School Handbooks Research Articles

Współczesny podręcznik - wybrane problemy ewolucji gatunku

The purpose of this article is to show how general transformations occurring in culture influence education, and, ipso facto, the change of a school handbook genre model. A textbook, similar to many other genres, is not homogenous in the intergenre aspect. That is why it is difficult to study the evolution of one prototype genre. Therefore, a canonical model of a Polish language handbook for secondary schools, as well as its alternating and adaptive models, have been chosen as the research object. It may be concluded from the comparative analysis of various textbooks that a basic feature distinguishing these versions is a communicative intention. Its change is conditioned by transformations in the way a subjective role of a student and teacher, handbook’s recipients, is understood.

The Special School's Handbook: Key Issues for All – By Michael Farrell

article reviews the book The Special School's Handbook: Key Issues for All, by Michael Farrell.

Book Review: The Special School's Handbook Key Issues for All

Book Review: The Special School's Handbook Key Issues for All

Social Representations of National Territory and Citizenship in Nineteenth‐century History and Geography Textbooks of the Colombian Caribbean Region1

This article shows how the legitimization of the territory of a national community was going through a territorial and citizen‐oriented pedagogy in which geography and history texts contributed to the elaboration of certain social representations that were part of the new Latin American nations’ development process. Therefore, this paper reviews social representations of territory and citizenship that appeared in some geography and history school handbooks used by nineteenth‐century Colombian Caribbean region schools. These texts played an important role in the education of Colombian citizens. The paper is divided into two parts: first, it focuses on the representation of the national territory to which former republican governments attached great value promoting a number of geographical studies and the exploration of the country by foreign travelers and geographers who produced various works that influenced greatly geography handbooks used in the school. The second part refers to the representation of a citizenship drawn through History, Civic and Urbanity handbooks. These publications became cultural tools used not only to educate people but also to describe and to teach about the territory of this young republic. 1 Translation: Julio Maldonado Arcon. Teacher Universidad del Atlántico. This paper forms part of the research entitled “El discurso sobre la nación y la ciudadanía en el Caribe colombiano durante el siglo XIX. Un análisis heurístico de los manuales escolares y la prensa educativa” and was financed by Universidad del Atlántico, in the public announcement “Pensar el Caribe 2003/2005.”

Metaphor in Dante by David Gibbons (review)

