Bibliografias temáticas / Textbooks, 1683

Literatura científica selecionada sobre o tema "Textbooks, 1683"

Autor: Grafiati
Publicado: 25 de julho de 2024

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Artigos de revistas sobre o assunto "Textbooks, 1683"

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Tintemann, Ute. "The Traditions of Grammar Writing in Karl Philipp Moritz’s (1756–1793) Grammars of English (1784) and Italian (1791)". Historiographia Linguistica 42, n.º 1 (26 de maio de 2015): 39–62. http://dx.doi.org/10.1075/hl.42.1.03tin.

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Summary Until the late 18th century, authors of vernacular grammars often adopted the categories of Latin grammar to describe these languages. However, by adapting the Latin system to English, German or Italian, grammarians could succeed only in part, because these languages work in different ways. In the present paper, the author discusses the solutions that Karl Philipp Moritz (1756–1793) proposes in his Englische and Italiänische Sprachlehre für die Deutschen, textbooks for German learners. The author analyses to what extent Moritz’s grammar descriptions were influenced by the Latin model as well as by the traditions of English and Italian grammar writing that he encountered in his sources. It will be demonstrated that he translated extensively from the works of other authors: For his English textbook (Moritz 1784), he mainly used James Greenwood’s (1683?–1737) The Royal English Grammar (1737), and for Italian (Moritz 1791), he profited especially from Benedetto Rogacci’s (1646–1719) Pratica, e compendiosa istruzione circa l’uso emendato, ed elegante della Lingua Italiana (1711).
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Ermolaeva, Elena L. "The Greek “Epigram” by the Leichoudes Brothers to Peter I". Philologia Classica 16, n.º 2 (2021): 308–21. http://dx.doi.org/10.21638/spbu20.2021.211.

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The article provides a transcription, translation, context, and commentary on two versions of a Greek “Epigram” to Peter the Great by the Leichoudes brothers, Ioannikios (1633–1717) and Sophronios (1653–1730), Greeks from Kephallenia who were outstanding religious writers and enlighteners. The poem called “An Epigram to our quietest and crowned by God Tsar Peter Alexeevich, autocrat of Moscow and all of Great, Small and White Rus” was preserved as an example of elegiac couplets in the manuscripts of their textbook “Poetics” (“Περὶ τῆς ποιητικῆς εἴτε μετρικῆς τέχνης”), which they composed for the Slavic-Greek-Latin Academy — the first higher education establishment in Russia set up by the Leichoudes brothers in 1865 in Moscow. The textbook “Poetics” was written in ancient Greek without any Slavic translation. It was taught in the upper classes (suprema). In fact, it appears that this was a textbook on Greek versification. In 1855, the version of the “Epigram” kept in the manuscript of the Russian State Library in Moscow (F. 173 (MTA), № 331), dated to 1687, was published by Sergey Smirnov, but unfortunately this publication was not free from errors. The Greek version of the “Epigram” and its translation into Old Church Slavonic which had been kept in the manuscripts of the Vernadsky National Library of Ukraine in Kiev (F. 306 (Kyiv-Pechersk Lavra) № 337), seems to have never been transcribed and published before. After having compared both versions, the author concludes that the Moscow version has a more elaborate rhetorical style. The “Epigram” was written on the occasion of Peter I’s first visit to the Greek-Slavic school of the Leichoudes brothers at the Epiphany monastery (1685–1687), the predecessor of the Slavic-Greek-Latin Academy.
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Sharma, Ajay. "Euler is an innovator of F =ma, Newton’s second law gives F = KdV; F =ma may be obtained from Newton’s law by logically modifying it". E3S Web of Conferences 540 (2024): 14005. http://dx.doi.org/10.1051/e3sconf/202454014005.

