Bibliografias temáticas / International relations – Textbooks

Literatura científica selecionada sobre o tema "International relations – Textbooks"

Autor: Grafiati

Publicado: 26 de julho de 2024

Última modificação: 27 de julho de 2024

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Artigos de revistas sobre o assunto "International relations – Textbooks"

Efimenko, Nikolai Aleksandrovich. "Russian History in the mirror of the Political situation in China in the 50s of the XX century (based on school history textbooks)". Исторический журнал: научные исследования, n.º 3 (março de 2023): 151–64. http://dx.doi.org/10.7256/2454-0609.2023.3.40736.

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This article highlights the analysis of the textbook of universal history for the 9th grade, printed in China in the 1950s. The paper examines the features of the descriptions of Russia in the textbook, as well as the relationship between textbooks and the policy pursued by China during this period. Text criticism, linguoculturological and imagological analysis are the main methods of our research. The results of the work indicate that the Chinese government in the historical period considered in the textbook sought to form a certain image of Russia among schoolchildren, which was associated with events in Russian-Chinese relations. The study of Chinese history textbooks made it possible to analyze the historical perspective and cultural dynamics between Russia and China during the Cold War. The importance of studying history textbooks and their influence on the worldview of students is emphasized in the conclusions of the article. In addition, it is necessary to analyze the political and ideological goals that can be embedded in history textbooks. So, this study allowed us to understand more deeply the historical perspective of Russian-Chinese relations during the Cold War and to realize the importance of studying history textbooks. The results of the study can be used in the education system, as well as in research in the field of history and international relations.

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Lee-Koo, Katrina. "Textbooks and the teaching of International Relations". Australian Journal of Political Science 50, n.º 2 (3 de abril de 2015): 380–89. http://dx.doi.org/10.1080/10361146.2015.1038778.

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Faraj, Jehad, Andrea Roxana Bellot e Anca Daniela Frumuselu. "EXAMINING INTERNATIONAL AND INTERCULTURAL ISSUES IN PALESTINIAN ENGLISH TEACHING TEXTBOOKS". TEFLIN Journal - A publication on the teaching and learning of English 35, n.º 1 (29 de março de 2024): 1–18. http://dx.doi.org/10.15639/teflinjournal.v35i1/1-18.

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This study examines international and intercultural issues in the English for Palestine textbook series, specifically evaluating intercultural comparisons, mutual representations, and relations in terms of their effectiveness in enhancing students’ cross-cultural communication skills. The examination of the textbooks employed a qualitative methodology, enriched by the inclusion of quantitative components. The findings show that the textbooks under investigation comprise an insufficient and inadequate amount of international and intercultural issues, consisting of celebratory topics of surface culture with very little attention paid to conflictive aspects of deep culture. This study is a reminder of the importance of appropriate intercultural components in developing students’ critical thinking skills and minimizing intercultural misunderstandings. Hence, it aims to sensitize stakeholders and teachers to the potential losses associated with poor representations of international and intercultural issues in English teaching textbooks. Consequently, it urges them to take action by either amending the textbooks or using supplementary material to compensate for the identified lapses.

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Whitehall, Deborah. "Three Wartime Textbooks of International Law". Journal of the History of International Law / Revue d’histoire du droit international 22, n.º 2-3 (21 de outubro de 2020): 385–420. http://dx.doi.org/10.1163/15718050-12340156.

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Abstract Three wartime textbooks of international law published and then reissued by Hersch Lauterpacht, James Brierly and Georges Scelle between 1940 and 1945 present a collective argument against the politics of war by analysing the design flaws of interwar international law. Though the criticism was not new, its repetition in textbooks during war highlights the strategic significance of using basic principles to defend the pacifistic function of international law when lawlessness reigned the global imaginary. The textbook genre became an unexpected, critical field which enlivened when its first readers found the past of international law in their present, conditioned by crisis. There, against the scene of first reading and writing, the texts became counter texts which side-stepped diplomatic controversy to critically examine the reasons for the breakdown of order and remind internationalists about the continuity of law despite war, the political limits on legal function, and the tasks for their diligent, expert attention.

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McAndrew, Marie, Amina Triki-Yamani e Falk Pingel. "Teaching about Islam and the Muslim World". Journal of Educational Media, Memory, and Society 3, n.º 1 (1 de março de 2011): 1–4. http://dx.doi.org/10.3167/jemms.2011.030101.

