Print Textbooks Research Articles

Sustainability classifications in engineering: discipline and approach

In order to discuss how to advance sustainability in engineering, it is necessary to be clear as to what exactly is the science of sustainability. The linkage between sustainability philosophy and scientific principles has, in some ways, been acknowledged in the wider literature. Moreover, the recent scholarship on sustainability in international literature has focused on providing definitions, policies and methods, though from an engineering perspective, there is an obvious need for clarity on how the engineering and science community can integrate the science of sustainability into practice. Prima facie, this article provides an overview of the development of sustainability science through a textual analysis to collate the underlying discourse and ideology cited in literature. While the number one sustainability challenge is to mitigate climate change, compiling a definition genesis of sustainability will assist the engineering community in gaining an understanding in the underlying philosophical frames. The aim of this paper is to analyse sustainability information in the print press, journals, periodicals and textbooks since publication patterns contribute to our understanding of the cognitive aspects of scholarly knowledge development.

THE FUTURE OF TEXTBOOKS

RETURN TO ISSUEPREVNewsNEXTTHE FUTURE OF TEXTBOOKSACS MEETING NEWS: Technology provides more options, but print textbooks will remain, at least for nowCELIA HENRY ARNAUDView Author Information C&EN WASHINGTONCite this: Chem. Eng. News 2010, 88, 39, 63–64Publication Date (Print):September 27, 2010Publication History Published online27 March 2011Published inissue 27 September 2010https://doi.org/10.1021/cen-v088n039.p063Copyright © 2010 AMERICAN CHEMICAL SOCIETYArticle Views11Altmetric-Citations1LEARN ABOUT THESE METRICSArticle Views are the COUNTER-compliant sum of full text article downloads since November 2008 (both PDF and HTML) across all institutions and individuals. These metrics are regularly updated to reflect usage leading up to the last few days.Citations are the number of other articles citing this article, calculated by Crossref and updated daily. Find more information about Crossref citation counts.The Altmetric Attention Score is a quantitative measure of the attention that a research article has received online. Clicking on the donut icon will load a page at altmetric.com with additional details about the score and the social media presence for the given article. Find more information on the Altmetric Attention Score and how the score is calculated. Share Add toView InAdd Full Text with ReferenceAdd Description ExportRISCitationCitation and abstractCitation and referencesMore Options Share onFacebookTwitterWechatLinked InReddit PDF (684 KB) Get e-Alerts

Combined stress urinary incontinence surgery at the time of prolapse surgery - is it justified?

Objectives. To review the current literature in order to formulate an evidence-based approach to the problem of preventing stress urinary incontinence (SUI) following prolapse surgery. Design. We reviewed the current English language literature available on PubMed (Medline), as well as current relevant textbooks in print. Results. It appears that a prophylactic anti-incontinence procedure is justified in patients with pre-operative SUI, as well as in those with a positive stress test at reduction. In patients with no pre-operative evidence of occult SUI, management is still controversial. Conclusions. Further research is needed, specifically with regard to standardisation of the stress test, the place of suburethral slings and the role of pelvic floor ultrasound.

Technology: The textbook of the future

Undergraduate textbooks are going digital. Declan Butler asks how this will shake up student reading habits and the multi-billion-dollar print textbook market.