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There are two distinct forms of Newton’s second law of motion (1686) i.e. original or Principia’s form of (change in motion is proportional to impressed force, F = KdV) and textbook form (rate of change of momentum is proportional to impressed force, F =ma). Newton neither gave acceleration nor F =ma, it is mentioned by IOP England, publications of the American Institute of Physics, etc. Truesdell has inconsistently pointed out in 1960 that Euler had given F =ma in 1752, but the truth is that Euler had given F=2ma in the said paper. Euler had also given various equations such as F =ma/n, F =2ma, F =ma/2g, F =ma etc.; but these are ignored by Truesdell. The exceptionally useful equation F =ma was given by Euler in 1775, and then succeeding scientists inconsistently tried to show that F =ma follows from the original form of the law. Consequently, some arbitrary assumptions are made, original form, F =KdV; and the fact that Euler gave F =ma are not mentioned in the standard textbooks. For comparison, Newton’s first law and third law (Reaction =-Action) are the same in the Principia and textbooks. In the existing literature, F =ma is obtained from Principia’s definition of NSLM, by replacing ‘change in motion’ equal to ‘rate of change of momentum’, but motion is not ascribed to any units and dimensions. If the original definition of Newton’s law is changed in a postulatory way i.e. ‘change in motion’ is replaced by ‘rate of change in momentum’ and ‘proportionality’ by ‘equality’; then F=ma is obtained from a modified equation without any arbitrary assumption. In 1893, Rouse Ball randomly altered Newton’s second law as a change in momentum [per unit time] is always proportional to the impressed force.
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Vozar, Thomas Matthew. "A Cambridge University Greek Textbook at Harvard College in 1642". New England Quarterly 96, n.º 1 (1 de março de 2023): 64–73. http://dx.doi.org/10.1162/tneq_a_00973.

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Abstract This paper considers a Homeric paraphrase of the Book of Job by James Duport, Regius Professor of Greek at the University of Cambridge, as the earliest known Greek textbook in use at the newly founded Harvard College, as recorded in New England's First Fruits (1643).
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LIU, Limin. "Changes of Heritage Education in China’s Primary School Moral Education Textbooks". Asia-Pacific Journal of Humanities and Social Sciences 01, n.º 03 (15 de novembro de 2021): 114–23. http://dx.doi.org/10.53789/j.1653-0465.2021.0103.012.

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許麗芳, 許麗芳. "唐通事教材對於古典小說與善書之接受：以江戶時期（1603-1867）《鬧裡鬧》、《唐話長短拾話》、《唐通事心得》為中心". 中正漢學研究 32, n.º 32 (dezembro de 2018): 089–118. http://dx.doi.org/10.53106/2306036020181200320004.

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<p>本論文分析日本江戶時期（1603-1867）唐通事教材對古典小說與善書之接受現象。當時的唐通事教材具有明顯的口語特徵與通俗內涵，此實與古典小說與善書關係密切。既有研究已關注其中語音或敘事現象等，本文則於既有基礎上，分析《鬧裡鬧》、《唐話長短拾話》、《唐通事心得》對於中國筆記小說、話本小說與章回小說之承襲與相關意義，分析範圍包括唐通事教材沿襲白話小說之口語特徵、對文言或白話小說情節剪裁改寫之敘事現象，並藉以傳輸的庶民倫理關懷，以及所觸及的有關小說與善書之互動內涵，本文關注這些敘事形式與價值觀點之承襲與唐通事學養之關聯，藉由相關比對分析，以期理解透過傳播與模擬，文學文本在異國的接受現象與可能意涵。</p> <p>&nbsp;</p><p>This paper examines how Japanese Tangtongshi（唐通事）textbooks which are characterized by colloquial language and values of civilians receive Chinese classical novels. Critics have indicated colloquialism in Tangtongshi textbooks, and this paper continues the discussion by analyzing three textbooks for the Tangtongshi: Naun Li Naun（鬧裡鬧）,Tang Hua Chang Duan Shi Hua（唐話長短拾話）and Tang Tong Shi Hsing Der （唐通事心得）. This paper investigates how they receive and inherit Chinese classical novels: they rewrite the narrative of classical novels and deliver the values of civilians. This paper also examines the relationship among the classical novels, Tangtongshi materials and&nbsp;Shanshu（善書common books used to moralize civilians）, expecting to show how Japan’s Tangtongshi materials use Chinese classical novels in an international context where Chinese books introduced to Japan influence how Japan’s&nbsp;Tangtongshi textbooks are written.</p> <p>&nbsp;</p>
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McDermott, Sarah, e Craig Demmer. "Analysis of End-of-Life Content in Selected Introductory Health Education Textbooks". Illness, Crisis & Loss 16, n.º 3 (9 de junho de 2008): 237–57. http://dx.doi.org/10.2190/il.16.3.d.