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Textbooks play a critical role in representing and fixing the desired view of society and of intergroup relations in the minds of future generations. As such, textbooks crystallize and translate into a pedagogical form existing dynamics involving the complexity of knowledge and the dominant ideological representations of ethnic or international relations. Studies of teachers’ use of textbooks show that teachers tend to rely heavily on textbooks when teaching less familiar topics, particularly topics dealing with international aspects and dimensions of education.

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Powel, Brieg. "Blinkered Learning, Blinkered Theory: How Histories in Textbooks Parochialize IR". International Studies Review 22, n.º 4 (24 de dezembro de 2019): 957–82. http://dx.doi.org/10.1093/isr/viz062.

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Abstract Calls for a more “global” international relations (IR) based on theories grounded in world rather than Western histories have highlighted the Eurocentrism of history within the discipline. Global IR literature, however, neglects the role of tempocentrism in fostering that Eurocentrism. Tempocentric IR portrays the past as an extrapolation of the (Eurocentric) present, suggesting an inevitability and normality to Western dominance of international relations and obscuring non-Western significance. It also deprives IR theory-building of a broader pool of examples to inform existing theories. This article locates those centrisms in the textbooks of the discipline, while drawing on interdisciplinary research to reveal the disproportionate influence of the first years of higher education on students’ future worldviews. It is here that students are exposed to a historical grand narrative that establishes the boundaries of their inquiries and outlines what is, and what is not, significant. For a more “global” IR, therefore, it is suggested that textbook historical narratives require reconstructing in two ways. First, textbook history should be presented through connections and relations rather than substances. Second, historical chapters should reveal the multiple layers of time, including the deeper past, that have been instrumental in constituting the international relations of today.

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Dickson, Bruce J. "The United States and China: Into the Twenty-First Century (Third Edition). By Michael Schaller. [New York and Oxford: Oxford University Press, 2002. 242 pp. Hard cover $45.00, ISBN 0-19-513758-2; paperback $23.95, ISBN 0-19-513759-0.]". China Quarterly 174 (junho de 2003): 523–25. http://dx.doi.org/10.1017/s000944390323031x.

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This useful textbook provides an overview of US–China relations between the late 19th century and the beginning of the 21st. It gives a clear chronology of events and covers the main events and issues in the relationship. It also embeds the description of these events and issues in the larger international and domestic contexts, allowing it to mesh easily with other textbooks that focus either on China's foreign relations in general or on its domestic developments.

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Taulbee, James Larry. "Images of International Law: What do Students Learn from International Relations Textbooks?" Teaching Political Science 15, n.º 2 (janeiro de 1988): 74–79. http://dx.doi.org/10.1080/00922013.1988.9943552.

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Orlov, V. V. "Islam in Front of the Challenges of Modernity: World Politics, State System, Public Opinion". MGIMO Review of International Relations 12, n.º 4 (9 de setembro de 2019): 239–49. http://dx.doi.org/10.24833/2071-8160-2019-4-67-239-249.

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Review of the textbooks: Islam in World Politics in Early XXIth Century: A Textbook / L.M. Yefimova, M.A. Sapronova, eds.; [A.M. Ahunov, V.A. Ahmadullin, R.I. Bekkin a. o.]; Moscow State Institute of International Relations (University) of Ministry of Foreign Affairs, Russian Federation, Dept. of Oriental Studies. Moscow: MGIMO–University, 2016. 345, [1] p. (In Russ.);Islam in the State and Socio-Political Systems of the Eastern Countries: A Textbook / L.M. Yefimova, M.A. Sapronova, eds.; [K.P. Borishpolets, R.D. Daurov, B.V. Dolgov a. o.]; Moscow State Institute of International Relations (University) of Ministry of Foreign Affairs, Russian Federation, Dept. of Oriental Studies. Moscow: MGIMO–University, 2018. 350, [1] p. (In Russ.);Muslim Socio-Political Ideas in Front of the Challenges of Modernity: A Textbook / L.M. Yefimova, M.A. Sapronova, eds.; [B.V. Dolgov, S.B. Druzhilovsky, L.M. Yefimova a. o.]; Moscow State Institute of International Relations (University) of Ministry of Foreign Affairs, Russian Federation, Dept. of Oriental Studies. Moscow: MGIMO–University, 2018. 192, [2] p. (In Russ.).The set of textbooks, written by the lecturers of Department of Oriental Studies, MGIMO–University, is a very useful publication both in terms of research and education. It covers the wide field of key problems of contemporary Islam and fills out some gaps in Russian studies of Islam.The first book of the series is focused on processes of globalization and democratization in Islamic world. The authors examine the role of Muslim states in multi-vector development of regional and global politics, analyze the impact of Islamic structures and concepts on present system of international relations. In the second book the authors emphasize the role of Islamic factor in domestic political life of specific countries and regions of the Muslim world. The authors focus on fundamental issues of constitutional law, functioning of supreme state bodies, building of parties and political systems. In the third book of the series the authors review the ideas of contemporary Muslim philosophers, public figures, political writers – both of conservative-fundamentalist and liberal-modernist orientation, basing on numerous facts. The authors managed to present the diversity of solutions, proposed by Muslim politicians and thinkers aimed at facing a number of challenges such as modernization and globalization, migration crises, poor ecological conditions, rise of social inequality, erosion and substitution of traditional values of Islam, etc.The textbooks in review may be of special interest not only for teachers and students at universities and high schools, but also for specialists in Oriental studies, political studies, as well as for broad audience of readers.

