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Artigos de revistas sobre o assunto "Instrumental analysis – textbooks"
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Pransiska, Toni, e Sembodo Ardi Widodo. "MA’ÂYIR AL-ADAWÂT AL-TAQWÎMIYAH LI AL-KITÂB AL-MADRASÎ LI AL-LUGHAH AL-‘ARABIYAH LI AL-INDÛNÎSIYÎN : DIRÂSAH BINÂIYAH TAKÂMULIYAH". Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban 8, n.º 1 (30 de junho de 2021): 138–56. http://dx.doi.org/10.15408/a.v8i1.15243.
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There are several problems regarding textbooks in Indonesia, especially Arabic textbooks. First, the procurement stage, such as the process of writing, obtaining texts, evaluating, and publishing. Second, the distribution stage such as access to textbooks, and purchasing power of textbooks. Third, the stage of the use of books which covers the confusion of teachers in using textbooks and the period of use of school books. The aspects of the evaluation of textbooks will be important in the future. Therefore, this research aims to construct instrumental assessment of arabic teaching books from national and international perspectives. This is important to do as an effort to obtain quality Arabic textbooks with international insight. This research uses a Research and Development (R & D) approach and content analysis. The results of this study show that the Arabic textbook assessment instrument made by the National Education Standards Agency (BSNP) and the American Council on Teaching of Foreign Languages (ACTFL) is still lacking because it does not accommodate all the points and basic elements contained in a Arabic textbooks as a Foreign language. So, the construction of a comprehensive integrated integrative Arabic textbook assessment instrument is absolutely necessary in order to obtain good and quality Arabic textbooks.
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Nuñez-Pardo, Astrid. "The English Textbook. Tensions from an Intercultural Perspective". GiST Education and Learning Research Journal, n.º 17 (17 de dezembro de 2018): 230–59. http://dx.doi.org/10.26817/16925777.402.
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This review article addresses tensions, critiques and trends that are still latent in mainstream research on English textbooks that have looked at their intercultural aspects, which need to be explored from the perspective of critical interculturality to resist the instrumental, regulatory, homogenizing and commercial nature of textbooks developed by foreign and local publishing houses. The manuscript firstly elaborates on the textbook as an object of research; secondly, it discusses critical analysis of the content of textbooks; and thirdly, the text concludes by pondering critical interculturality, as a decolonial alternative, to make possible the construction of criteria of being, knowledge and power to orient the development of the English textbook, and move away from a de-contextualised textbook toward a desirable contextualised one. This article encompasses the state of the art supporting an ongoing research study on the English textbook from the perspective of critical interculturality that is being conducted within the doctoral programme1 in Education at Universidad Pedagógica and Tecnológica de Colombia (UPTC), conducted during 2014-2018, and supported by Universidad Externado de Colombia, Bogotá.
Key words: English textbook, critical analysis, interculturality, critical interculturality
1 Decolonising the English Textbook: A Venture from Critical Interculturality
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Zhang, Mengqi, Wenzhong Zhu e Muchun Wan. "Corpus-based Evaluation on Instrumental Texts in Textbook". Higher Education Studies 8, n.º 3 (20 de agosto de 2018): 104. http://dx.doi.org/10.5539/hes.v8n3p104.
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Instrumental texts, as an important part of the textbooks, play an important role in organizing the teaching content and the teaching activities, facilitating the communication of the teacher, students and textbooks. Therefore, it is of great theoretical and practical significance to study and evaluate the instrumental texts of the textbooks. The instrumental texts in Market Leader is adopted as the research object. Content analysis and corpus analysis are applied in this paper. By retrieving their salient lexical and semantic patterns which are further associated with some modern concepts in ESP education, the book is evaluated from the perspective of cognitive strategy, learning styles, the relationship between teaching materials and learners and contextualized language instructions. The results of this study are as following: 1) Teaching notions can be reflected from the instrumental texts. 2) Cooperative learning and learners-centered approach are well shown in this book. Cognitive thinking and situation creation are relatively weak in this book.
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Pittman, Iulia. "The disconnect between textbook and research: Inductive versus deductive approaches to grammar in first-year German college textbooks". Glottodidactica. An International Journal of Applied Linguistics 48, n.º 2 (30 de dezembro de 2021): 61–81. http://dx.doi.org/10.14746/gl.2021.48.2.04.
