Textbook

The best-selling introduction to international relations, offering the most comprehensive coverage of the key theories and global issues in world politics, written by the leading experts in the field.

Four brand new chapters including: Feminism, Race, International Organizations, and NGOs.

The 5th edition of the popular Basics of Web Design: HTML5 & CSS textbook builds on the successful earlier editions. The 5th edition includes a major update with a focus on new CSS layout systems! Chapter 8 has been renamed Responsive Layout Basics. This chapter introduces the new CSS Flexbox Layout and CSS Grid Layout Systems.

The 5th edition continues to integrate HTML and CSS topics such as text configuration, color configuration, and page layout with an enhanced focus on the topics of design, accessibility, and Web standards.

Introduction
Das Lehrbuch bietet eine systematische Einstiegshilfe in die soziologische Beschäftigung mit
Gesellschaft in diskursanalytischer Perspektive und führt gut verständlich in die für die Soziologie relevanten Felder der Diskurstheorie ein. Es gelingt der Autorin damit sowohl eine Herleitung und Erklärung der zentralen Begriffe und Konzepte, als auch eine anwendungsorientierte Kontextualisierung, so dass die Diskurstheorie auch für aktuelle gesellschaftstheoretische Debatten fruchtbar gemacht wird. Durch die Lektüre erhalten Lesende grundlegende Einblicke in die soziologische Diskurstheorie, lernen diskursive Praktiken neben anderen als eine relevante Dimension gesellschaftlicher Praxis kennen und bekommen Methoden zur Analyse von Diskursen und deren Verhältnis zu Gesellschaft an die Hand. Die Autorin lädt ihre Leser*innen im Rahmen der Lektüre dazu ein, mit der diskursanalytischen Brille den ein oder anderen Blick auf Gesellschaft zu riskieren und das soziologische Arbeiten mit den Werkzeugen der Diskursanalyse auszuprobieren.

Der Inhalt
Diskurswolken am gesellschaftlichen Denkhorizont • Diskurs und Gesellschaft – alte Bekannte, aktueller denn je • Mit dem diskursiven Werkzeugkoffer bis zum gesellschaftlichen Denkhorizont • Multimediales Material • Weiterführende Literatur • Erkenntnisse evaluierende Fragen

Die Autorin
Dr. Franka Schäfer ist Soziologin. Sie lehrt und forscht zu Soziologischer Theorie, Soziologie der Populärkultur, Soziologie des Protests und Soziologie sozialer Ungleichheit an der FernUniversität in Hagen.

Keywords
Diskursanalyse Michel Foucault Diskurstheorie Gesellschaftstheorie Medientheorie Sozialswissenschaftliche Methoden Einführung in die Diskursanalyse
Authors and affiliations

    Franka Schäfer
        1

    1.FernUniversität in HagenHagenGermany

Bibliographic information

    DOI https://doi.org/10.1007/978-3-658-22001-3 Copyright Information Springer Fachmedien Wiesbaden GmbH, ein Teil von Springer Nature 2019 Publisher Name Springer VS, Wiesbaden eBook Packages Social Science and Law (German Language) Print ISBN 978-3-658-22000-6 Online ISBN 978-3-658-22001-3 Buy this book on publisher's site

Although reading comprehension is accepted as a skill that needs to be developed specific to the Turkish course, reading is an "intermediate disciplinary skill" and a skill that needs to be developed in other courses, and research has shown those students who do not have reading skills cannot be successful in other courses. In this study, reading comprehension questions in 5, 6, 7 and 8th-grade Turkish textbooks taught in secondary schools in the period of 2019-2020 were examined according to the reading skills proficiency levels in PISA. Reading comprehension questions in the textbooks were examined through 8 levels in 2015 and 2018 PISA reading proficiency levels. Following to the results of the research, 0.5% of the questions in the textbooks are 1c, 36.5% are 1b, 18.9% are 1a, 28% are level 2, 10% are level 3, 4.9% are level 4, 1% are level 5 and it was concluded that 0.1% was at level 6. It is noteworthy that reading comprehension questions in Turkish textbooks are most concentrated at levels 1b, 1a and 2, and that these results are in line with Pisa's (2018) reading proficiency results in Turkey. In the research, it was suggested that reading comprehension questions in Turkish textbooks should be removed from knowledge level and formed from the types of questions in which high-level thinking skills will be employed to direct the use of knowledge in daily life.