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ASHWORTH, LUCIAN M. "Where are the idealists in interwar International Relations?" Review of International Studies 32, n.º 2 (abril de 2006): 291–308. http://dx.doi.org/10.1017/s0260210506007030.

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International Relations (IR) textbooks often make reference to an idealist paradigm in interwar IR. This article argues that an idealist paradigm did not exist, and that interwar references to idealism or utopianism are contradictory and have little to do with defining a paradigm. Not only is there no idealist paradigm in IR at this time, but authors from the interwar period that have since been dismissed as idealists rarely share the attributes assigned to idealism or utopianism by later writers. If IR scholars are serious about understanding the history of their discipline then they will have to stop applying misleading and anachronistic terms like idealism.

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Teses / dissertações sobre o assunto "International relations – Textbooks"

Starnes, Kathryn. "Fairy tales, textbooks and social science : a folklorist reading of international relations introductory textbooks". Thesis, University of Manchester, 2015. https://www.research.manchester.ac.uk/portal/en/theses/fairy-tales-textbooks-and-social-science-a-folklorist-reading-of-international-relations-introductory-textbooks(4fc0195b-97db-4e48-9cc7-deb4b3c24e2f).html.

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This thesis explores the research question: to what extent does the idea of 'social science' persist in constructing IR textbooks in our contemporary context? In light of the considerable changes in the discipline's canon catalysed by the Third Debate, it is surprising that there has been no sustained engagement with a large body of textbooks in over a decade. The thesis uses a folklorist approach to review contemporary undergraduate IR textbooks by exploring their family resemblances to Donkeyskin and Bluebeard stories. The thesis finds that many contemporary textbooks resemble Donkeyskin stories, both because they employ a problem/choice structure that works to curtail how IR is defined and because they rely on a number of assumptions about what it means to write a textbook and study IR. However, the thesis also finds that there is a limited but notable body of textbooks that resembles Bluebeard stories in terms of how 'forbidden' assumptions about how IR is defined and what it means to write a textbook are confronted. These two readings of textbooks are complemented by a third aspect of the folklorist approach, a reading of framing gestures. While many textbook authors employ framing gestures that cast authors as curators of the field of IR, reinforcing strict boundaries for participation in the negotiation of the IR canon, there are notable exceptions that cast textbook authors as creators. The effect is to demonstrate and open up for participation the process of negotiating the boundaries of what gets to 'count' as IR.

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Isaksson, Erik. "Peaceful or Remilitarizing? A Discourse Analysis of National Identity in Japanese Civics Textbooks from an International Relations Perspective". Thesis, Stockholms universitet, Avdelningen för japanska, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-132195.

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Dutridge-Corp, Elizabeth Anne. "Reconciling the Past: H.R. 121 and the Japanese Textbook Controversy". Bowling Green, Ohio : Bowling Green State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1250099908.

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Roberts, Anthea Elizabeth. "Is International Law International?" Phd thesis, Canberra, ACT : The Australian National University, 2017. http://hdl.handle.net/1885/124611.