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Foreign language teaching methodologies have changed noticeably in the last hundred years. The emphasis on grammar has decreased, while the focus on communication has increased. Rather than quantitative in nature, these changes concern themselves more with the qualitative question of how grammar is taught. Two common approaches to grammar teaching are the inductive and deductive approach. While they both fall under the explicit grammar-teaching umbrella, research strongly points toward an advantage of the inductive grammar teaching approach. Therefore, a principal question that this article seeks to answer is which approach is more commonly found in current first-year German college textbooks. A detailed analysis of how eleven relevant textbooks present their grammar lessons reveals that the overwhelming majority (N=8) of the textbooks use the deductive approach. These findings indicate a significant disconnect between grammar presentation in textbooks and recent research on successful and effective foreign language teaching. It is strongly recommended that textbook authors and colleagues involved in the textbook selection process be more informed with the research findings in SLA and be instrumental in seeing that these changes are reflected in textbooks and language teaching curricula.
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Saemee, Kulthida, e Singhanat Nomnian. "Cultural Representations in ELT Textbooks Used in a Multicultural School". rEFLections 28, n.º 1 (27 de abril de 2021): 107–20. http://dx.doi.org/10.61508/refl.v28i1.251027.
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The use of ELT textbooks in multicultural schools is an under-explored issue despite an increasing number of non-Thais studying in the Thai compulsory education system due to mobility within the ASEAN Community. This paper aims to explore the representations of cultural aspects in the ELT textbooks, which are used in a public primary school where Cambodian, Lao, Myanmar, and Thai learners have created culturally and ethnically diverse landscape. Drawing upon the content analysis, the findings reveal five cultural categories ranked in the following order: products (41%), practices (26%), places (20%), persons (6%), perspectives (6%), and unidentified (1%). These cultural aspects are, however, imbalanced and inappropriate due to the misallocation of cultural representations and learners’ lack of recognition of the sociocultural background depicted. Language teachers and school administrators have become instrumental in narrowing down the cultural gap that exists between the textbooks’ cultural content and learners’ sociocultural backgrounds, experience, and contexts. This study can potentially inform language educators, school administrators, policy makers, and textbook writers who are involved in ELT textbook publication to be more culturally sensitive to Thai and migrant learners’ cultural milieu. The right to education of these learners should be recognized, valued, and promoted in multicultural schools that meet the objectives of UNESCO Sustainable Development Goal 4 (SDG 4), namely Quality Education, which includes equitable education and recognition of cultural heterogeneity and multiplicity.
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Alzubi, Ali Abbas Falah, Khaled Nasser Ali Al-Mwzaiji e Mohd Nazim. "Representation of National Identity and Culture in the Saudi EFL Textbook Series Mega Goal: A Critical Discourse Analysis". International Journal of Learning, Teaching and Educational Research 22, n.º 6 (30 de junho de 2023): 568–612. http://dx.doi.org/10.26803/ijlter.22.6.30.
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National identity and culture are crucial concerns in the context of second language acquisition. This is because language plays a vital role in the formation of the same. Previous studies have shown that studying English encourages learners to adopt Anglo-American culture, as textbooks have prioritized the target culture at the expense of the local/source culture in language learning in which a balanced approach could have been instrumental in the context of international and multicultural interaction. In the Saudi English as a foreign language (EFL) context, the cultural investigation of textbooks is a necessity as they are designed by educators from the target culture. Hence, the present study investigates the nature and extent of national identity and cultural representation in the Mega Goal textbook series. The investigation follows Fairclough’s model of critical discourse analysis (CDA). Data are analyzed using Byram’s model of the textual evaluation of cultural contents and further categorized using Chao’s model of analysing cultural identity. The results and discussion are divided into three segments: description, interpretation, and explication. The study finds that the Mega Goal series underrepresents the local/source culture by excluding the cultural components necessary for the awareness and representation of national identity in the context of international and multicultural interaction.
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Nguyen, Thao Phuong. "Reviewing Vietnam Geography Textbooks from an ESD Perspective". Sustainability 11, n.º 9 (26 de abril de 2019): 2466. http://dx.doi.org/10.3390/su11092466.
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This paper examines how Education for Sustainable Development (ESD) is transmitted in the context of geography education by investigating the extent to which geography textbooks in Vietnam promote ESD principles. At the same time, the paper helps clarify how ESD is anchored in formal education and how ESD is contextualized in the specific context of Vietnam. This study involved a qualitative analysis supported by MAXQDA software (VERBI, Berlin, Germany), where geography textbooks from grade 6 to grade 12 in Vietnam were analysed to determine (1) how sustainable development (SD) issues are integrated into the content of the textbooks and (2) the extent to which questions and tasks in the textbooks promote competencies regarding the demands of ESD. The findings show that the textbooks somewhat promote ESD through their content and didactic approach. However, there are still some drawbacks. In terms of content, the textbooks’ main approaches to both SD content and geography core knowledge are description and indoctrination. In terms of their didactic approach, almost all questions/tasks ask students to memorize and reproduce information and rote learning rather than helping them promote ESD competencies. This reconfirms that ESD remains an add-on issue to an overcrowded curriculum, and the geography textbooks reflect an instrumental approach to ESD.