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Astuti, D., A. Prabowo, N. A. Hidayati e U. Khasanah. "Educational statistics textbooks to develop collaborative skills and critical thinking". Journal of Physics: Conference Series 1613 (agosto de 2020): 012045. http://dx.doi.org/10.1088/1742-6596/1613/1/012045.

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Meli, Domenico Bertoloni. "Science and the Enlightenment Revisited". Journal of Early Modern Studies 12, n.º 1 (2023): 33–57. http://dx.doi.org/10.5840/jems20231212.

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At nearly forty, Science and the Enlightenment (Cambridge, 1985) by Thomas L. Hankins is seriously dated but still widely used, broadly reliable for what it covers and frustrating for its omissions, richly informative in its contents and somewhat opaque in its intellectual coordinates. For better or for worse, with its compact two hundred pages of text and remarkably well-chosen images, it remains the best textbook on the period, even though recent research has greatly enriched, problematized, and subverted older assumptions. This essay situates Hankins’s textbook within our changing understanding of the sciences in the Enlightenment, providing a critical evaluation of its achievements, problems, and intellectual agenda. I focus on periodization and the role Isaac Newton’s main works, Philosophiae naturalis principia mathematica (1687) and Opticks (1704)—both with much expanded later editions—play in Hankins’s narrative with respect to their intellectual and methodological agenda. While offering some thoughts on what mid-1980s readers may have reasonably expected from a textbook on the Enlightenment, I also include brief reflections on how the field has changed in recent times and some comments on what a new textbook may look like, forty years later.
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Salevouris, Michael. "Loades, Power In Tudor England: Lockyer, James VI & I; Hirst, England In Conflict, 1603-1660 - Kingdom, Community, Commonwealth". Teaching History: A Journal of Methods 27, n.º 1 (1 de abril de 2002): 34–37. http://dx.doi.org/10.33043/th.27.1.34-37.

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Tudor-Stuart England has long captured the imaginations of Americans, and that fascination has certainly been reflected in the realm of textbook publication. The three works discussed in this review attempt to make accessible to the current generation of students the most recent scholarship on early modern England-unfortunately, with mixed results.
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Teses / dissertações sobre o assunto "Textbooks, 1683"

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Akyuz, Volkan. "The Effects Of Textbook Style And Reading Strategy On Students". Master's thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/3/12605079/index.pdf.

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ABSTRACT THE EFFECTS OF TEXTBOOK STYLE AND READING STRATEGY ON STUDENTS&rsquo
ACHIEVEMENTS AND ATTITUDES TOWARDS HEAT AND TEMPERATURE Akyü
z, Volkan M.S., Department of Secondary Science and Mathematics Education Supervisor: Assist. Prof. Dr. Ali Eryilmaz July 2004, 96 pages The aim of this study is to investigate the effect of textbook style and reading strategy on 9th grade students&rsquo
achievement and attitude towards heat and temperature at Eregli district of Zonguldak. Textbook style was means that whether textbook written in conceptual style or traditional style. The reading strategy was taken as K-W-L vs. reading without K-W-L. The study uses factorial design to investigate partial and combined effects of these methodologies. In the study convenience sampling was used. The participants were 123 9th grade students at Zonguldak Eregli Super High School in four different classes. Then selected classes were randomly assigned into four groups. The groups were conceptual physics text with K-W-L reading strategy, conceptual physics text with reading without K-W-L, traditional physics text with K-W-L reading strategy and traditional physics text with reading without K-W-L. Achievement and attitude tests were administered before and after the treatment. The data was analyzed by Multiple Analysis of Covariance (MANCOVA) to find out individual and combined effects of conceptual physics texts and K-W-L reading strategy. The results has shown that conceptual physics texts were effective in increasing students&rsquo
attitude, K-W-L was effective in increasing achievement, and their combination was effective in increasing both achievement and attitude of the students.
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Nagy, Krisztina. "English language teaching in Hungarian primary schools with special reference to the teacher's mother tongue use". Thesis, University of Stirling, 2009. http://hdl.handle.net/1893/1688.