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International lawyers are familiar with the question: “Is international law law?” But this thesis instead asks the question: “Is international law international?” Using a variety of methods, this work sheds light on some of the ways in which international law as a transnational legal field is constructed by international law academics, and is conceptualized in international law textbooks, in the five permanent members of the Security Council: the People’s Republic of China, the French Republic, the Russian Federation, the United Kingdom of Great Britain and Northern Ireland, and the United States of America. It explores how different national communities of international lawyers construct and pass on their understandings of “international law” in ways that belie the field’s claim to universality, perpetuating certain forms of difference and dominance. By adopting a comparative approach, it aims to make international lawyers more aware of the frames that shape their own understandings of and approaches to the field, as well as how these might be similar to or different from the frames adopted by those coming from other states, regions or geopolitical groupings. It also examines how some of these patterns might be disrupted as a result of shifts in geopolitical power, such as the movement from unipolar power toward greater multipolarity and the growing confrontations between Western liberal democratic states (like the United States, the United Kingdom, and France) and non-Western authoritarian states (like China and Russia).

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Shao, De-Rong, e 邵得溶. "An Analysis of National Identity，Cross-strait Relations and International Space in High School's Civics Textbooks". Thesis, 2016. http://ndltd.ncl.edu.tw/handle/3q5gz2.

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Livros sobre o assunto "International relations – Textbooks"

Goldstein, Joshua S. International relations. 5^a ed. New York: Longman, 2003.

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Sandra, Whitworth, ed. International relations. Toronto, Ont: Pearson Longman, 2005.

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Goldstein, Joshua S. International relations. 6^a ed. New York: Pearson Longman, 2005.

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Goldstein, Joshua S. International relations. 5^a ed. New York: Longman, 2003.

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Goldstein, Joshua S. International relations. 8^a ed. New York: Longman Publishers, 2008.

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Goldstein, Joshua S. International relations. 5^a ed. New York: Longman, 2004.

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Goldstein, Joshua S. International relations. 2^a ed. New York: Pearson Longman, 2004.

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Goldstein, Joshua S. International relations. 9^a ed. New York: Pearson Longman, 2010.

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Goldstein, Joshua S. International relations. New York: Longman, 2002.

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F, Cooper Louis, ed. International relations. 4^a ed. New York: Longman, 2001.

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Capítulos de livros sobre o assunto "International relations – Textbooks"

Isoda, Masami, e Raimundo Olfos. "Introduction of Multiplication and Its Extension: How Does Japanese Introduce and Extend?" In Teaching Multiplication with Lesson Study, 65–101. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-28561-6_4.

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AbstractIn Chap. 10.1007/978-3-030-28561-6_1, the Japanese approach was explained as developing students who learn mathematics by and for themselves (Isoda, 2015), and also as trying to cultivate human character, mathematical values, attitudes, and thinking as well as knowledge and skills (Isoda, 2012; Rasmussen and Isoda, Research in Mathematics Education 21:43–59, 2019). To achieve these aims, the approach is planned under the curriculum sequence to enable students to use their previous knowledge and reorganize it in preparation for future learning. By using their learned knowledge and reorganizing it, the students are able to challenge mathematics by and for themselves. In relation to multiplication, the Japanese curriculum and textbooks provide a consistent sequence for preparing future learning on the principle of extension and integration by using previous knowledge, up to proportions. (The extension and integration principle (MED, 1968) corresponds to mathematization by Freudenthal (1973) which reorganizes the experience in the our life (Freudenthal, 1991). Exemplars of the Japanese approach on this principle are explained in Chaps. 10.1007/978-3-030-28561-6_6 and 10.1007/978-3-030-28561-6_7 of this book.) This chapter is an overview of the Japanese curriculum sequence with terminology which distinguish conceptual deferences to make clear the curriculum sequence in relation to multiplication. First, the teaching sequence used for the introduction of multiplication, and the foundation for understanding multiplication in the second grade, are explained. Based on these, further study of multiplication is done and extended in relation to division up to proportionality. The Japanese approach to multiplication is explained with Japanese notation and terminology as subject specific theories for school mathematics teaching (Herbst and Chazan, 2016). The Japanese approach was developed by teachers through long-term lesson study for exploring ways on how to develop students who learn mathematics by and for themselves (Isoda, Lesson study: Challenges in mathematics education. World Scientific, New Jersey, 2015a; Isoda, Selected regular lectures from the 12th International Congress on Mathematical Education. Springer, Cham, Switzerland, 2015b). This can be done only through deep understanding of the curriculum sequence which produces a reasonable task sequence and a concrete objective for every class in the shared curriculum, such as in the Japanese textbooks (Isoda, Mathematical thinking: How to develop it in the classroom. Hackensack: World Scientific, 2012; Isoda, Pensamiento matemático: Cómo desarrollarlo en la sala de clases. CIAE, Universidad de Chile, Santiago, Chile, 2016) (This is also illustrated in Chap. 10.1007/978-3-030-28561-6_7 of this book.).