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Palazón, José, e Andrea Giráldez. "QR codes for instrumental performance in the music classroom". International Journal of Music Education 36, n.º 3 (18 de junho de 2018): 447–59. http://dx.doi.org/10.1177/0255761418771992.
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This article presents an experiment with a group of secondary school music students in Spain. We used music score sheets enriched with Quick Response codes as a resource for the practice required to play a musical instrument. The first group (n = 56) was compared with another group (n = 56) that used traditional resources (textbooks and compact discs). The results of the research supported the fact that the students who used QR codes associated with videos – read by using mobile devices such as smartphones or tablets – achieved better results than those who used more traditional resources. The analysis of variance test showed that the learning resource had a significant effect on the scores obtained by the students. In other words, the marks of the students participating in the study varied significantly according to the resource used. There was no significant effect on the interaction of method and gender, so there is no relation between the students’ gender and the resources’ impact on the results obtained by students.
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Schissler, Hanna. "Navigating a Globalizing World". Journal of Educational Media, Memory, and Society 1, n.º 1 (1 de março de 2009): 203–26. http://dx.doi.org/10.3167/jemms.2009.010113.
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History textbooks are sources of collective memory and can thus be read as "autobiographies" of nation-states. History textbooks used to be anchored in national traditions, ultimately legitimizing the rationale of nation-states. In questioning the sole validity of national history, social movements since the 1960s and the process of globalization became the seedbeds for the deconstruction of master narratives. Because of their instrumental character as teaching tools, textbooks in general allow researchers to decipher the normative structures of societies. The information revolution since the 1970s has dethroned textbooks as the sole means of instruction in classrooms, and led to the development of different approaches for the analysis of textbooks. Today's globalizing world demands new reference frames for teaching and learning. In the second part of this article, eight clusters that are pertinent for orientation in the perplexing realities of the present are drafted: challenges resulting from the revolution in information technologies; the changing world of work; contradictory tendencies in globalizing processes; the impact of a new turbo-capitalism with its de-legitimizing impact on political systems; unequal developments leading to an ever increasing inequality on a global as well as on local levels; the increase of worldwide migration and its impact on classrooms; contested memories in societies that reposition themselves in a world that has grown together and re-fragmented at new seams; and finally, the crisis in orientation and values and the personal costs resulting from the perplexities and insecurities of the world.
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Coleman, S. R., e Dennis A. Norman. "Psychology of the Scientist: LXXIX. Visibility of Psychological Research and the Fickleness of Audiences: A Case Study". Psychological Reports 84, n.º 2 (abril de 1999): 447–56. http://dx.doi.org/10.2466/pr0.1999.84.2.447.
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An analysis of citations shows that the “visibility” of a productive experimental psychologist (Isidore Gormezano of the University of Iowa) differed substantially across four different “audiences.” These audiences were literature-users whose citations to his work were identified in the following sources: classical-conditioning chapters in psychology-of-learning textbooks; instrumental/operant-conditioning chapters in the same; publications scanned by the Social Science Citation Index; and those scanned by the Science Citation Index. Aspects of this audience-specific visibility are described and then are discussed in regard to the presumptive unitariness of scholarly reputation.
Teses / dissertações sobre o assunto "Instrumental analysis – textbooks"
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Swanepoel, Sarita. "The assessment of the quality of science education textbooks : conceptual framework and instruments for analysis". Thesis, 2010. http://hdl.handle.net/10500/4041.
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Science and technology are constantly transforming our day-to-day living. Science
education has become of vital importance to prepare learners for this everchanging
world. Unfortunately, science education in South Africa is hampered
by under-qualified and inexperienced teachers. Textbooks of good quality can assist
teachers and learners and facilitate the development of science teachers. For
this reason thorough assessment of textbooks is needed to inform the selection of
good textbooks.
An investigation revealed that the available textbook evaluation instruments are
not suitable for the evaluation of the physical science textbooks in the South
African context. An instrument is needed that focusses on science education textbooks
and which prescribes the criteria, weights, evaluation procedure and rating
scheme that can ensure justifiable, transparent, reliable and valid evaluation results.
This study utilised elements from the Analytic Hierarchy Process (AHP) to
develop such an instrument and verified the reliability and validity of the instrument’s
evaluation results.