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This thesis is a study of language use in English language classrooms in primary schools in Hungary. The focus of the study is on the use of the target language (English) and the mother tongue (Hungarian) by the teachers and the learners. The teachers are all Hungarian native speakers, with varying levels of competence and previous experience in communicative language teaching, and this presents a challenge to the adoption of a communicative approach to the teaching of English. The National Core Curriculum endorses the communicative approach, with the expectation that the target language will be used as much as possible. However, in practice, the mother tongue is widely used in these classrooms, both by the teachers and by the students. There is therefore a conflict between policy and practice: the policy is that the target language should be used wherever possible, whereas the practice is that the use of the target language is limited to predictable and routine contexts. It is this conflict which constitutes the central question which is addressed in this thesis: how do teachers resolve the conflict between what they are expected to do, and what they feel capable of doing. Data from classrooms and interviews were collected and analysed, using both quantitative and qualitative techniques. The focus of the analysis was on the amount and function of the use of the mother tongue by the teachers. Comparisons were drawn between teachers of Grade 4 pupils who started to learn English in Grade 1 and those who started in Grade 4. This analysis is complemented by evidence concerning the teachers‘ beliefs and understandings about the pressures and constraints which affect their teaching of English to young learners. The results suggest that the possibility of communicative language teaching in these classrooms is constrained by various factors, including the limitations in the children‘s cognitive capabilities and the proficiency level of the children, and the teachers‘ preference for using their previous methods which included grammar, translation and memorisation; also by curriculum requirements such as the use of the textbook, and the necessity to prepare the children for examinations. The implications of these findings for curriculum development in foreign language teaching in other comparable contexts are discussed.
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Calleja-Roque, Isabelle. "L'image de Molière dans les manuels scolaires depuis le XIX° siècle". Thesis, Université Grenoble Alpes (ComUE), 2016. http://www.theses.fr/2016GREAL030/document.

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A travers l'exemple de Molière, nous nous intéressons à la construction et à l'évolution de la représentation de l'auteur classique dans les manuels du secondaire depuis le XIX° siècle jusqu'à aujourd'hui. c'est donc le processus de la construction du mythe scolaire de Molière que nous questionnons. Notre réflexion porte d'abord sur l'analyse de la place de Molière dans les programmes successifs et dans les manuels, afin de déterminer le rapport qu'entretiennent ces deux pôles représentatifs de l'institution scolaire ainsi que l'évolution de leurs contenus en regard de l'oeuvre de Molière. Nous interrogeons ensuite le Molière des manuels à la lumière de la critique exégétique: dans quelle a-t-elle influencé la construction puis l'évolution du mythe scolaire de l'auteur-acteur? Ces deux premières étapes nous conduisent à nous pencher sur l'évolution du corpus scolaire des oeuvres moliéresques: qu'en est-il de la fortune des pièces canoniques ainsi que de tout le pan des comédies du dramaturge occulté par les programmes? Enfin, nous nous intéressons à ce nouveau "langage" introduit dans les manuels à partir du second quart du XX° siècle, qu'est le corpus iconographique: a-t-il entraîné une nouvelle lecture de Molière et de son oeuvre? Ce cheminement nous conduit au coeur de la représentation de Molière, auteur scolaire patrimonial par excellence
Through Molière's works, we will focus on how secondary textbooks have decided to represent this author from the nineteenth century until today. It is thus the process of building the school myth of Molière that we try to question. Our study first deals with analysing the place of Molière in successive programs and textbooks in order to determine the relationship between these two main poles of the educational institution as well as the evolution of their contents regarding Molière's works. We will then question the works of Molière as used in textbooks focussing on the exegetical critique : how far has it influenced the construction and the development of the school myth of the author-actor ? These first two steps lead us to think about the evolution of the academic corpus of Molière's works : What about the success of the canonical plays as well as all the comedies that are no longer studied ? Finally, we will focus on the iconographic corpus, that is to say the new « language » that was introduced in textbooks from the second quarter of the twentieth century : has it led to a new reading of Moliere's works?This leads us to the heart of Molière, the first exemple of an academic author
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Livros sobre o assunto "Textbooks, 1683"

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Seel, G. E. The early Stuart kings, 1603-1642. London: Routledge, 2001.