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Jansman, Hugh A. H. "Animal Conservation in the Twenty-First Century". In The International Library of Environmental, Agricultural and Food Ethics, 27–45. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-63523-7_2.

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AbstractBiodiversity on Earth is rapidly decreasing and the situation in the Netherlands is in that perspective a textbook example. The main causes for species extinction are habitat loss, landscape degradation and overuse. Conservation efforts should focus more on the level of viable ecosystems. A strategic plan to do so is called Cores, Corridors and Carnivores (rewilding’s three C’s). This requires strong Cores of nature, mutually connected via robust Corridors. Based on island biogeography theory it can be calculated that if we want to conserve roughly 85% of the current biodiversity, 50% of the Earth’s surface needs to be protected, ‘Nature needs half’. For healthy ecosystems we need to get top-down forcing by apex consumers back in ecosystems. These apex consumers are mainly large Carnivores, and bringing them back asks for coexistence. If we want to keep our living conditions on planet Earth healthy we have to change our unsustainable way of living and change our way of thinking with respect to nature, natural processes and our relation with other species. The loss of biodiversity can only be halted or reversed if we save more space for nature and natural processes including top-down forcing and last but not least, find a way of coexistence with our fellow creatures.

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"Textbooks". In International Relations : A Handbook of Current Theory. Bloomsbury Academic, 1985. http://dx.doi.org/10.5040/9781474286909.ch-015.

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Simon, Hendrik. "Anarchy over Law? Towards a Genealogy of Modern War Justifications (1789–1918)". In The Justification of War and International Order, 147–66. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780198865308.003.0008.

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Hendrik Simon follows up on Anuschka Tischer’s analysis of European justifications of war. He turns to transformation of this discourse’s vocabulary in the context of the nineteenth century: to this day, most textbooks on the history of international law and international relations contain the proposition that European states held a sovereign right to go to war (liberum ius ad bellum) in the nineteenth-century international order. The latter is still understood as an anarchic mirror image of the modern international order, which (supposedly) emerged in the first half of the twentieth century. This assumption is challenged in this chapter: by outlining a genealogy of modern war justifications, starting with the French Revolutionary Wars, Hendrik Simon seeks to deconstruct liberum ius ad bellum as a myth which emanated from the realist and liberal narratives of the emergence of the modern international order. The fundamental argument is that the ‘long’ nineteenth century is not the anarchic converse of the modern discourse on war and international order—but its epoch of birth.

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"5. The Japanese History Textbook Disputes In The 1980s (Part I)". In History Education and International Relations, 117–58. Global Oriental, 2009. http://dx.doi.org/10.1163/ej.9781905246687.i-313.29.

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"6. The Japanese History Textbook Disputes In The 1980s (Part II)". In History Education and International Relations, 159–201. Global Oriental, 2009. http://dx.doi.org/10.1163/ej.9781905246687.i-313.35.

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Lowenfeld, Andreas F. "Private International Law Redefined". In International Litigation and the Quest for Reasonableness, 1–14. Oxford University PressOxford, 1996. http://dx.doi.org/10.1093/oso/9780198260592.003.0001.

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Abstract Fifteen years ago, I gave a short course at the Hague Academy of International Law entitled ‘Public Law’in the International Arena’. My purpose then was to break down the to me unconvincing separation between public and private international law, by focusing on those areas in which private and public interests, and often the interests of two or more states, collided. The lectures were well received-in the sense that they stirred a good deal of comment and reaction, and no little controversy. The lectures also contributed to the agenda, and the approach, of Part IV of the American Law Institute’s Restatement (Third) of the Foreign Relations Law (1987), with which I was associated for close to a decade, and that work in turn stimulated my case- and textbook on International Litigation and Arbitration (1993).

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Baderin, Mashood. "Universality in International Law Beyond the European". In International Law and Universality, 211–38. Oxford University PressOxford, 2024. http://dx.doi.org/10.1093/oso/9780198899419.003.0013.