Development of the Instrument for the Evaluation of Science Education Textbooks
started with the formulation of criteria. Characteristics that influence the
quality of textbooks were identified from literature, existing evaluation instruments
and stakeholders’ concerns. In accordance with the AHP, these characteristics
or criteria were divided into categories or branches to give a hierarchical
structure. Subject experts verified the content validity of the hierarchy.
Expert science teachers compared the importance of different criteria. The data
were used to derive weights for the different criteria with the Expert Choice computer
application. A rubric was formulated to act as rating-scheme and score
sheet. During the textbook evaluation process the ratings were transferred to a
spreadsheet that computed the scores for the quality of a textbook as a whole as
well as for the different categories.
The instrument was tested on small scale, adjusted and then applied on a larger
scale. The results of different analysts were compared to verify the reliability of
the instrument. Triangulation with the opinions of teachers who have used the
textbooks confirmed the validity of the evaluation results obtained with the instrument.
Future investigations on the evaluation instrument can include the use
of different rating scales and limiting of criteria.Thesis (M. Ed. (Didactics))
Livros sobre o assunto "Instrumental analysis – textbooks"
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J, Leary James, ed. Principles of instrumental analysis. 4a ed. Philadelphia: Saunders, 1992.
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J, Leary James, ed. Principles of instrumental analysis. 4a ed. Fort Worth: Saunders College Pub., 1992.
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James, Holler F., e Nieman Timothy A, eds. Principles of instrumental analysis. 5a ed. Philadelphia: Saunders College Pub., 1998.
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Skoog, Douglas A. Principles of instrumental analysis. 5a ed. Philadelphia: Saunders College Pub., 1998.
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Vogel, Arthur Israel. Gravimetry- Copper Vogel's textbook of Quantitative inorganic analysis: Including elementary instrumental analysis. 4a ed. (Great Britain): English Language Book Society, 1986.
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Vogel, Arthur Israel. Vogel's textbook of quantitative chemical analysis. 5a ed. Harlow, Essex, England: Longman Scientific & Technical, 1989.
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Vogel, Arthur Israel. Vogel's textbook of quantitative chemical analysis. 5a ed. Harlow: Longman, 1989.
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Chikurov, Nikolay, e Nikolay Levizi. Construction of discrete-logical control systems for electroautomatics. ru: INFRA-M Academic Publishing LLC., 2023. http://dx.doi.org/10.12737/1852441.
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The textbook discusses engineering methods of analysis and synthesis of discrete logic control systems of industrial mechanisms based on the apparatus of logic algebra and cyclograms of the operation of these mechanisms. New methods have been developed that make it possible to synthesize complex control systems on various element bases fairly quickly. Examples of designing control systems for machine-tool electrical automation devices are given. Students master the methodology of programming logic controllers in the instrumental programming environment of the ISaGRAF 6.5 ASP version using the FBD functional block language.
Meets the requirements of the federal state educational standards of higher education of the latest generation.
For students of mechanical engineering specialties, researchers, as well as specialists involved in the design of discrete logic control systems for various industrial mechanisms.
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Undergraduate Instrumental Analysis. CRC Press LLC, 1995.
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Undergraduate Instrumental Analysis. CRC Press LLC, 2023.
Encontre o texto completo da fonteCapítulos de livros sobre o assunto "Instrumental analysis – textbooks"
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Poetschke, Julian, e Gerd G. Gauglitz. "Objective Assessment Technologies: General Guidelines for Scar Assessment". In Textbook on Scar Management, 143–47. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-44766-3_16.
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AbstractScar assessment has long relied on a variety of instruments, most of them questionnaires or scales that are susceptible to bias and limit the level of evidence in research. Throughout recent years, a variety of objective assessment tools have been developed. They allow for the exact quantification of different scar parameters such as texture, pliability, color, and size, thus facilitating detailed progress analysis throughout treatment.The advent of new technology, however, has its pitfalls, too. The number of different technologies available is hard to review, and oftentimes, clinical validation is lacking, making it hard for researchers to gauge whether a certain instrument is adequate for their individual projects.The use of each individual instruments has different requirements regarding patient preparation and calibration, and the measurements themselves can often be adjusted through a variety of parameters. This requires intensive familiarization with the respective instruments. Additionally, interpretation of the data can be complicated, and distinguishing statistically significant differences from clinically important differences remains difficult.Modern technology, however, allows researchers to measure treatment effects that otherwise would have eluded them through the use of subjective evaluation only.Through objective scar assessment technology and its detailed abilities to document changes throughout treatment, the evidence in scar-related research can be greatly improved, and current as well as new treatment options can finally be adequately gauged for their efficacy.
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"Key textbooks focusing on developing and using content analysis". In Using Research Instruments, 100–102. Routledge, 2003. http://dx.doi.org/10.4324/9780203422991-14.