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2

Akinyemi, Rowena. The children of the New Forest. Oxford: Oxford University Press, 2008.

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3

George, Berkeley. Three dialogues between Hylas and Philonous. Buffalo, N.Y: Prometheus Books, 1988.

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4

George, Berkeley. Drei Dialoge zwischen Hylas und Philonous. Hamburg: Meiner, 2005.

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5

B, Mathias Michael, ed. Three dialogues between Hylas and Philonous. New York: Pearson Longman, 2007.

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George, Berkeley. Three dialogues between Hylas and Philonous. Oxford: Oxford University Press, 1998.

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7

1862-1943, Hilbert David, e Perry John 1850-1920, eds. Three dialogues between Hylas and Philonous. Claremont, CA: Areté Press, 1994.

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8

Coby, Patrick. Henry VIII and the Reformation Parliament. New York: Pearson Longman, 2006.

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9

Martin, Janet. Medieval Russia, 9801584 (Cambridge Medieval Textbooks). 2a ed. Cambridge University Press, 2007.

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10

Konobeevskaya, I. М. Civil law. Part II : Textbook. Izdatelstvo Prospekt LLC, 2020. http://dx.doi.org/10.31085/9785392327584-2020-168.

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Capítulos de livros sobre o assunto "Textbooks, 1683"

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"16.3 Clinical investigation of cardiac disorders". In Oxford Textbook of Medicine, 1603. Oxford University Press, 2011. http://dx.doi.org/10.1093/med/9780199204854.010.1603.

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Hotson, Howard. "Transplantation". In The Reformation of Common Learning, 100–155. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780199553389.003.0004.

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The outbreak of the Thirty Years War flooded the young Dutch universities with students, teachers, and pedagogical impulses displaced from the ruined universities and academies of Reformed central Europe (section 4.i). With the collapse of Heidelberg, Marburg, and Herborn, Leiden suddenly seized leadership of the post-Ramist tradition when Franco Burgersdijk (1590–1635) overhauled Keckermann’s work to create the most successful logic textbook for the next generation, as well as matching textbooks for the ‘three philosophies’: metaphysics, natural philosophy, and ethics (section 4.ii). Burgersdijk’s successors then used the post-Ramist framework to gather eclectic materials which rapidly emancipated Dutch university philosophy from the substance as well as the form of Aristotle. His student and successor, Adriaan Heereboord (1613–61), assembled material from Descartes and other ancient and modern philosophies within a basically Aristotelian systematic framework, but chose to leave the competing systems unreconciled in order to introduce students to the philosophical options and disputes of their day (section 4.iii). Meanwhile, other Dutch philosophers had been assembling still more eclectic mixtures of old and new within similar post-Ramist frameworks, which, with the addition of Cartesianism, produced the philosophica novantiqua associated with Heereboord’s student, Johannes de Raey (1622–1702), and De Raey’s student, Johannes Clauberg (1622–65) (section 4.iv).
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Athiya, Agarwal. "Chapter-168 Pseudoexfoliation Syndrome". In Textbook of Ophthalmology (Vol 1)-Amar Agarwal, 1444–48. Jaypee Brothers Medical Publishers (P) Ltd., 2002. http://dx.doi.org/10.5005/jp/books/10931_168.

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Hotson, Howard. "Adaptation: Post-Ramist Methods in Reformed Universities, 1590–1613". In Commonplace Learning, 127–66. Oxford University PressOxford, 2007. http://dx.doi.org/10.1093/oso/9780198174301.003.0004.