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Abstract While universality is a necessary corollary of international law, its global effectiveness is hampered by its apparent Eurocentric essentialism. Consequently, many states of the Global South, especially in the Muslim world, often perceive international law suspiciously as a trojan horse with a hidden baggage of imperialism, hegemony, and the imposition of Western civilizational superiority. For a more globally effective international law, this chapter argues dialogically, from an Islamic law perspective, for a more inclusive universality that acknowledges the possible contributions that non-Western worldviews and civilizations can make to strengthen its universal acceptability. It identifies that the Eurocentric universality of international law is perpetuated through four major channels: (1) the textbook historical narrative of international law, (2) norm recognition and formation in international law, (3) judicial interpretation and recognized principles of international law, and (4) political manipulations of international law. It proposes complementarity between European and Islamic perspectives of international law and argues for recognition of relevant Islamic principles relating to each of the four identified issues to ensure genuine universalism in international law beyond the European in relation to the Muslim world.

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Schaub, Gary. "Compellence: Resuscitating the Concept". In Strategic Coercion, 37–60. Oxford University PressOxford, 1998. http://dx.doi.org/10.1093/oso/9780198293491.003.0003.

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Abstract The use of force and threats to use force are standard fare in the practice and study of international politics. Assumptions that anarchy best characterizes the international system have directed theoretical attention to the potential use of force by any international actor against any other. Of course, both practitioners and scholars have realized, as did the Athenians at Melos, that it is much more cost effective to achieve their goals through the threat of force as opposed to using force. Given this, one may suspect that any basic textbook on international relations would have extensive discussions on the use of threats of force in world politics.

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Clayton, Gina, Georgina Firth, Caroline Sawyer, Rowena Moffatt e Helena Wray. "12. Claims for international protection". In Immigration & Asylum Law. Oxford University Press, 2018. http://dx.doi.org/10.1093/he/9780198815211.003.0012.

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Course-focused and comprehensive, the Textbook on series provides an accessible overview of the key areas on the law curriculum. This chapter examines the requirements for refugee status, according to Article 1A of the UN Convention Relating to the Status of Refugees 1951 and the Refugee Qualification Directive EC 2004/83, referred to as the Qualification Directive. This includes case law on the main concepts in refugee law: well-founded fear, persecution, Convention reason, causal link, and internal relocation. There is a focus on the particular problems in gender-based claims. The chapter considers protection for victims of trafficking, who may go through a parallel process to the asylum system.

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Trabalhos de conferências sobre o assunto "International relations – Textbooks"

Alikberov, Eduard Shabanovich, e Alfiya Rafisovna Alikberova. "THE ANALYSIS OF RELATIONS IN THE CHINA-INDIA-USA STRATEGIC TRIANGLE". In Chinese Studies in the 21st Century. Buryat State University Publishing Department, 2021. http://dx.doi.org/10.18101/978-5-9793-1678-9-2021-1-14-20.

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The presented work is devoted to the study of the influence of such a form of rela-tionship as a triangle on the behavior of states and their interaction within the frame-work of a tripartite format. The relevance of this topic is due to the dominant position of the United States in the world, as well as the growing role in the system of interna-tional relations of two Asian giants, China and India, capable in the 21st century to-confront Western countries in the international arena. The role of the China–India–USA strategic triangle — key players in the world political arena — will increase in the near future. Using the example of the interaction of the three states of the People's Republic of China, the Republic of India and the United States of America, the study examines and analyzes the main principles of the successful coordination of the three sides in the triangle: balance of power, refraining, and security. The main conclusion of the presented study is the importance of maintaining a balance in the strategic tri-angle "China-India-USA", since the aforementioned countries occupy important posi-tions in the main areas of international relations: economy and security, the world or-der in the Asia-Pacific region depends on them. The methodological basis of the work is the general humanitarian research method-system analysis, which allowed us to analyze the principles of construction and functioning of the triangle as a system as a whole, and also to study the features of all components of this system, their interde-pendence and internal patterns of development. The materials of this article can be used in the future by international experts, orientalists and economists studying the Indo-Pacific and Asia-Pacific regions, as well as when reading a course of lectures and writing textbooks.

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Solaas, Frøydis, e Peter Christian Sandvik. "Hydrodynamic Coefficients for Suction Anchors During Installation Operations". In ASME 2017 36th International Conference on Ocean, Offshore and Arctic Engineering. American Society of Mechanical Engineers, 2017. http://dx.doi.org/10.1115/omae2017-62447.