การทำโครงการวิจัยเรื่อง การพัฒนาเอกสารประกอบการเรียนรายวิชา การอ่านและการเขียนขั้นสูงนี้มีวัตถุประสงค์ 1. เพื่อพัฒนาและทดลองใช้เอกสารประกอบการเรียนรายวิชา การอ่านและการเขียนขั้นสูง และ 2. เพื่อศึกษาความพึงพอใจของนิสิตชั้นปีที่ 2 สาขาภาษาอังกฤษคู่ขนานการศึกษาที่ใช้เอกสารประกอบการเรียนรายวิชา การอ่านและการเขียนขั้นสูง ซึ่งกลุ่มเป้าหมายที่ใช้ในการวิจัยครั้งนี้คือนิสิตชั้นปีที่ 2 ที่ลงทะเบียนเรียนรายวิชาการอ่านและการเขียนขั้นสูง ในภาคการศึกษาที่ 1 ปีการศึกษา 2557 จ านวน 120 คน ใน 3 กลุ่มเรียนที่ผู้วิจัยรับผิดชอบ โดยมีเอกสารประกอบการเรียนรายวิชาการอ่านและการเขียนขั้นสูงที่ผู้วิจัยพัฒนาขึ้น และแบบสอบถามความพึงพอใจเป็นเครื่องมือในการเก็บข้อมูล ท าการวิเคราะห์ข้อมูลทางสถิติด้วยการหาค่าเฉลี่ย ร้อยละ และส่วนเบี่ยงเบนมาตรฐานซึ่งผลการวิจัยปรากฏดังนี้
1. ผลการพัฒนาเอกสารประกอบการเรียนรายวิชา การอ่านและการเขียนขั้นสูง ได้บทเรียนเบื้องต้น 4 บทเรียน ประกอบไปด้วย บทที่ 1 Plagiarism, บทที่ 2 Making Notes, บทที่ 3 Finding information และบทที่ 4 Tables, charts and graphs
2. ผลการศึกษาความพึงพอใจของนิสิตโดยภาพรวมอยู่ระดับมาก โดยด้านที่มีค่าเฉลี่ยสูงสุดคือ ด้านเนื้อหาวิชา รองลงมาคือ ด้านผู้สอน ด้านปัจจัยส่งเสริมการเรียนการสอน และด้านเอกสารประกอบการสอนตามลำดับ

LINK DOWNLOAD  =>  https://showybook.com/BookLibrary-1285852702.html

Packed with high-quality photos and illustrations, DELMAR'S STANDARD TEXTBOOK OF ELECTRICITY, 6e combines comprehensive coverage of basic electrical theory with practical "how to" information that prepares readers for real-world practice. Known for its broad range of coverage, the text covers all aspects of basic theory principles new learners need to know-making it an excellent resource well beyond any introductory course.

LINK DOWNLOAD  =>  https://showybook.com/BookLibrary-1285852702.html

Resumo: O Livro Didático (LD) é um dos principais recursos utilizados pelos professores, podendo ser importante na aprendizagem de Ciências, e por possuírem limitações, é relevante a sua análise crítica referente aos conteúdos propostos nestes. Esse trabalho teve como objetivo geral analisar os conteúdos conceituais e a importância do filo Mollusca nos LD de Ciências (6º ao 9º ano) publicados e aprovados pelo PNLD no período de 2010 a 2016. A abordagem da pesquisa foi de cunho qualitativo, utilizou-se o método da Pesquisa Bibliográfica e da técnica de Análise de Conteúdo do tipo categorial. Analisou-se as seguintes categorias: importância médica, alimentar, econômica e ecológica; morfologia externa (concha e massa visceral); Sistemas anatômicos e fisiológicos; classificação, sistemática e taxonomia. Das 154 obras analisadas, 89 não apresentavam a temática em questão. Geralmente o conteúdo sobre moluscos era abordado no capítulo específico sobre o filo (livros do 7º ano) ou em tópicos relacionados a parasitoses humanas, meio ambiente e aspectos sobre Geologia/Paleontologia. Foram observados reduzido conteúdo conceitual, erros quanto á escrita de nomes científicos das espécies e generalizações errôneas sobre os moluscos. Das 8 classes de moluscos existentes, todos os LD descreviam apenas sobre os bivalves, gastrópodes e cefalópodes. Aspectos positivos foram evidenciados, tais como, sugestões metodológicas, cladogramas, leituras complementares e exemplos de organismos desse filo importantes tanto do ponto vista da alimentação humana quanto dos aspectos culturais. Podemos concluir que o LD não deve ser o único recurso didático utilizado pelo professor de Ciências em sala de aula, uma vez que este é insuficiente com relação aos conteúdos conceituais sobre os moluscos.