Textbooks in Greek and Latin: 2009 Supplementary Survey

Textbooks in Greek and Latin:2009 Supplementary Survey Judith Lynn Sebesta This survey includes those Greek and Latin textbooks and language and etymology textbooks in print, published between November 2008 and March 2009, updating the 2008 full survey (CW 101.3) and 2007 supplementary survey (CW 100.3). Included also are textbooks inadvertently omitted from the 2008 full survey, and corrections for textbooks listed in that full survey. Data have been primarily gathered from the publishers themselves, supplemented by sources such as the annual Books in Print. A directory of publishers' abbreviations, addresses, telephone and fax numbers, e-mail addresses, and websites appears at the end of this issue. Prices are those sent directly from the publishers or those listed in Books in Print; readers are advised that prices may change without notice. Books are assumed to be clothbound unless otherwise noted. The texts in the section "Author/Genre" are primarily annotated editions. Those that include a translation are marked "w. tr." The inclusion of a vocabulary is noted by "v" unless the nature of the work makes such an annotation unnecessary. No bilingual series (e.g., Budé, Loeb), series of plain texts (e.g., Teubner, Oxford), or books written in foreign languages are included. The textbook's ISBN or publisher's order number, where available, precedes its price. Please note that when updating the ISBNs to the new thirteen-digit system, the survey preserved the format given by publishers. This means that many of the new ISBNs in this survey do not have hyphens separating numbers. Also, please note that the final digit of many of the thirteen-digit ISBNs may differ from that of the former ten-digit ones. An asterisk (*) appearing after a text title indicates that AV or PC materials for that particular text are separately listed in the AV survey. Readers are urged to inform the survey editor of additions and changes. Greek I. Author/Genre Epigrams The Greek Anthology: Hellenistic Epigrams. Vol. 1 Epigrams. Vol. 2 Commentary, Indices. A. Gow and D. Page. Vol. 1: 978-0-521-73573-1 $99.00 (paper) (C) The Greek Anthology: The Garland of Philip and Some Contemporary Epigrams. Vol. 1 Texts. Vol. 2 Commentary, Indices. A. Gow. 978-0 521-73758-6 $99.00 (C) [End Page 331] Euripides Euripides: Helen. W. Allan. 9780521836906 $99.00 (cloth), 9780521545419 $38.99 (paper) (C) Homer Homer: Odyssey Books VI-VIII. A. Garvie. 9780521338400 $39.99 (paper) (C) Lucian Lucian: A Selection. N. Hopkinson. 9780521842006 $99.00 (cloth), 9780521603041 $34.99 (paper) (C) Plato Plato: Alcibiades. N. Denyer. 9780521632812 $99.00 (C) Plato: Protagoras. N. Denyer, 9780521840446 $90.00 (cloth), 9780521549691 $35.99 (paper) (C) Sophocles Sophocles: Antigone. M. Griffith. 9780521337014 $34.99 (paper) (C) II. Beginner's Books Edwards, L. A Reading Course in Homeric Greek Book Two (3rd ed.) 978-1-58510-176-4 $29.95 (paper) (F) Ellsworth, J. Reading Ancient Greek: A Reasonable Approach (2nd ed.). Teacher's manual free with text adoption (paper) (McGH) Shelmerdine, C. Introduction to Greek (2nd ed.) 978-1-58510-184-9 $36.95 (paper) (F) III. Grammars and Grammatical Aids Geannikis, E., A. Romiti and P. T. Wilford. Greek Paradigm Handbook. 978-1-58510-307-2 $12.95 (paper) (F) Rijksbaron, A. The Syntax and Semantics of the Verb in Classical Greek: An Introduction. (3rd ed.). 978-0-226-71858-3 $20.00 (Chi) IV. Readers Hansen, W. Anonymous Life of Aesop. 978-1-931019-04-0 $11.95 (paper) (BMC) Trapp, M. Greek and Latin Letters: An Anthology with Translation. 9780521495974 $99.00 (cloth), 9780521499439 $39.99 (paper) (C) VII. New Testament Beginner's Books Countryman, L. Read It in Greek: An Introduction to New Testament Greek. 978-0-8028-0665-9 $24.00 (paper) (Eerd) Robinson, T. Mastering New Testament Greek: Essential Tools for Students. 978-1-56563-576-0 $19.95 (paper) (Hen) Grammars Long, G. Grammatical Concepts 101 for Biblical Greek: Learning Biblical Greek Grammatical Concepts through English Grammar. 978-1-56563 406-0 $19.95 (paper) (Hen) Mueller, W. Grammatical Aids for Students of New Testament Greek. 978 0-8028-1447-0 $12.00 (paper) (Eerd) [End Page 332] Readers and Texts Bruce, F. The...

Hospital nurses’ use of knowledge-based information resources

The purpose of this study was to evaluate the information-seeking practices of nurses before and after access to a library's electronic collection of information resources. This is a pre/post intervention study of nurses at a rural community hospital. The hospital contracted with an academic health sciences library for access to a collection of online knowledge-based resources. Self-report surveys were used to obtain information about nurses' computer use and how they locate and access information to answer questions related to their patient care activities. In 2001, self-report surveys were sent to the hospital's 573 nurses during implementation of access to online resources with a post-implementation survey sent 1 year later. At the initiation of access to the library's electronic resources, nurses turned to colleagues and print textbooks or journals to satisfy their information needs. After 1 year of access, 20% of the nurses had begun to use the library's electronic resources. The study outcome suggests ready access to knowledge-based electronic information resources can lead to changes in behavior among some nurses.

Use of traditional versus electronic medical-information resources by residents and interns

Background: Little is known about the information-seeking behaviour of junior doctors, with regard to their use of traditional versus electronic sources of information.Aims: To evaluate the amount of time junior doctors spent using various medical-information resources and how useful they perceived these resources to be.Methods: A questionnaire study of all residents and interns in a tertiary teaching hospital in July and August 2004.Results: In total, 134 doctors returned the completed questionnaires (response rate 79.8%). They spent the most time using traditional resources like teaching sessions and print textbooks, rating them as most useful. However, electronic resources like MEDLINE, UpToDate, and online review articles also ranked highly. Original research articles were less popular.Conclusion: Residents and interns prefer traditional sources of medical information. Meanwhile, though some electronic resources are rated highly, more work is required to remove the barriers to evidence-based medicine.

