged to reduce the complexities of the past, present, and future onto a limited number of pages. Particularly in the humanities, which often deal with concepts of identity and portrayals that may be more open to interpretation, textbooks can become the subjects of controversial debate, especially in relation to societal shifts such as globalization and immigration. In this regard, this journal intends to illuminate the situations in which educational media evolve, including their social, cultural, political, and educational contexts. The emergence of new, particularly digital, educational media marks new modes of knowledge production. The Journal of Educational Media, Memory, and Society (JEMMS) invites analyses that reach beyond the printed page and even beyond the institution of the school itself.

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.

Textbooks are basic elements that shape the school curriculum. Despite the democratization and decentralization of the Spanish educational system, a certain ideological inertia and bias with respect to their contents and focus persists. The study presented here is based on an empirical analysis of the contents of 264 books used at the primary (6-11 years), secondary (12-14 years) and baccalaureate (15-16 years) levels. The results point to the existence of an "unstated" curriculum, where only brief mention of Islam, Arabs and Muslims, and their presence in Spain predominate. These are usually accompanied by images - for cognitive support - that serve to maintain an exotic, anti-modern, anti-Western and, in other words, an "Orientalist" image of this group.

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.

Front Cover -- Half Title Page -- Title Page -- Copyright Page -- Table Of Contents -- Foreword -- Preface -- Acknowledgements -- Part One -- Chapter 1: Emergency Medical Services (Ems) And Ambulance Operations In The Uk -- Objectives -- Key Terms -- Emergency Medical Services System Development -- Current Emergency Medical Services Systems -- Emergency Medical Services System Operations -- Emergency Medical Services Provider Levels -- National Emergency Medical Services Group Involvement -- Paramedic Education -- Professionalism -- Roles And Responsibilities Of The Paramedic -- Clinical Direction For Emergency Medical Services -- On-Scene Medical And Healthcare Professionals -- Improving System Quality -- Ambulance Standards -- Safe Ambulance Operation -- Aeromedical Transportation And Helicopter Emergency Medical Services (Hems)/Air Ambulances -- Summary -- References -- Further Reading -- Chapter 2: Ethics And Law In Paramedic Practice -- Objectives -- Key Terms -- Ethics -- Legal Aspects Of Paramedic Practice -- References -- Further Reading -- Chapter 3: The Well-Being Of The Paramedic, Health Promotion And Injury Prevention -- The Well-Being Of The Paramedic -- Health Promotion And Injury Prevention -- References -- Further Reading -- Part Two -- Chapter 4: Approaches To Assessment -- Objectives -- Key Terms -- Factors That Affect Assessment And Decision Making -- Assessment And Management Choreography -- General Approach To The Patient -- Summary -- Further Reading -- Chapter 5: Communication Systems In Ems -- Objectives -- Key Terms -- Phases Of Communications During A Typical Ems Event -- Role Of Communications In Ems -- Basic Model Of Communications -- Proper Verbal Communications During An Ems Event -- Proper Written Communications During An Ems Event -- Technological Advances In The Collection And Exchange Of Information.

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.

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

The aim of the study was to investigate the texts in the sixth-grade Turkish textbook published by the Ministry of National Education Publishing House for the 2018-2019 academic year, which provide the basis for criticism. The data were collected through document analysis, which is a qualitative research method. The analysis results showed that the texts that provide the basis for criticism are subsumed under each theme. The elements that form the basis for criticism and seem to contribute to analytical thinking and expression were identified in the following components of the book: in the texts "This Is My Story", "I Am Looking For", and "My Dear Library" under the theme of Reading Culture and the activities of these texts; in the activity questions of the texts "Courage of the Turkish Soldier" and "July 15" and in a dialogue in the text "Old Granny" under the theme of the National Struggle and Atatürk; in the texts "Aziz Sancar", "How Did People Use to Measure Time?", and "Technology Addiction" under the theme of Science and Technology and the activities of these texts; throughout the text "Giving is Gaining" and in an activity of the text "Silver Wing" under the theme of Virtues; in the texts "What We Wonder", "Afyon" and "Water Pollution" under the theme of Nature and the Universe and the activities of these texts; in the texts "Anatolia" and "the Story of Tarhana" under the theme of Our National Culture; in an activity of the texts "Time to Bicycle" and "10 Questions about Obesity" and in the text "Eating, Drinking and Digesting" and an activity of the text under the theme of Health and Sport; and in the texts "Yes Sir/Madam", "Do a Favour" and "On Friendship" under the theme of Individual and Society and the activities of these texts. Keywords: Criticism, Turkish Textbooks, Analytical Thinking, Literature, Education.

Analysis of the treatment of colored people in a small selection of history & geography textbooks used in secondary Sch's, & in syllabuses & exam papers in those subjects for the General Certificate of Educ. The stereotypes purveyed in the textbooks were in many cases unfavorable to colored people; the subject matter of the textbooks & syllabuses was orientated towards the activities of British imperialists; it would do little to promote a sympathetic understanding of colored people or the countries from which they come. AA.

Critical thinking is widely regarded as a crucial capability for competent management and also for any leadership role in society. In this article, we ask, "How do textbooks play a role in the weakness of many management graduates' critical thinking skills?" Management teachers can find plentiful advice about best teaching practices, yet the critical skills gap remains. We argue that the nature and use of management textbooks intersect and interact with students' epistemology to support a culture of surface learning, resulting in a failure to develop critical thinking skills. Textbooks reinforce underdeveloped student epistemology through limitations of content and position students as passive recipients of an authoritative version of oversimplified knowledge. In our survey of 30 successful management textbooks, we found the majority of popular management textbooks potentially inhibit, or only weakly support, the development of students' capacity for critical thinking. The article concludes with suggestions for improving textbooks and textbook choice or considering alternatives.

Criticizes portrayals of Islam in seven world history textbooks taught in US high schools as biased towards Islam; focus on definitions of jihad, shari'a, and status of Muslim women.