Textbook Illustrations Research Articles

Ready, Cell, Go! Guided Movement Exercises in an Introductory Cell Biology Course.

Cells and dance are each dynamic manifestations of energy, shape, time, and space. Here we present a novel application of movement learning in cell biology education. “Ready, Cell, Go!” is a set of movement exercises for introductory cell biology students designed to teach concepts of fluidity, crowding, and chaos. These aspects of cells are difficult to glean from two-dimensional illustrations in textbooks or animations where necessary simplification abstracts processes from their full cellular context. Forty-four undergraduate biology students were guided to move using three sets of cues in a dance studio setting where each exercise aimed to experientially highlight and deepen understanding of a different aspect of cellular structure and function. Students described their experiences and personal learning outcomes in written reflections. The movement-based exercises we describe provided a means of discovery, inquiry, and interest for introductory cell biology students and serve as a template to teach other central concepts in cell biology.

ANALISIS KESESUAIAN ILUSTRASI BUKU TEKS SEJARAH KEBUDAYAAN ISLAM K13 MTs KELAS 9 TERBITAN KEMENAG

This study aims to provide an overview of the results of the analysis of the suitability of the illustrations. In the analysis results of the illustrations listed at the beginning of the chapter, namely the beginning of chapters II-XIV are not appropriate, the discrepancy is because the illustrations listed do not match the chapter title, the scope of this study is SKI textbooks for grade 9 MTs students published by the Ministry of Religion. This study is important because illustrations that fit 11 standard dance perspectives can add to the attractiveness of a reader. This research is a library research using library analysis, which is done through collecting data, compiling or classifying it, and then interpreting the data, results from this study the SKI textbook for 9th grade MTs students published by the Ministry of Religion still needs improvement. According to the analysis, the illustrations at the beginning of the chapter (chapters II-XIV) with the chapter titles are not appropriate. The illustrations listed do not match the material to be conveyed, so there is a need for revisions to the 9th grade SKI textbook illustrations and the need for additional illustrations.

An exemplary illustration of the distinction between private life and data protection (Art. 7–8 CFR): The ECtHR’s joint decision in FNASS v France and Longo v France (Art. 8 ECHR)

The European Court of Human Rights (ECtHR) ruling of 18th January, 2018 in the joined cases FNASS v France and Longo v France, aims at clarifying various aspects of a surveillance regime imposed on certain athletes for the purpose of conducting doping controls. Under so-called ‘whereabouts requirements’, certain athletes must be available for testing at any location on a 24/7/365 basis. To this effect, a series of surveillance measures are required under standards emanating from the World Anti-Doping Agency (WADA). Their ‘integration’ into French national law (not ‘transposition’, as WADA is an NGO) had been challenged by a group of athletes’ trade unions (Fédération Nationale des Associations et Syndicats de Sportifs) (FNASS v France) as well as by an individual athlete aggrieved by the application of ‘whereabouts’ rules (Longo v France). Because the ECtHR did not find a violation of Art. 8 ECHR (European Convention on Human Rights), WADA, anti-doping organisations and sports organisations have seen this judgment as a victory for their vision for anti-doping policies and practices. The judgment deals almost exclusively with the offline aspects of surveillance, however, while it is nearly silent on data protection issues, although these continue being discussed controversially. As such, the case is also a textbook illustration of the distinction between private life and data protection.

Quality and Relevance of Illustrations in Approved Primary School Textbooks

However, some approved primary school textbooks in Kenya might contain low quality and irrelevant illustrations that inhibit their use. This study sought to evaluate the quality and relevance of illustrations in approved textbooks in Uasin Gishu County in Kenya so as to recommend strategies for determining their preparation and production. The objectives of the study were to establish the criteria for determining the quality and relevance of illustrations, to determine factors contributing to the quality and relevance of illustrations, and to examine challenges faced while dealing with illustrations. The study was guided by the gatekeeping theory. The researchers adopted an exploratory survey design involving 191 respondents. Questionnaires and interviews were used to collect data. The findings established that specific criteria for determining the quality and relevance of illustrations were lacking, and that expertise, time, technology, and printing materials were factors that contributed to the quality and relevance of illustrations. The results revealed that primary schools experienced user-related challenges, and that publishers experienced preparation and production challenges. Vetting and approving authorities' challenges emanated from the preparation of the illustrations. Important recommendations include that adequate criteria for determining the quality and relevance of illustrations be formulated by the vetting authorities, that the preparation and production of illustrations be given professional attention by the publishers, and that government support textbook development and involvement of subject teachers from all regions in the evaluation panels. The study has implications for decolonising teaching and learning.