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Achenbach, Thomas M. "Life-Span and Multicultural Perspectives". In Oxford Textbook of Psychopathology, editado por Robert F. Krueger e Paul H. Blaney, 450–73. 4a ed. Oxford University PressNew York, 2023. http://dx.doi.org/10.1093/med-psych/9780197542521.003.0019.
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Abstract This chapter employs developmental psychopathology and an empirically based paradigm for understanding psychopathology across the life span around the world. Developmental psychopathology conceptualizes maladaptive functioning in relation to developmental periods, sequences, and processes. The empirically based paradigm derives taxonomic constructs from multivariate analyses of assessment data, which have yielded hierarchical models spanning from specific problem items, to empirically derived syndromes, internalizing and externalizing groupings of syndromes, and a general psychopathology (p) dimension. Data are obtained from multiple informants to take account of variations in functioning and informant perspectives. Assessment of population samples in more than 50 societies has supported syndrome and item structures originally derived from US data. Multicultural norms are available for societies with relatively low, intermediate, or high problem scores. Instruments are available in 113 languages for intake and subsequent reassessments and are used in many genetic, longitudinal, and other studies, as reported in more than 11,000 publications from more than 100 societies.
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Ghosh, Arunabh. "Ascertaining Social Fact". In Making It Count, 55–88. Princeton University Press, 2020. http://dx.doi.org/10.23943/princeton/9780691179476.003.0003.
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This chapter focuses on the theoretical and ideological justification of socialist statistical work. It also provides an assessment of Soviet technical aid and introduces the Soviet statistical experts who were instrumental in helping organize statistical activity in the People's Republic of China (PRC). The chapter first uncovers and understands the socialist critique of statistics and, second, analyzes the role of the Soviet statistical experts who spent time in China and who were instrumental in the rise of socialist statistics to a position of epistemological and administrative dominance. It provides a discussion of the 1950s (or, more accurately, the years after 1945) as a period when the imperative to ascertain social fact took on added urgency throughout the world. There existed, however, competing approaches to ascertaining social fact. The chapter thus moves on to the rise of socialist statistics, in particular its rise in the Soviet Union (USSR), and contrasts it with other approaches to statistics. It then explores the Soviet experts who spent extended periods of time in the PRC, examining the variety of ways—teaching, translation of textbooks, and consultation—by which their expertise was mobilized by the Chinese as it sought to disseminate a correct understanding and implementation of socialist statistics.
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Beyleveld, Deryck, e Sebastian Sethe. "The European Community Directives on Data Protection and Clinical Trials". In The Oxford Textbook of Clinical Research Ethics, 180–86. Oxford University PressNew York, NY, 2008. http://dx.doi.org/10.1093/oso/9780195168655.003.0019.
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Abstract The two legislative instruments of the European Community (EC) with the greatest impact on medical research are Directive 95=46=EC, the “Data Protection Directive,” and Directive 2001=20=EC on good clinical practice in clinical trials, the “Clinical Trials Directive” Although Directive 95=46=EC had to be implemented by October 1998, there has as yet been no case law at the EC level on its requirements in relation to medical research. The deadline for implementation of Directive 2001=20=EC was May 2004, and, again, no case law about it has yet emerged. This renders it difficult to make definitive legal statements about many aspects of these directives. Consequently, our analysis is to a degree speculative and tentative, and some of the statements we make might be controversial.
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Merkin, Robert, e Séverine Saintier. "1. Introduction to the law of contract". In Poole's Textbook on Contract Law, 1–28. Oxford University Press, 2019. http://dx.doi.org/10.1093/he/9780198816980.003.0001.
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Course-focused and comprehensive, the Textbook on series provides an accessible overview of the key areas on the law curriculum. Contracts are legally enforceable agreements intended for planned exchanges that are regulated by the principles of contract law. This chapter looks at some of the main theories underpinning the development of English contract law and examines the nature of contractual liability. Contractual obligations arise largely from party agreement and this distinguishes contractual liability from liability in tort. Given the continued relevance of English law in a globalized world (and the fact that as of this date, the UK is still part of the European Union), this chapter also briefly introduces the various attempts to produce a set of harmonized principles such as the Common European Sales Law, along with the impact of other international developments including the growth in e-commerce and electronic communications. Moreover, the chapter analyses the most significant European directives and their effect on the development of English contract law, especially in the context of consumer contracts. The implementation of these European directives has resulted in the introduction of the concept of ‘good faith’ into English contract law. Given the increasing importance of good faith as a concept, the chapter gives detailed discussion on the scope of ‘good faith’, and whether there is an implied duty of good faith in performance. Finally, the chapter considers the implementation of the Consumer Rights Directive in a number of statutory instruments and the Consumer Rights Act 2015.