MLRy ioo.i, 2005 229 position in the history of the realism versus idealism debate within Italian linguistics (see in particular pp. 67-69). Language-endangerment issues are as pressing as ever fiftyyears after Terracini's analysis: if?according to figures given by David Crystal in his Language Death (Cambridge: Cambridge University Press, 2000)?we consider that of approximately 6,000 languages used nowadays, 96 per cent are spoken by just 4 per cent of the world's population, we cannot overlook the urgency of the question. 'What is the Standard?' (Chapter 6) is the question posed by Giulio Lepschy? who also signs the preface to the volume?in his semasiological and onomasiological enquiry into the notion of 'standard', followed by an account of the contemporary Italian situation with particular reference to 'standard', 'spoken Italian', 'popular Ita? lian', and 'the new standard' (pp. 76-78). After two more technical contributions by Delia Bentley and Adam Ledgeway, respectively on 'New Linguistic Research into Italo-Romance Dialects' (Chapter 7) and 'Linguistic Theory and the Mysteries of Italian Dialects' (Chapter 8), it is from the field of sociolinguistics, and in particular lexicography, that Chiara Cirillo offers an analysis of 'Sexism and Gender Issues in the Italian Language' (Chapter 9) and Federico Faloppa on 'Ethnic Diversity in the Everyday Use of Italian' (Chapter 10). Comparing the portrayal of men and women in Italian dictionaries, Cirillo illustrates how on average 50 per cent of the examples given on women provide a stereotypical image drawn from commonplaces such as sexual objectification, attractiveness, weak? ness, or talkativeness, while reserving fields of thinking and studying, working lives, career, power, and prestige to men. It is worth mentioning that positive outcomes in the elimination of sexual discrimination in school handbooks have been obtained in Italy thanks to the adherence of the 'Associazione Italiana Editori' to the different editions ofthe 'Progetto Polite' ('Pari Opportunitanei Libri di TEsto', on which see http://www.aie.it/polite/)started in 1998, and supported by the Directorate-General for Employment and Social Affairs. The last two contributions suitably close the volume with a glance at the multilingual environment of the EU institutions and tackle the problematic issue of transla? tion. The sectional language of law is the focus of Jacqueline Visconti's 'Legal Texts and the Problems of their Translation' (Chapter 11), while Arturo Tosi's 'The Europeanization of the Italian Language by the European Union' (Chapter 12) analyses language status, language policy, multilingual translation, and the legal equivalence of texts, with particular reference to Italian and 'Italian Eurospeak'?all issues which have become more and more pressing afterten new countries entered the EU in May 2004, thus bringing the total number of the officiallanguages of the Union to twenty. For the range of topics examined and the accessibility of the contributions, this volume will be a useful tool forstudents, teachers, and researchers, and in general for anyone interested in the Italian language, while exemplifying the liveliness and high level of research in the field of Italian linguistics in the UK. University of Cambridge Helena Sanson Metaphor in Dante. By David Gibbons. Oxford: Legenda. 2002. xii + 2o6pp. ?35. ISBN 1-900755-63-7. David Gibbons's book is a fascinating and subtle investigation of Dante's dazzling and experimental use of metaphors in the Divine Comedy. The book is divided into three main sections. The firstpart is mainly methodological and attempts to offera programmatic definition of the term 'metaphor'. Here the author distinguishes be? tween metaphor in the strict sense and other figures of speech and sets out to analyse the former in Dante's work. After a brief chapter on metaphor in early ltalian poetry 230 Reviews and in Dante's lyric poems, the central part of the book examines Dante's metapho? rical language in the three cantiche, but focuses primarily on the Paradiso. Gibbons attributes the high incidence of metaphors in the Paradiso to the religious and spiritual nature of its subject matter. Collectinga number of pertinent references, he maintains that Dante renewed traditional Christian metaphors in ways that affect the linguistic and metric structure. Gibbons hypothesizes that to rejuvenate his sources the poet employed three strategies or techniques: the selection...