The Role of Moral Hazard in the Housing Boom and Bust

The recession of 2007 to 2009 provided a textbook illustration of the ways in which government policies intended to expand credit and capital investment can engender perverse incentives and foster systematic malinvestment. This paper will examine how politically motivated efforts by government sponsored enterprises to increase homeownership combined with loose monetary policy to generate a rash of moral hazard relationships between borrowers and lenders, lenders and GSE’s, GSE’s and the American taxpayer. The first three sections of this paper will explore the extent to which government policy was responsible for cultivating moral hazard problems in those relationships. The fourth and final section will explore the extent to which the structure of those relationships has been either mitigated or perpetuated in the decade since the bust.

Analysis of Elementary School Student’s Science Textbook Illustrations and Text Reading Process - Focused on Eye Movement -

Analysis of Elementary School Student’s Science Textbook Illustrations and Text Reading Process - Focused on Eye Movement -

Visual thinking on hierarchical illustrations of the structure of chromosome

Visual representations are a familiar element of daily life and particularly beneficial as illustrations in science textbooks. In this case, learners draw on human dimensions such as cognitive style (CS) and prior knowledge (PK) when engaging in visual thinking. This study aimed to compare and explore the relationships among the format aspect (e.g. searching process), the content aspect (e.g. comprehension and interpretation), and the subject aspect (CS and PK) as applied when viewing two given hierarchical chromosome structure illustrations: the Mami version and the miMa version. Interviews were conducted with 7th graders given the illustrations. Participants’ CS and PK were determined by Group Embedded Figures Test and Prior Knowledge Assessment. The results were consonant with the framework that most participants’ searching process was conducted from top to bottom for both illustrations. Second, participants from both CS groups and low PK score group (PKL) were more capable of comprehending the Mami version than the miMa version. Third, learners typically applied a decomposed strategy in interpreting the Mami version. Fourth, the field dependent group and PKL group require further guidance when interpreting the miMa version. The implications of this study will focus on curriculum design, textbook or instructional materials, and instruction.

Using Textbook Illustration as Media for Developing Character among Primary Students: Some Research-based Suggestion

Character building is usually being applied in everyday life at school and at home. It is expected that the character education is not only derived only from the teacher but also will be more attractive when it is included into the textbooks. In this literature study, the data were collected by analysing some research papers which relate to primary students’ visual knowledge and character building theory. The results show that character buildings could be included in the illustrations in elementary school textbooks using the students’ interest in illustrations. The illustration is drawn in the form of an overview of the positive values which touch children’s affective aspects. Hopefully, by cultivating the positive values, it will gradually form good character of the primary students.

중국 근대 ‘孟母斷機像’ 연구

The story of Mencius’ mother cutting cloth with a knife from a loom, a popular subject of paintings from traditional to modern times in China, is a visual and cultural symbol that cuts across the ages. Mencius’ mother embodied the importance of motherly duty and deeds in raising a child correctly in ancient times in China. Women’s good deeds signified the practice of virtue, and their diligent weaving works implied the practice of noble female virtue. In addition, weaving was a means of livelihood for many families.BR Images of Mencius’ mother cutting cloth with a knife from a loom were not only used as a lesson in virtue and for educational and meditation purposes in ancient times, but were also produced in association with the cultivation of the nation (Female Citizens, New People) during China’s modernization period. In other words, the image has developed and been used according to the demands and circumstances of the era.BR Modern Chinese “Images of Mencius’ Mother Cutting Cloth from a Loom” has been represented in various forms: general paintings, textbooks and textbook illustrations, calendar posters, picture storybook, printed art, decorative designs of craftwork etc.