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Merkin, Robert, Séverine Saintier e Jill Poole. "1. Introduction to the law of contract". In Poole's Textbook on Contract Law, 1–28. Oxford University Press, 2021. http://dx.doi.org/10.1093/he/9780198869993.003.0001.
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Course-focused and comprehensive, Poole’s Textbook on Contract Law provides an accessible overview of the key areas on the law curriculum. Contracts are legally enforceable agreements intended for planned exchanges that are regulated by the principles of contract law. This chapter looks at some of the main theories underpinning the development of English contract law and examines the nature of contractual liability. Contractual obligations arise largely from party agreement and this distinguishes contractual liability from liability in tort. Given the continued relevance of English law in a globalized world (in spite of the UK exiting the European Union), this chapter also briefly introduces the various attempts to produce a set of harmonized principles such as the Common European Sales Law, along with the impact of other international developments including the growth in e-commerce and electronic communications. Moreover, the chapter analyses the most significant European directives and their effect on the development of English contract law, especially in the context of consumer contracts. The implementation of these European directives has resulted in the introduction of the concept of ‘good faith’ into English contract law. Given the increasing importance of good faith as a concept, especially when in the context of ‘a relational contract’, the chapter gives detailed discussion on the scope of and application of good faith in performance of the contract. Finally, the chapter considers the implementation of the Consumer Rights Directive in a number of statutory instruments and the Consumer Rights Act 2015.
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Merkin KC, Robert, Séverine Saintier e Jill Poole. "1. Introduction to the law of contract". In Poole's Textbook on Contract Law, 1–28. Oxford University Press, 2023. http://dx.doi.org/10.1093/he/9780192885098.003.0001.
Texto completo da fonteResumo:
Course-focused and comprehensive, Poole’s Textbook on Contract Law provides an accessible overview of the key areas of the law curriculum. Contracts are legally enforceable agreements intended for planned exchanges that are regulated by the principles of contract law. This chapter looks at some of the main theories underpinning the development of English contract law and examines the nature of contractual liability. Contractual obligations arise largely from party agreement, and this distinguishes contractual liability from liability in tort. Given the continued relevance of English law in a globalized world (in spite of the UK exiting the European Union), this chapter also briefly introduces the various attempts to produce a set of harmonized principles such as the Common European Sales Law, along with the impact of other international developments including the growth in e-commerce and electronic communications. Moreover, the chapter analyses the most significant European directives and their effect on the development of English contract law, especially in the context of consumer contracts. The implementation of these European directives has resulted in the introduction of the concept of ‘good faith’ into English contract law. Given the increasing importance of good faith as a concept, especially in the context of ‘a relational contract’, the chapter gives detailed discussion on the scope of and application of good faith in performance of the contract. Finally, the chapter considers the implementation of the Consumer Rights Directive in a number of statutory instruments and the Consumer Rights Act 2015.
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Schotte, Margaret E. "Navigation Examinations in the Early Modern Period". In Beyond the Learned Academy, 50–79. Oxford University PressOxford, 2024. http://dx.doi.org/10.1093/oso/9780198863953.003.0003.
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Abstract Early modern navigators were required to pass examinations prior to being promoted. These were an important element of nautical training programmes, not only shaping classroom curricula and practices, but teaching mathematical techniques to diverse maritime communities from the sixteenth century onwards. Far from being monolithic, there were five distinct types of examination, each focused on a different skill. The earliest type comprised a hands-on demonstration of physical tools, including instruments, maps, and even knots. The second capacious category relied on traditional dialogues to help memorize information—about piloting, cosmography, and geography. The last type to be introduced, by the Dutch East India Company (VOC), required candidates to calculate numerical answers for the ship’s position. Evidence of these extremely influential examinations appears in textbooks, student manuscripts, and fill-in-the-blank tests through the end of the eighteenth century. This chapter analyses the relationship between practice tests and published manuals to trace how these examinations facilitated the understanding of arithmetic and geometry, trigonometry and tables, making an indelible impact on the decks of ships and beyond.
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Shchitova, Svitlana. "POLYPHONY IN ORIGINAL WORKS FOR BANDURA". In Integration of traditional and innovative scientific researches: global trends and regional aspect. Publishing House “Baltija Publishing”, 2020. http://dx.doi.org/10.30525/978-9934-26-001-8-3-3.