SafariU: build the perfect textbook for your technology class with O'Reilly Media's SafariU

Join O'Reilly Media for a demonstration of SafariU, a new service that offers computer technology educators a rich platform for creating online and print textbooks tailored precisely to their teach...

Chiri-Shoho and Its Original Text

In 1873, the second year after the start of the modern elementary school system (gakusei) in Japan, the Ministry of Education published several textbooks, among which Chiri-Shoho was one. It was believed that the original text of Chiri-Shoho was Cornell's geography textbooks that had been used widely in the USA. There have been two views of the original text held by different scholars. One argued that Cornell's Primary Geography was used as the source book and Cornell's High-School Geography was referred to for supplements. The other contended that Cornell's First Steps in Geography was the original text. Neither of those views was based on minute verification. This paper aims to ascertain the original text of Chiri-Shoho. There were six Cornell geography textbooks in print when Chiri-Shoho was published. In addition to the three mentioned above, they were Cornell's Intermediate Geography, Cornell's Grammar-School Geography and Cornell's Physical Geography. All six books are candidates for the original text. This paper compares the text of Chiri-Shoho to the six Cornell geography textbooks sentence by sentence and illustration by illustration. As a result, the author concludes that the original text of Chiri-Shoho was Cornell's Primary Geography, written for elementary school students. However, there are several sentences and illustrations in Chiri-Shoho not found in Cornell's Primary Geography. Those are mostly from Cornell's First Steps in Geography, Cornell's Intermediate Geography, and Cornell's Grammar-School Geography. Cornell's First Steps in Geography is an introductory textbook and precedes Cornell's Primary Geography. Chiri-Shoho uses it for easier or supplementary explanations. Cornell's Intermediate Geography and Cornell's Grammar-School Geography are textbooks for students who completed Cornell's Primary Geography. Chiri-Shoho adopts some topics from these two textbooks which Cornell's Primary Geography does not teach. A few sentences and illustrations in Chiri-Shoho cannot be found in any of the Cornell geography textbooks. Interestingly, those are all related to shipping and navigation. Also Chiri-Shoho changes or rewrites some contents of the Cornell geography textbooks based on the Japanese context.

Implementing Technology-Rich Curricular Materials

Eighteen high school biology teachers from a stratified sample of 13 distinct geographical United States regions participated in evaluating first-year prototypes of Biology: Exploring Life, which incorporates a print textbook; accompanying Web activities to explain and reinforce the text and promote active, hands-on learning; and wet lab investigations. This article discusses how we chose our teacher participants, compares our participant sample with the characteristics of early adopters of innovation, and details what we learned from our year-long investigation about implementing a technology-rich science product in real classrooms. The article concludes with recommendations for adopting of technology-rich science learning products in schools.

Electronic campuses

Provides an overview of the technology being employed at some US colleges which is leading to the paperless campus. For example, the use of wireless networks to connect PCs and Internet displays in classrooms and laboratories that lack conventional network wiring, providing access to online libraries and other resources from laptop PCs and handheld devices. Looks at Web‐based technology and its use by faculty and students, not only for information gathering, but also for tutoring services. Shows how live chat sessions with teachers are heavily over‐subscribed. Looks at the use of e‐books (4 million e‐book units sold in 2000: predicted figure by 2005 – 140 million). Provides results of a study comparing print text books and e‐text books, and from another study which show undergraduates spend only a third of their study time in the library and faculty members only 10 per cent. To counteract these trends, online library resources are being expanded for 200,000 students and faculty at seven academic institutions in a unified students’ portal, with links to local online course materials and consultations with reference librarians.

The portrayal of homosexuality in abnormal psychology and sociology of deviance textbooks

This study examines the portrayal of homosexuality in abnormal psychology and sociology of deviance textbooks published in the United States and in print in 1995; publication dates for these books ranged between 1980 and 1995. A total of 27 textbooks—16 in psychology and 11 in sociology—were used. Books published during the 1980s were compared with those published in the 1990s. Results from textbooks in print in 1995 were compared with results from an earlier study of textbooks in print in 1980. As was found in the earlier study, three models of homosexuals and homosexuality appear in these books—homosexuality as illness, homosexuality as sin, and homosexuals as a minority group. However, striking changes have occurred in the relative importance of these models over the past 15 years. None of the textbooks currently in print explicitly describes homosexuality as an illness, compared with 30% in 1980, although many implicitly do so. The model of homosexuality as sin, meanwhile, has gained new life with the emergence of the AIDS epidemic. Finally, the minority group model is gaining strength, in both sociology and psychology textbooks.