Abstract: The Textbook (LD) is one of the main resources used by professors and may be useful in science learning. Because of their limitations, it is necessary a critical analysis regarding the contents proposed on them. This article had as general objective to analyze the conceptual contents and the importance of the phylum Mollusca in the Science LD (6th to 9th grade) published and approved by PNLD from 2010 to 2016. The research approach was of a qualitative nature. The Bibliographic Research method and the categorical content analysis technique were used. The following categories were analyzed: medical, food, economic and ecological importance; external morphology (shell and visceral mass); Anatomical and physiological systems; classification, systematics and taxonomy. Of the 154 works analyzed, 89 did not present the theme in question. Generally, mollusk content was covered in the phylum-specific chapter (7th grade books) or in topics related to human parasitosis, environment, and aspects of geology / paleontology. Reduced conceptual content, errors about writing scientific names of species and erroneous generalizations about mollusks were observed. Of the 8 existing classes of mollusks, all LD described only about bivalves, gastropods and cephalopods. Positive aspects were also evidenced, such as methodological suggestions, cladograms, complementary readings and examples of organisms from this phylum as human food importance as well as cultural aspects. In conclusion, it is possible to affirm that LD must not be the unique didactic resource used by science teacher in classroom, since it is insufficient about the molluscs conceptual contents.

School textbook used in primary schools, 8th class. Table of contents only!
Published annually since 2007. However, there is a more recent version which corresponds the new curriculum. Contrary to it, this version is still in use in some shools  in 2018.

This book is an introductory text into the market housing for students in architecture, urban planning, civil engineering, and municipal economics. The accent is put on housing as a spatial and material entity and its roots in economics and social relations under the market. The notions of housing system, housing policy, and housing program are considered. Differences between housing as a stock and as services are explained. The process of housing reproduction has been analyzed. Commercial and public (social) housing subsystems demonstrate two interrelated domains and help to acquaint students with concepts of effective demand, marketing research, tenure forms of housing, social standards, types of subsidies, architectural classifications of residential buildings etc. Social issues of spatial distribution and management of housing in the city, problems of gentrification, segregation, redlining, redevelopment, residualization and filtering are discussed.

This textbook examines government in the Federated States of Micronesia, as it exists now and as it has developed over the years. In this book students learn about the system of government in the islands today, and how the government came to be the way it is today. The book begins with traditional governance in the different parts of the FSM and the way in which the traditional systems operated. Students see how leaders exercised their power, but also how ordinary people influenced the decisions that were made in their communities.

This is the extended introduction to my "habilitation", which summarizes and discusses five papers I published which draw on ethnographic fieldwork in the textbook publishing industry. I classify some production practices, but also argue that any classification breaks down in the face of the messy, entangled, case-specific practices of how "knowledge" is selected and made relevant in the daily practice of educational publishing houses.

It begins:
Textbooks, according to Ludwig Fleck (1935/80) and Thomas Kuhn (1962/96) will inevitably produce stable versions of dominant knowledge. Perhaps this is why the US State Department employs people to monitor other countries’ textbooks, “in an effort to understand better how their people think and what their governments want them to think” (The Economist, 2012). As a teenager, Bill Bryson suspected there was “a mystifying universal conspiracy among textbook authors to make certain the material they dealt with never strayed too near the realm of the mildly interesting” (Bryson, 2003: 22). At the same time, school textbooks have been the site of intense controversies. In 2012, ...