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The article is aimed at analyzing a number of original polyphonic works for bandura in various genres, belonging to a leading composer of the Dnieper region, Honored Artist of Ukraine Valentina Martyniuk. Published in the form of a textbook composer «Ukrainian song in polyphonic works for bandura», these works are in great demand among performers, pupils, students and teachers of all levels of education. They are often heard in concert programs, competitions and festivals. This fact is due to the appeal to polyphonic bandura works as self-sufficient original compositions, which organically combined many ways of counterpoint technique and the latest compositional techniques with authentic folklore material or national song melody. This organic synthesis was achieved thanks to the high professional level of the master in collaboration with the famous representative of the bandura school Svitlana Ovcharova. It was such a creative union that contributed to the most comfortable, natural sound of the bandura; Deprived of the vocal voice of her performer, she absorbs the vocals from the song as the foundation of each play. Thus, the instrument seems to replace the words of the song with a purely instrumental sound. But the words are read in every polyphonic play by V. Martyniuk. It is noteworthy that the composer expands the «range» of polyphonic genres and combines technically simple, more traditional inventions with cyclical works, which do not follow certain canons and uses a wide range of possible genre combinations – chorale and fugue, fantasy, fugue and epilogue, fugue and kolomyyka, etc. Such compositions deploy a contrasting material that requires both greater alignment and the achievement of a true concert performance style. The performer has a difficult task – to convey the content of the song, to get into its features and, using polyphonic techniques and appropriate technical capabilities, to create a three-dimensional image that is significant and bring it to the listener. So, the analysis of stylistic and constructive-logical regularities of the structure of polyphonic works for bandura-solo by modern composer V. Martyniuk is made to help a young musician who learns the science of performing polyphony and seeks not only to improve his professional skills, but also to preserve and promote his national culture. The combination of the timbre of the bandura, as a symbol of the soul of the Ukrainian people, with folk songs and pan-European polyphonic traditions can further contribute to the realization of a truly national identity. The project of creating a self-sufficient, artistically original, nationally original polyphonic repertoire for the bandura is unfolding; next year it is planned to republish the collection «Ukrainian song in polyphonic works for bandura» (second edition) with the addition of new polyphonic works by V. Martyniuk and their performance-theoretical analysis.
Trabalhos de conferências sobre o assunto "Instrumental analysis – textbooks"
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Terán, Teresita, Augusto Nascimbene e Diana Kohan. "An analysis of statistical texts through the meaning elements of godino". In Teaching Statistics in a Data Rich World. International Association for Statistical Education, 2017. http://dx.doi.org/10.52041/srap.17704.
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Through some research projects, studies have been carried out on the contents of essential university textbooks of Basic Statistics. Access to textbooks as “epistemological tutors of wise knowledge” is fundamental at the university level. At that level, instruction in statistics is primarily instrumental. An a priori analysis of the text allows us to identify and anticipate possible epistemological and didactic obstacles that present generalized difficulties and will generate frustrations and errors for some students. In this poster, we use the theoretical framework of Godino to present an analysis of text content that is incorporated into the integral study of the Institutional Meaning of Reference in the topic Confidence Intervals, in the Faculties of the National Universities in Argentina.
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Fernández-Oliveras, Alicia, Carolina Martín-Gámez e Francisca García-Pardo. "INSTRUMENT FOR THE EDUCATIONAL ANALYSIS OF SCIENCE TEXTBOOKS OF SECONDARY EDUCATION FROM A GENDER PERSPECTIVE". In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.0421.
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Winarno, Rusnaini e Machmud Al Rasyid. "Analysis of Attitude Assessment Instrument in Pancasila and Citizenship Education Student Textbook for Tenth Grade". In 2nd International Conference on Learning Innovation. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008408801260131.
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Dewi, Nora Ronita, Indra Hartoyo e Anggraini Thesisia Saragih. "Developing E-Learning of KKNI-Based Curriculum and Textbook Analysis Teaching Instruments in English Education Study Program, UNIMED". In 6th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.211110.202.
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Režek, Mateja. "Shifting paradigms: atheization of school education in socialist Slovenia". In International conference Religious Conversions and Atheization in 20th Century Central and Eastern Europe. Znanstveno-raziskovalno središče Koper, Annales ZRS, 2024. http://dx.doi.org/10.35469/978-961-7195-39-2_03.
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The paper delves into the instruments of the atheization of school education in Socialist Slovenia, drawing from an analysis of school curricula, textbooks, archival sources, and public debates on religious policy. The atheization of society in Slovenia was a gradual process that developed in the awareness that most of the population was religious and that prior to the Second World War, the Catholic Church had played a key role in Slovenian society. Similarly, yet in line with the specifics of the different regions of the Yugoslav state and the respective predominant religions, the process of atheization took place elsewhere in Yugoslavia as well. The Yugoslav constitution guaranteed freedom of religion and respect for religious rights, but defined religion as a private matter, thus rendering it irrelevant and invisible in the public sphere. At the same time, non-religiosity and atheism as the official stances of the ruling Communist Party were mediated through all areas of social life. The dialectical materialism developed into the only recognized “scientific” way of explaining the world and coping with the “ultimate questions”, while religion was considered a sign of ignorance, an illusion, and the alienation of people. The education system served as a pivotal conduit for disseminating the new ideology. On the one hand, religious education faced constraints and rigorous oversight in public schools until its removal in 1952. On the other hand, the introduction of the new school subject Moral Education emerged as the most obvious mechanism for promoting atheization within the school system.