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Abstract In the years preceding the foundation of the Herborn academy, Piscator rapidly revised the Ramist textbooks which became the initial basis of philosophical instruction there. In the years immediately after the academy opened in 1584, Piscator, Althusius, and others poured equal energy into the development of a Ramist curriculum for the higher disciplines. Yet Herborn’s philosophical syllabus was not rapidly advanced in these early years. In part this may have resulted from principle: from Piscator’s minimalist approach to philosophical instruction.
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GS, Kulkarni. "Chapter-163 Chest Trauma". In Textbook of Orthopaedics &amp Trauma Vol 1, 1333–37. Jaypee Brothers Medical Publishers (P) Ltd., 2008. http://dx.doi.org/10.5005/jp/books/10938_163.

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GS, Kulkarni. "Chapter-168 Compartment Syndrome". In Textbook of Orthopaedics &amp Trauma Vol 1, 1356–64. Jaypee Brothers Medical Publishers (P) Ltd., 2008. http://dx.doi.org/10.5005/jp/books/10938_168.

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Ichrist, Kimberly. "16.3: Increased Intracranial Pressure and Herniation". In Textbook for the Adult-Gerontology Acute Care Nurse Practitioner. New York, NY: Springer Publishing Company, 2023. http://dx.doi.org/10.1891/9780826160799.0016d.

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LC, Dutta. "Chapter-168 FuchsҠHeterochromic Uveitis". In Understanding Medical Physiology A Textbook for Medical Students (3rd Edition), 1362–65. Jaypee Brothers Medical Publishers (P) Ltd., 2004. http://dx.doi.org/10.5005/jp/books/10999_168.

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Webb, Thomas E. "Re Dr Bonham’s Case (1608) 8 Coke Reports 107a, 77 ER 638, Court of King’s Bench; Dr Bonham’s Case (1609) 8 Coke Reports 113b, 77 ER 646, Court of King’s Bench". In Essential Cases: Public Law. Oxford University Press, 2020. http://dx.doi.org/10.1093/he/9780191897689.003.0060.

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Essential Cases: Public Law provides a bridge between course textbooks and key case judgments. This case document summarizes the facts and decision in Re Dr Bonham’s Case (1608) 8 Coke Reports 107a, 77 ER 638, Court of King’s Bench; Dr Bonham’s Case (1609) 8 Coke Reports 113b, 77 ER 646, Court of King’s Bench. This case concerns questions of bias and, more importantly, the attempt by Coke to establish a common law power to overturn Acts of Parliament. The case predates the constitutional settlement which followed the Glorious Revolution of 1688, but echoes of the principles discussed in this case can also be found in modern case law. The document also includes supporting commentary from author Thomas Webb.
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Athiya, Agarwal. "Chapter-163 Iridocorneal Endothelial (ICE) Syndrome". In Textbook of Ophthalmology (Vol 1)-Amar Agarwal, 1409–12. Jaypee Brothers Medical Publishers (P) Ltd., 2002. http://dx.doi.org/10.5005/jp/books/10931_163.

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Relatórios de organizações sobre o assunto "Textbooks, 1683"

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Fitzpatrick, Rachael. Evidence on the Impact of Population Growth on Education Financing and Provision in Tanzania. Institute of Development Studies, fevereiro de 2022. http://dx.doi.org/10.19088/k4d.2022.072.

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Tanzania has made great strides in increasing enrolment rates amidst a rapidly growing population. However, despite gains made in primary enrolment, completion rates have not exceeded 70% in the past five years, and enrolment at secondary level remains low (37%). An analysis of expenditure suggests a lack of equitability in distribution of funds within the education sector. Having achieved near universal enrolment at primary level, since 2016 the Government of Tanzania has almost doubled spend on secondary education and increased spending on higher education. In the same period, however, spend per pupil at primary level has halved suggesting that budget is being directed away from pre-primary and primary education to fund secondary, with higher education slightly increasing. Furthermore, the Education Sector Analysis outlines that 35% of the education budget is spent on the top 10% highest educated in the system (Kahangwa et al. 2021, 168). In addition to disparities on spend by education level, regional differences persist in the number of classrooms, textbooks, desks and teacher shortages also exist. Despite current disparities and challenges, Tanzania’s economic growth in recent years suggests that, with increased commitment in minimum spending on education as a proportion of GDP, the education needs of the population could be met. However, this would assume continued economic growth and require a greater proportion of spend to be allocated to education, suggesting trade-offs may be required.
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