Of Algeria: Childhood and Fear

[B]arely understanding my world ... I too could begin only with the externals of things. To do more, as I soon had to, since I had no idea or illusion of a complete world waiting for me somewhere, I had to find other ways. (V.S. Naipaul, Reading & Writing) Alger est une ville verticale, qui echoue lentement sur les rives de la Mediterranee, ville determinee entre collines et mer. A Alger, il y a des zones interdites, non netoyees. A Alger, il y a un port de peche et un port de bateaux marchands, face aux voutes sedentarisees. A Alger, on parle une langue qui brasse l'Arabe dans une tonalite berbere, avec des emprunts au francais. A Alger, il y a une multitude d'escaliers qui defient la rectitude de n'importe quelle montage. (Safaa Fathy, Tourney les mots) If he examined his own behavior, Arrouj could only surmise that as a child he was dissatisfied with his relationship with the adult community, and this is a genesis of a mild form of dissent, that of a child sitting in judgment on adults over whom he had no power. He found adults lacking in originality incapable of providing answers to the pressing questions he had; with them, it seemed, most human activities were devoid of sense. When he asked how children were born and why; when he saw meaning in the movement of a vulture's head; when he called attention to the quick descent of a hawk on its prey; when he inquired about a crow hopping about as though something were the matter with one of its feet; when he wondered whether his father was really his father; when he wanted to know why did Sallouha have three breasts instead of just two; when he lighted on a new idea-when he asked about such things he was told to be quiet. This is how he grew up: neither as a replica of his parents nor of the once colonial ruler. Later he discovered that his line of questioning uncovered the brutal circumstances of his origins. But as Sallouha used to say, we die anyway, origins are a messy business, and the truth of who we are may not be found in legends of birth. Like other children in the colonies dependent on France, he too, had to learn about nos ancetres les Gaulois-those spurious ancestors who had somehow buried the genetic ancestors in nonhistory. He also had to read the same classics of Western literature, probably encountering what he would like to think of as the great book of Mediterranean intelligence, the Odyssey, at precisely the same moment in his development as every French schoolboy in La Metropole. And, like other intellectually promising youths in the 1950s, prepared to become plus royal que le roi, his own odyssey, his errantry, took him from Algeria to pursue education to its farthest reaches. By the time he got to Grand College at age eight, Arrouj was already hopelessly paradoxical to himself. He had exhausted the resources of the tiny school at Bab Al-Oued. This meant that he really knew much more than that school could offer him. He could sense from the beginning of his life that he would know things when he needed to know them, he had known a long time ago that he could trust his own instincts about things, that if he were in a difficult situation, if he thought about it long enough a solution would appear to him. That there would be limitations to having such a view of life he could not know, but in any case, his life was already small and limited in its own way. When he enrolled at Grand, as it was called then, Arrouj was given the school handbook, a series of regulations governing every aspect of school life-the kind of uniform he was to wear with a number embroidered on the inside of each garment (he was allotted number 565), what clothes were needed for sports, the dates of school holidays, and so on. But Grands first rule, emblazoned on the opening page of Cahier de Texte, read: Le Francais est la langue officielle de l'ecole. Aucune autre langue ne sera toleree. There were no native French-speakers among the pupils. …

Opening Exercises — Or Never-Never Land

The short version of opening exercises for the school year is that it's all our fault: the achievement gap exists because we teachers don't believe all children can learn. At least, that's the way Ms. Darling remembers it. IT IS THE end of August, and the 2,000 teachers in my district are gathering in the civic auditorium for the opening exercises for the school year. The superintendent has sent us a welcome-back letter that states that research tells us . . . that what we do as adults at the schools is twice as influential as student demographics. I e-mail her to ask for a citation to justify such an astonishing and she promises to send it along. (After two months, I'm still waiting.) There's a huge banner above the auditorium entrance that trumpets Beat the Some of the teachers hugging old friends wonder what in the world that means, but we Kappan readers know: it's that pesky achievement gap. There's a strange, not-so-funny cartoon on the program. It shows a landscape with a gaping chasm running diagonally from the lower left into the far distance of the upper right. The chasm is labeled Achievement Gap. The far side of the chasm seems to be a desert, while the near side has some flowers and an affectionate couple holding outsized books in their arms. The other major feature of this cartoon is a wide bridge made of books that spans the divide. Joyful children are shown sliding or jumping down from this bridge onto the fertile side. The bridge is labeled Literacy. Ah, is the bridge that allows us to cross the achievement gap. Finally, and mysteriously, in the far distance the word Equity glows in the sky. It seems to be located at the end of the Achievement Gap, like a pot of gold. This last bit sums up quite succinctly what I think the problem is: the current rhetoric of reform touts equity as the goal, when it should be the starting point. Then the motivational speeches begin. The short version of the next two days is that it's all our fault: the achievement gap exists because we teachers don't believe all children can learn. There will be no excuses made for why we can't push all our children across the achievement gap to the fertile side -- and, eventually, to equity, shining in the sky. The program we're given mentions these specific goals: Ninety percent of students will read on grade level in third One hundred percent of students will pass the High School Exit Exam in 12th grade. Is there anyone out there who thinks politicians will be pleased if all our seniors pass the exit exam? No, indeed. There will be strident demands to raise the bar to meet world-class standards. And how can 90% read at grade level as measured by our norm-referenced test? It is constructed so that 50% of the test-takers will score below grade level (whatever that is). WE END the general festivities with an inspirational sing-along, after which we disperse to our schools for another day and a half of training. This consists, first, of reviewing the school handbook, which has 44 pages on the now-mandatory mission, vision, and goals. (Even my hardware store has its posted. Don't we all know what hardware stores are for?) Then there are sections headed Rules, Discipline, Bulletin Boards, Disaster (14 pages), Yard Duty, and Lifeskills (37 pages). Then we have our Laser-Like Focus on Literacy (24 pages) and, finally, our K-6 Language Arts Standards (nine pages). We are also given two packets on management, which presume adversarial, disrespectful, manipulative, fast-paced, entertaining, whole-class, frontal teaching. In the Newspeak of school reform, punishments have become learning opportunities. As Frank Smith has said, Skinner has won. Between the district and my school, we have a staggering seven areas of focus, seven strategic priorities, seven core values (the number is purely coincidental), five goals for 2005, a mission statement, four literacy givens, 15 life skills, a Self-Directed Improvement System(r) (note the trademark), and the six essential elements of an effective program. …