Manual for Physical Anthropology Lab course. Covers human genetics, early primate and hominid evolution, origins of culture, and relationships between biology, culture, and the spread of disease. Lab activities use a hands-on approach to explore these topics as well as: dating techniques, anatomy, osteology, social behavior, and the fossil record.

This textbook explains the history of an unequal relationship between
rulers and those who are ruled, which includes the decisions of a
small group that have shaped the world as we know it. It also narrates
the actions of the majority of humanity, which created new worlds
by accepting, refusing or resisting domination. All these actions and
reactions are part of history, and forge processes of change and
transformation that happened over time and are reconstructed or
remembered centuries or millennia later.
This textbook also aims to narrate how humanity, as a single species,
created different modes of living, different economic systems,
cultures, political and social formations, ideas, beliefs and worldviews.
These systems organised humans into common organisations and
around common ideas, but they also highlighted differences between
humans. These differences originated over time; they were created by
humans themselves.
This textbook covers the history of humanity, from homo sapiens
departure from Africa to the twenty-first century. Volume 1 spans the
years 70,000 BCE to 1000 CE; Volume 2 covers 1000 to 1870 CE; Volume
3 spans the years 1870 CE to the twenty-first century. The first volume
focuses on the expansion of frontiers, starting with the agricultural
frontier that created empires and cities. The second volume narrates
the story of the connection of different frontiers and the creation
of the first intercontinental trade system. The third volume looks at
the intensified intervention of complex systems of frontiers on our
planet.
Each volume is divided into three chronological chapters. Each
chapter starts with an overview of the chapter, then covers the four
themes by which the book is structured. Instead of reading historical
transformations as single topics, we have chosen to organise our
narrative in four themes and to look at the different transformations
that have occurred in the world. The four themes are 1) humans change
nature, 2) humans on the move, 3) social organisation and inequality,
and 4) worldviews.

O presente trabalho tem como objetivo mostrar como está posto o uso do livro didático no ensino de Geografia, esse tido muitas vezes como único recurso didático utilizado nas aulas de Geografia, quando na realidade seu objetivo é de servir como suporte para os professores e não como recurso a ser seguido a risca. Para tanto realizamos nosso trabalhos buscando referenciais bibliográficos que trabalham com o uso do livro didático no ensino de Geografia, entre eles Pina (2009); Cavalcanti (2007); Pontuschka, Paganelli e Cacete (2007); Silva (2006); Castellar e Vilhena (2010) entre outros.  Num segundo momento buscamos relatar a nossa experiência no estágio supervisionado de Geografia no nível fundamental II, realizado na Escola Municipal Professor José Porto de Queiróz, na cidade de Itaú-RN. Durante nossa fase de observação percebemos a dependência do livro didático como recurso pronto para aulas de Geografia, diante da nossa observação em sala de aula, procuramos desenvolver um trabalho diferenciado, utilizando o livro como apoio e não como um recurso a ser seguido a risca. Com essa metodologia, embora direcionada a uma turma desmotivada, percebemos um resultado significativo, pois houve uma nova perspectiva de ensino de Geografia e não aquela enfadonha de leitura e atividades do livro. Nesse sentido entendemos que é papel do professor utilizar os conteúdos do livro como suporte, e tentar relacionar ao cotidiano do aluno, e associando com outros recursos didáticos e novas metodologias de ensino.

LINK DOWNLOAD  =>  https://showybook.com/BookLibrary-1455770051.html

The 13th edition of Guyton and Hall Textbook of Medical Physiology continues this bestselling title's long tradition as the world’s foremost medical physiology textbook. Unlike other textbooks on this topic, this clear and comprehensive guide has a consistent, single-author voice and focuses on the content most relevant to clinical and pre-clinical students. The detailed but lucid text is complemented by didactic illustrations that summarize key concepts in physiology and pathophysiology.