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Increasing demands on economy in the offshore industry and extension to North Atlantic all-year operations bring along a requirement for more accurate numerical simulations of marine installation operations. These simulations will assess the necessary vessel and crane capacity and determine the limiting sea state for the installation. An essential input to such analysis is hydrodynamic coefficients for the structures to be installed. Together with the vessel capacity, the limiting sea-state will, in many cases be dependent on the coefficients used in the simulations. A realistic estimate of the coefficients for the structure in question will therefore have directly influence on the cost of the operation. Coefficients for hydrodynamic added mass and damping for simple geometries are given in standard textbooks and in the “Recommended practice for modelling and analysis of marine operations”, DNVGL-RP-H103. For more complex structures and structure parts on the other hand, there is a lack of published data. MARINTEK and NTNU have through the last decades performed model testing of different structural details as well as complete subsea structures. During the research program MOVE, started in 2015 by NTNU, MARINTEK and SINTEF, a considerable amount of model test data is collected and compared to obtain general trends and connections suitable for engineering estimates of coefficients to be used in numerical simulations. Suction anchors are widely used for permanent mooring of floating production and storage vessels, and also for foundation of subsea structures. In several cases use of suction anchors have replaced piling for foundation of offshore wind turbines and jacket platforms. The anchors can be exposed to high hydrodynamic forces during the installation. This paper presents hydrodynamic coefficients in heave for suction anchors with different degree of perforation of the top plate and different height/diameter relations. The results range from anchors with no perforation to around 18% perforation.

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Jalil NOON, Najat. "AN EVALUATION STUDY OF THE THIRD-GRADE MATHEMATICS TEXTBOOK INTERMEDIATE IN LIGHT OF GLOBAL STANDARDS (NCTM 2000) (STRENGTHS, WEAKNESSES AND RECOMMENDATIONS)". In VI.International Scientific Congress of Pure,Applied and Technological Sciences. Rimar Academy, 2022. http://dx.doi.org/10.47832/minarcongress6-27.

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The study aimed to evaluate the content of the mathematics book for the third grade the new curriculum in the first and second part of the academic year 2018-2019 in light of the international standards issued by the National Council of Teachers of Mathematics (NCTM2000) to find strengths and weaknesses in it and make recommendations that contribute to the development of the content of the book. We relied on descriptive analytical methodology of the book and the tool was built to analyze content in four areas (number and operations, algebra, relations and functions, geometry and measurement, data analysis and probabilities).

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Tychinsky, Alexey. "COMPILING AN ESP TEXTBOOK (PUBLIC RELATIONS) FOR THE STUDENTS AT UNIVERSITY LEVEL". In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.0172.

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Zhou, Yanhong. "Discussions on Inter-character Relations in the Textbook of “Ancient Medical Literature”". In 2nd International Conference on Language, Communication and Culture Studies (ICLCCS 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.211025.016.

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Porubová, Nikol, e Iva Červenková. "ANALYSIS OF BIOLOGY TEXTBOOKS FOR LOWER SECONDARY SCHOOL PUPILS IN RELATION TO THE INCLUDED SCAFFOLDING COMPONENTS". In 14th International Conference on Education and New Learning Technologies. IATED, 2022. http://dx.doi.org/10.21125/edulearn.2022.1711.

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Kobayashi, T., M. Kato, H. Sori, Y. Sasai, M. Sato, T. Inada, K. Harada e T. Okada. "Sustainable Progression of Technology Education for Atomic Energy Engineering in Tsuyama National College of Technology". In 2013 21st International Conference on Nuclear Engineering. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/icone21-16567.