Solutions to Calendar

This month's calendar problems have been adapted from recent mathematics competitions. Problems 1–15 are taken from three of the American Mathematics Competitions (AMC); 1–8 are from the American Junior High School Mathematics Examination (AJHSME); 9–13 are from the American High School Mathematics Examination (AHSME); and 14-15 are from the American Invitational Mathematics Examination (AIME). If the reader has not received an invitation to the appropriate AMC examination by 1 November, write to Walter E. Mientka, AMC Executive Director, Department of Mathematics and Statistics, University of Nebraska, Lincoln, NE 68588-0322. The remainder of the problems are from the MATHCOUNTS program. Problems 16, 17, 20, 22–24, 29, and 30 were chosen from the 1995–1996 school handbook for the MATHCOUNTS competition. Problems 18, 19, 21, and 25–28 come from the 1995-1996 national MATHCOUNTS competition. The registration deadline for the 1997–98 competition is 14 November. Requests for information should be sent to MATHCOUNTS, 1420 King Street, Alexandria, VA 22314, (703) 684-2828.

Solutions to Calendar

This month's calendar problems have been adapted from recent mathematics competitions. Problems l-5 were chosen from the 1994-95 school handbook for the MATHCOUNTS competition. Problems 6-11 come from the 1994-95 national MATHCOUNTS competition. The registration deadline for the 1996-97 competition is 15 November. Requests for information should be sent to MATHCOUNTS 1420 King Street, Alexandria, VA 22314. The remainder of the problems are from three of the American Mathematics Competitions(AMC): 12-20 are from the American Junior High School Mathematics Examination(AJHSME); 21-29 are from the American High School Mathematics Examination (AHSME); and 30 is from the American Invitational Mathematics Examination(AIME). If the reader has not received an invitation to the appropriate AMC examination by 1 November. write to Walter E. Mientka AMC Executive Director, Department of Mathematics and Statistics, University of Nebraska, Lincoln, NE 68588-0322.

Providing Instrumental Music Tuition: a Handbook for Schools and Services by Caroline Sharp. Slough, Berkshire: National Foundation for Educational Research, 102 pp. £10.00 (including p & p), available from Dissemination Unit, NFER, The Mere, Upton Park, Slough, Berkshire SL1 2DQ, UK.