Reading with an Eye to Gender: An Analysis of the Illustrations in Korean Literature Textbooks

Reading with an Eye to Gender: An Analysis of the Illustrations in Korean Literature Textbooks

Electron–hole collision limited transport in charge-neutral bilayer graphene

Ballistic transport occurs whenever electrons propagate without collisions deflecting their trajectory. It is normally observed in conductors with a negligible concentration of impurities, at low temperature, to avoid electron–phonon scattering. Here, we use suspended bilayer graphene devices to reveal a new regime, in which ballistic transport is not limited by scattering with phonons or impurities, but by electron–hole collisions. The phenomenon manifests itself in a negative four-terminal resistance that becomes visible when the density of holes (electrons) is suppressed by gate-shifting the Fermi level in the conduction (valence) band, above the thermal energy. For smaller densities, transport is diffusive, and the measured conductivity is reproduced quantitatively, with no fitting parameters, by including electron–hole scattering as the only process causing velocity relaxation. Experiments on a trilayer device show that the phenomenon is robust and that transport at charge neutrality is governed by the same physics. Our results provide a textbook illustration of a transport regime that had not been observed previously and clarify the nature of conduction through charge-neutral graphene under conditions in which carrier density inhomogeneity is immaterial. They also demonstrate that transport can be limited by a fully electronic mechanism, originating from the same microscopic processes that govern the physics of Dirac-like plasmas. Whether ballistic transport can occur in a system is usually governed by the number of impurities, but a ballistic transport regime is seen in charge-neutral graphene that is limited not by impurities or phonons, but electron–hole collisions.

The Analysis of the Illustrations of the Unit ‘Life and Technology’ in Practical Arts Textbooks and Elementary Teachers’ Perception