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This study describes the achievements of a program that provides technology education about low-level radiation to develop practical core engineers. An education program starting at an early age and continuous and consistent educational agendas through seven years of college has been constructed in collaboration with regional organizations. Subjects relating to atomic energy or nuclear engineering were regrouped as “Subjects Related to Atomic Power Education” for most grades in each department. These subjects were included in the syllabus and the student guide book to emphasize a continuous and consistent policy throughout the seven-year period of college study, comprising the five-year system and the additional two-year advanced course. Furthermore, the content of lectures, experiments, and internships was enriched and realigned in collaboration with the Japan Atomic Energy Agency (JAEA), Okayama University, and Chugoku Electric Power Co., Inc. Additional educational materials were developed from inspection visits by teaching staff to atomic energy facilities were also used in the classes. Two student experiment textbooks were developed to promote two of the subjects related to atomic energy: “Cloud Chamber Experiment” and “A Test of γ-ray Inverse Square Law.” In addition to the expansion and rearrangement of atomic power education, research on atomic power conducted for graduation thesis projects was undertaken to enhance educational and research activities. Some examples are as follows: “Study on the Relation between γ Dose Rate and Rainfall in Northern Okayama Area,” “Remote Sensing of Radiation Dose Rate by Customizing an Autonomous Robot,” and “Nuclear Reaction Analysis for Composition Measurement of BN Thin Films.” It should be noted that an atomic-energy-related education working group has been in place officially to continue the above activities in the college since 2011. In consequence, although government subsidy has been decreasing, both human and material resources have been enhanced, and many students with a satisfactory understanding of atomic energy are being developed. This program was partially funded by the Ministry of Education, Culture, Sports, Science and Technology in Japan.

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Sato, Chikara. "Combined-Mode Parametric Oscillations in Mechanical Systems". In ASME 1995 Design Engineering Technical Conferences collocated with the ASME 1995 15th International Computers in Engineering Conference and the ASME 1995 9th Annual Engineering Database Symposium. American Society of Mechanical Engineers, 1995. http://dx.doi.org/10.1115/detc1995-0246.

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Abstract Parametric oscillations formulated by linear or nonlinear differential equations of order two are often encountered in the textbooks on the theory of nonlinear oscillations. Mathieu equation or its modified nonlinear version are seen in many papers as the typical examples. Parametric oscillations of the higher order than two, however, are less investigated, and the fundamental form is little known, especially the knowledge on the engineering viewpoint is little published in relation with mechanical or physical models. This paper deals with the parametirc oscillations governed by periodic differential equations with the higher order than two, presenting the fundamental mathematical form with many physical, mechanical, and electrical examples. General nonlinear systems with parametric excitation are not easy to treat with, because they have many characters depending on the specific forms of the systems. In this paper we confine systems which have three conditions, first excitation frequency region is limited, second symmetry condition or reciprocity is kept, third no energy condition of nonlinear functions. These conditions are partly mathematical and partly physical. In order to treat with parametric oscillation we think that the causes of oscillations are only parametric instability. Without parametric excitation no significant oscillations are assumed to exist.

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Kuleva, Milena. "ONLINE EXAMS AND THE USE OF DISHONEST PRACTICES BY STUDENTS FROM A SPORTS UNIVERSITY". In INTERNATIONAL SCIENTIFIC CONGRESS “APPLIED SPORTS SCIENCES”. Scientific Publishing House NSA Press, 2022. http://dx.doi.org/10.37393/icass2022/60.

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ABSTRACT Dishonest methods have been part of the educational process and are likely to be in the future. However, technological progress has undoubtedly created several preconditions for unfair methods. Over the years, many studies have been conducted, and some models have been validated to assess unethical methods that evaluate different approaches. The present study investigates whether and to what extent students studying in sports-oriented courses use such methods. A literature study was conducted to summarize current research on the topic and provide a basis for creating a questionnaire for the students of the National Sports Academy “Vassil Levski”. The survey included 89 participants (38 women and 51 men) in a full-time study. The questionnaire was distributed through the National Sports Academy “Vassil Levs-ki” (NSA) professors during the summer examination session. Participation in the survey was optional and only after the end of the student’s examination. The survey was conducted in May-June 2022. The questionnaire was analyzed using Cronbach’s, which showed high-reliability (= .82). Regarding the factors of gender and faculty, no statistically significant differences were found. 30.3% (n=27) of the students responded that they had used a dishonest method and the remaining 69.7% (n=62) declared that they had not used such methods. The most common method is that of using study materials (textbooks) or notes. The following preferred method is “help by a colleague”. A correlation was found for those students who used dishonest methods that they boasted to their colleagues r = .758 ( ≤ .001) and their relatives r = .711( ≤ .001). As a major conclusion, it can be inferred that despite the dishonest methods used by the students, it generally does not lead to their desired assessment and outcome. Using more components to form a student’s final examination grade, such as exam grades from evaluations, assignments, or tests, ensures a more realistic final examination grade in the respective subject.

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