Providing Instrumental Music Tuition: a Handbook for Schools and Services by Caroline Sharp. Slough, Berkshire: National Foundation for Educational Research, 102 pp. £10.00 (including p & p), available from Dissemination Unit, NFER, The Mere, Upton Park, Slough, Berkshire SL1 2DQ, UK. - Volume 12 Issue 3

Book Reviews

Book reviewed in this article:Sixteen and Then What? A. McCORMACKRace and the Primary School; B. Carrington & G. ShortEducational and Cultural Diversity; E. HulmesInitial Teacher Training and the Role of the School; V. Furlong, P. Hirst, K. Pocklington, & S. MilesEquity in Education; W. SecadaFederal Aid to the Disadvantageed; D. Doyle & B. CooperKey Resources on Teaching, Learning, Curriculum and Faculty Development; R. J. Menges & B. C. MathisHigher Education in a Learning Society J. W. AppsLinking Auditing and Metaevaluation: enhancing validity in applied research. Applied Social Research Methods Series, Volume 11. Thomas A. Schwandt & Edward S. HalpernGRIDS: Primary School Handbook; R. Abbott, S. Steadman & M. BirchenoughGRIDS: Secondary School Handbook R. Abbott, S. Steadman & M. Birchenough

Langage et colonisation dans le discours de la troisième République

Maingueneau Dominique, "Language and colonization in the Troisième République school discourse". School handbooks enable one to grasp how history was treated during the colonization period. Dominant is the idea that progress organizes human beings according to their level of civilization, France representing the highest level. With such stereotypes, the role of language is central, and the language ideal at work in the mother-country is directly transposed in the colonies. Teaching the natives French is quite simply teaching them language. The metaphoric transposition from the Gallo-Roman world to the colonial empire is direct. The racialism of the texts analyzed relies explicitly on the one and only notion of cultural backwardness.

Book Reviews

Book reviewed in this article:A Handbook of Aids for Teaching Junior‐Senior High School Mathematics, by Stephen Krulik.A Mathmematics Laboratory Handbook For Secondary Schools, by Stephen Krulik.Mathematics: A Chronicle of Human Endeavor, by Herbert I Gross and Frank L. Miller.Numbers: Fun and Facts, by J. Newton Friend.

Number Concord with 'What'-Clauses

W HEN SO MUCH EFFORT has been spent on confining the language within hedgerows, and clipping the hedgerows, it is a strange sensation to come upon a little line of sportive wood run wild. Such is the what-clause in the subject position, where usage has not been constrained by rule and one can see natural linguistic processes at work. The usual run of school and college grammars and handbooks and popular reference books do not discuss it under the expected heads of number concord or agreement. Of the books widely used by public and teachers only Fowler's Modern English Usage treats it, under what with the subheads 'Wrong number attraction' and 'What singular and what plural.' Fowler points out that in such a sentence as 'What is required are houses at rents that people can pay,' what as subject of the noun

A Library Handbook for Schools of Nursing

A Library Handbook for Schools of Nursing

Library Services in a School of Nursing

A GREAT deal has been written and said about nursing school libraries in, the last fifty years. Many articles have appeared, in the Journal and elsewhere, designed to help nursing schools develop library services. The NLNE discusses library standards in its Essentials of a Good School of Nursing. Through sucsessive library committees, the League has made excellent tools available, such as Books Suggested for Libraries in Schools of Nursing; the Library Handbook for Schools of Nursing, which contains the Bellevue classification, the subject headings list, and much other useful information; and the Manual for the Nursing School Library. The statement of guiding principles and policies for the library, in the Accrediting Committee's Manual of Accrediting Educational Programs in Nursing, is invaluable to any school wishing to determine the status of its library. Four of the eight points included in the Manual of Accrediting statement of principles are basic to good library service. These are:

Guidance Handbook for Secondary schools.

Guidance Handbook for Secondary schools.

A Library Handbook for Schools of Nursing

A Library Handbook for Schools of Nursing Katharine Faville CopyRight https://doi.org/10.2105/AJPH.27.2.197-a Published Online: August 29, 2011

A LIBRARY HANDBOOK FOR SCHOOLS OF NURSING

A LIBRARY HANDBOOK FOR SCHOOLS OF NURSING

A Library Handbook for Schools of Nursing

A Library Handbook for Schools of Nursing