LINK DOWNLOAD  =>  https://showybook.com/BookLibrary-1455770051.html

The Ebook can be now FREELY DOWNLOADED (open archive), e.g. under

https://www.taylorfrancis.com/books/9781134319312

Taylor & Francis group. Now the Ebook can also bee FREELY DOWNLOADED at all KINDLE STORES OF AMAZON, e.g. 
https://www.amazon.in/Mathematics-Economics-Business-Frank-Werner-ebook/dp/B000Q7ZFKW 

Since it is still the first edition from 2006 without any changes, a list of identified misprints can be found at my homepage under: 

http://www.math.uni-magdeburg.de/~werner/misprints.pdf  .

(I hope the list is rather complete since the book was intensively used in the tutorials for my lectures since the publication in 2006).

The book is based on the lectures which the first author presented at the Otto-von-Guericke University Magdeburg for students of the Faculty of Economics and Management within a two-semester course since 1997. Here only the preface is presented. Of course, I appreciate any feedback.

Despite not being a textbook designed specifically for English language learners, Scott Foresman Science is wonderful and amazing for young learners and thanks to thoughtful design, definably very usable for an English language teaching setting.

DOWNLOAD NOW => http://showybook.com/BookLibrary-1622911350.html

Integrated Chinese is an acclaimed Mandarin Chinese language course that delivers a cohesive system of print and digital resources for highly effective teaching and learning. First published in 1997 and now in its 4th Edition, it has become the leading Chinese language textbook series in the United States and beyond.

DOWNLOAD NOW => http://showybook.com/BookLibrary-1622911350.html

The article presents a literary-historical view of the role and significance of France Bevk’s literature by comparing it with the author’s role in secondary school reading materials. Seeking parallels with the literary-historical and schooling situations of Ivan Pregelj and Ciril Kosmač, the comparison is focused on the post-World War II period. While Bevk’s literary-historical position in the interwar period was preserved largely due to his role in building national awareness, after Slovenia’s independence, he became a somewhat marginalised secondary school author. The only text (optionally) treated in secondary school reading texts is Bevk’s novel Kaplan Martin Čedermac.

This thesis presents the link between the environment and Foreign Language Teaching (FLT) based on ecolinguistics, which defines the inextricability of the environment and language. The specific aim of this thesis is to demonstrate the importance of an ecolinguistic approach to FLT with an ecocritical discourse analysis of textbooks use to teach French as a foreign language. Using the ecolinguistic tool The Stories We Live by, the analysis aims to assess the extent to which the textbooks stimulate environmental awareness and ecological communicative competence. The research concerns two textbooks, Totem and Saison, and investigates the representation of the stories and their polarity from the perspective of deep ecology. The results show the textbooks to exhibit a general tendency towards ambivalent content. Moreover, the presence of explicit ecological reference in the content was evaluated and revealed, by the analysis, to be under-represented in the textbooks’ content. The analyses are presented as model analyses for an ecolinguistic evaluation of textbooks, which could be used by teachers seeking an ecologically conscious textbook. The thesis also seeks to encourage further research into the ecological aspect of FLT, notably in textbooks.

O presente estudo tem como objetivo compreender a produção acadêmica a respeito das representações imagéticas presentes em livros didáticos de Ciências. Para isso, num viés descritivo-interpretativo, caracterizamos as principais abordagens das pesquisas publicadas no Encontro Nacional de Pesquisa em Educação em Ciências (ENPEC) ao longo da última década (2010-2019) sobre a questão. Nossos resultados apontam para uma diversidade de enfoques e para uma relevante preocupação por parte dessas pesquisas com o funcionamento das imagens nos processos de significação, emergentes em contextos de ensino e de aprendizagem. Concluímos que as questões que envolvem o livro didático são plurais. Nesse sentido, para além das críticas e/ou mudanças que se fazem necessárias em relação a este recurso, se fazem necessárias proposições de estratégias e formas de uso que possam transgredir tais aspectos.