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Attia, Farouk, e Ibrahim Elsamahy. "Effectiveness of Utilizing Computer Assisted Instruction in Teaching CAD to Engineering Students". In ASME 2004 International Mechanical Engineering Congress and Exposition. ASMEDC, 2004. http://dx.doi.org/10.1115/imece2004-60579.
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This paper presents the results of an experimental study to investigate and evaluate the effectiveness of utilizing computer-assisted instruction (CAI) as a stand-alone educational tool to teach computer-aided drafting (CAD) in engineering and technology programs. While the literature is rich with research in the field of evaluating CAI as a supplementary educational tool [11], a very limited number of publications dealt with evaluating CAI as a stand-alone system [7, 16, 9]. Also, none of the published studies focused on engineering or engineering technology education utilizing CAD systems. In this way, the present study serves as benchmark in devising a system to evaluate the effectiveness of CAI modules as a stand-alone instructional tool in engineering and technology education. In the present study, the students’ cognitive performance was measured in an entry-level CAD course. The participating students were divided into two groups: 1) the Primary Experimental group, which received only the CAI module as their sole source of instruction. This group was strictly involved in self-learning, self-paced instruction with minimum interaction with the instructors or lab assistants during the length of the study. 2) The Control group, which received only conventional instruction (lectures, handouts, textbook, and lab workbook) with all the necessary support from the instructors and lab assistants. A pilot study was conducted to pre-test the measuring instrument and the grading procedures as well as the methodology of assigning the students into groups. It was concluded one semester prior to the start of the main experiment. The main study was conducted over a period of three regular semesters with a new set of two groups of students selected for each semester. At the end of each experiment, the students were given a test (the measuring instrument) that was identical for both groups. The test results were tabulated and analyzed statistically. Statistical analysis of the data collected indicated that the group of students who received conventional instruction performed better than those receiving only computer-assisted instruction (CAI). Since several factors could have contributed to these findings, a major significance of the current study is that it demonstrates the necessity to conduct similar studies at different institutions in order to evaluate the effectiveness of CAI technology as it becomes more prevalent in engineering education programs [13].
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Kautz, Christian H., e Gerhard Schmitz. "Probing Student Understanding of Basic Concepts and Principles in Introductory Engineering Thermodynamics". In ASME 2007 International Mechanical Engineering Congress and Exposition. ASMEDC, 2007. http://dx.doi.org/10.1115/imece2007-41863.
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We report on an ongoing research study on student understanding of thermodynamic concepts and principles in the context of an introductory engineering thermodynamics course at Hamburg University of Technology (TUHH). Through analysis of student responses to mostly qualitative questions, we have identified prevalent and persistent difficulties. In this paper, we describe the research methods, present some preliminary results, and discuss the implications of our work for instruction and the development of curricular materials. We also illustrate the use of interactive lecture questions as an instructional tool. In recent decades, research on student understanding in science and engineering has revealed that traditional quantitative problems often are not a suitable tool for the assessment of conceptual understanding. On the basis of results from prior investigations in the context of thermal physics we have therefore begun to administer “conceptual” questions to students of engineering thermodynamics. These questions are delivered through ungraded quizzes, course examinations, and as interactive lecture questions (ILQs or “clicker questions”) via a classroom communication system. While only the two written formats require students to explain the reasoning supporting their answers, we have found that there is good agreement between the results obtained through different methods. Our work so far has concentrated on probing student understanding of (1) work and the application of the first law to closed systems and flow processes, (2) the distinction between state and process quantities, in particular student understanding of entropy as a state function, and (3) the application of the second law, especially to refrigeration cycles. Conceptual difficulties that we have observed include, for example, the students’ tendency to associate an increase in entropy of the system with any irreversible process even if the state function property of the entropy leads to a different result. Similar difficulties have been documented in the context of introductory and upper-level physics courses. While ILQs serve as a research instrument, we also recognize their potential as an effective instructional tool. Data from post-tests suggest that the use of such questions can enhance student learning in traditional lectures. In addition, we discuss how results from this study contributed to the writing of a textbook on engineering thermodynamics.