Résumé
Les cultures disciplinaires ont-elles un effet sur les usages des manuels scolaires des enseignants et au-delà sur leurs pratiques informationnelles ? Notre contribution propose de caractériser les cultures disciplinaires d’enseignants d’anglais et de mathématiques puis d’observer si ces caractéristiques se retrouvent dans les usages des manuels scolaires observés chez des enseignants.
Mots-clés : Usage des manuels / Pratiques informationnelles / culture disciplinaire

Do subject cultures have an effect on teachers' textbooks uses and beyond on their information practices? Our contribution aims to characterize the subject cultures of English and Mathematics teachers in France and then to observe if this distinctive feature could be found in teachers' textbooks uses.
Key words: Use of Textbooks / Informational Practices / Subject Culture

So you want to learn a language....
The world seems to be shrinking at an ever-increasing pace. More people travel abroad than ever
before, visiting countries whose languages remain mysterious for any who haven't taken the time to
learn their fundamentals. Thanks to the Internet, we can find and cultivate new friendships with
people from practically any land. Even in your own county, you have probably noticed an increase
in the number of immigrants who speak a language different from your own.
Many of us would like to learn at least one language other than our mother tongue, yet all-too-often, our educational institutions don't seem to be able to do the job of helping us reach true
fluency in a second language. In addition, many non-native speakers of English - perhaps you who
are reading these lines - have achieved a certain degree of proficiency in their English studies, but
just can't seem to become totally fluent.
No matter which language you have chosen to learn, you've no doubt often asked yourself the
question:
"What can I do to learn faster, to acquire correct pronunciation, a good-sized vocabulary,
sufficient grammar, and above all, to learn to really talk in the language I'm learning?"
Hi, I'm David Bolton, of www.language-learning-tips.com. For over thirty years now, I have
been helping people learn English, and have seen the difficulties that they face. Theirs are the same
problems that I myself had to solve when I learned German and Spanish. Let's face it: learning to
speak another language is no easy task. The good news, however, is that by using a sound strategy,
almost anyone can indeed learn a foreign language well, and can even have a surprising amount of
fun doing so!
The purpose of this guide is to help you to successfully overcome the many-faceted obstacles
that you will meet along the way. Don't expect a lot of "theory" here: all of the advice I give is
highly practical, and has been tested on the hundreds of pupils I've had over the years - and of
course, also on myself.
The knowledge you will gain from this book will not guarantee that you will master a second
language; knowledge isn't the key, but rather, the use of that knowledge. Yet I can assure you that if
you follow the advice given here, the road to mastery of another language will be shorter, and
almost certainly more pleasant!
Sincerely,

P.S: I welcome feedback. You can contact me at: dbolton99b@yahoo.es

The “Psychology of Human Thought” is an “open access” collection of peer-reviewed chapters from all areas of higher cognitive processes. The book is intended to be used as a textbook in courses on higher processes, complex cognition, human thought, and related courses. Chapters include concept acquisition, knowledge representation, inductive and deductive reasoning, problem solving, metacognition, language, expertise, intelli- gence, creativity, wisdom, development of thought, affect and thought, and sections about history and about methods. The chapters are written by distinguished scholarly experts in their respective fields, coming from such diverse regions as North America, Great Britain, France, Germany, Norway, Israel, and Australia. The level of the chapters is addressed to advanced undergraduates and beginning graduate students.

El presente estudio pretende analizar el tratamiento que se da a la Guerra Civil y al franquismo dentro del currículo vigente y especialmente en los materiales curriculares derivados del mismo. Para ello tomaremos los principales libros de texto utilizados en las aulas valencianas de Educación Primaria dentro del marco normativo de la Ley Orgánica para la Mejora de la Calidad Educativa –LOMCE– de 2013. El análisis de la situación curricular, del contenido discursivo de los manuales y de las imágenes incluidas en ellos nos permitirá comprobar qué papel se otorga al conflicto dentro del aula de Historia en Educación Primaria.

Printed educational materials such as teacher’s handbook may affect the quality of education as much as teachers, curriculum, educational environment, and the other course materials. Perspectives of eighty-two pre-service elementary teachers regarding the activities and songs included in the teacher’s handbook for music course were examined by content analysis for shedding light on the nature of the handbook and for producing knowledge about how an effective teacher’s handbook for music course may be like. Even though the question was deliberately worded to let respondents express their both positive and negative views, the number of respondents who expressed positive views and the frequency of such expressions were considerably lower compared to the negative ones. Inappropriateness for age group and learning outcomes, insufficiency for facilitating learning, requiring hard-to-attain materials, and difficulty of application raised as major concerns for both activates and songs. Addi...