본 연구의 목적은 2009개정 교육과정에 의거 개발된 6종의 실과 5학년 교과서 ‘생활과 기술’ 단원의 삽화를 분석하고 그에 대한 교사들의 인식을 분석하여 바람직한 교과서 삽화의 방향을 제시하는데 있다. 이를 위하여 실과 교과서를 외형적 측면과 내용적 측면으로 구분하여 분석하였다. 또한 G지역 5학년 교사 150명을 대상으로 삽화의 외형적 측면, 내용적 측면 및 교수 성향과 관련하여 삽화의 활용도를 중심으로 19문항의 설문을 실시하였으며, SPSS/PC를 사용하여 통계 처리하였다. 본 연구를 통하여 도출된 연구의 결론은 다음과 같다. 첫째, 본 단원 삽화의 외형적 측면을 분석한 결과, 교과서별 차이는 있지만 전체적으로 ‘생활과 기술’ 단원의 삽화의 수의 비율은 다른 단원에 비해 높으며, 사진(57.7%)과 그림(18%)에 집중된다. 또한 한 페이지 당 비율이 1/12, 1/32이하의 삽화 크기가 가장 빈번했으며, 삽화의 대부분이 중앙(50.1%)과 아래쪽(36.2%)에 배치된 것으로 나타났다. 둘째, 교과서의 내용적 측면을 분석한 결과, 전체적으로 ‘생활과 기술’ 단원의 삽화의 역할은 문제 분석 및 탐색(51%)과 학습문제 인식(27%)에 집중되었고, 삽화의 기능은 필수적 기능(63.4%), 보조적 기능(26.7%), 장식적 기능(9.9%) 순으로 제시됐다. 또한 삽화와 내용의 일치도는 높음(68.7%), 보통(22%), 낮음(9.3%) 순으로 분석됐으며 성별 분포는 남녀의 성비가 111.17로 남성의 비율이 여성보다 다소 높게 나타났다. 셋째, 삽화의 외형적 측면에 대한 교사의 인식에 대한 분석으로, ‘생활과 기술’ 단원에 제시된 삽화의 수(90%), 유형(90.6%), 크기(86%), 선명도(91.3%), 배치(89.3%)의 적절성에 대한 인식이 긍정적으로 나타났다. 넷째, 삽화의 내용적 측면에 대한 교사의 인식에 대한 분석으로, ‘생활과 기술’ 단원에 제시된 삽화의 중요도(92.6%), 인지수준 적합성(90.7%), 내용일치도(94.6%), 실습시 중요도(85.3%), 성비(88%)의 적절성에 대한 인식이 긍정적으로 나타났다. 다섯째, 삽화에 대한 교사의 교수 성향에 대한 분석으로, 활용빈도(93.4%), 이해정도(93.3%) 측면에서 긍정적인 답변을 하였으나, 지도 순위(71.3%)에서 다소 낮은 응답이 나타났다. 또한 자주 활용하는 활동으로 문제 분석 및 탐색(41.3%), 동기유발(36%) 순으로 응답했으며, 삽화의 선호 유형으로 사진(58.7%)과 그림(15.3%)을 선택하였다.The purpose of this study is to suggest the desirable way for the textbook illustration to be presented by analyzing the illustrations of the unit ‘Life and Technology’ of the Practical Arts textbook. To do this, the study analyzed six types of Practical Arts textbooks for 5th graders developed by the 2009 revision of the curriculum and also teachers’ perceptions of the illustrations. The textbook illustrations were examined regarding material aspects and content aspects. This study additionally surveyed 150 practical arts teachers in G province through 19 questions about material and content aspects of illustrations and regarding their teaching style. The result was statistically analyzed by SPSS/PC. The results of this study were as follows: First, regarding material aspects of the textbook illustrations, the number of illustrations of the unit ‘Life and Technology’ is generally higher than that of other units and most of them were photographs(57.7%) and pictures(18%). In terms of the size of illustrations, less than 1/12 and 1/32 of the page were the most frequent. A large proportion of illustrations were placed in the middle(50.1%) and bottom(36.2%) of the page. Second, after examining contents of the textbooks, it was found that roles of illustrations focused on analyzing, exploring(51%) and perceiving the learning problem(27%). Functions of illustrations were suggested in order of necessity(63.4%), assistant(26.7%), and decorative(9.9%) functions. Analysis on conformity between illustrations and contents was ‘high(68.7%)’, ‘medium(22%)’, ‘low(9.3%)’. Regarding distribution of gender shown in illustrations, the male-female ratio was 111-17 and the male ratio being higher. Third, analyzing teachers’ perception of material aspects of illistrations, the teachers positively perceived the quantity (90%), types(90.6%), size(86%), visibility(91.3%), placement(89.3%) of illustrations. Fourth, analyzing teachers’ perception of content aspects, the teachers positively perceived the importance of illustrations (92.6%), cognitive development appropriateness (90.7%), conformity to contents(94.6%), the importance in practice(85.3%), and the sex ratio(88%). Fifth, analyzing teaching styles, the teachers responded positively for the frequency of using illustrations(93.4%) and understanding of the illustrations(93.3%) while the order of teaching priority was slightly less(71.3%). The preference of activities was suggested as problem-solving(41.3%) and motivation(36%). Their preference for types of illustrations was that of photographs(58.7%) and pictures(15.3%).

생활중국어 교과서에 나타나는 젠더 표현 양상 분석 : 삽화를 중심으로

This thesis presents a result of the research that considered the illustrations in middle school Chinese textbooks from the perspective of gender:BR First, based on the previous studies on other textbooks where they were analyzed from the perspective of gender, a research plan related to illustrations of everyday Chinese with perspectives on gender was presented.BR Second, only the illustrations in the texts of the textbooks were used for the research, and illustrations with gender prejudice and gender-free ones were obtained and categorized. According to the result of an analysis of the illustrations in the texts of the everyday Chinese textbooks, male and female characters were nearly the same in terms of how they were spread and where they appeared; and no discriminatory elements were found. But as for occupations by gender and distribution of roles, gender prejudice was still inherent. As for occupations that are recognized as typical female occupations (e.g. housewife, salesperson, clerk), females were still engaged in them. And as for the illustrations related to sports, sports being recognized as males

The Role of Textbooks Pictures in the World Recognition

본 논문은 공통의 인식형성 장치로서 근대 교과서를 위치 짓고, 삽화의 사실적 표현 양식과 교과서 내 배치가 세계인식 형성에 중요한 역할을 했음을 지적하는 것을 목적으로 한다. 주된 연구대상은 일제 강점기에 문부성, 조선총독부, 타이완 총독부, 만주교육회 등이 간행한 초등학교 지리교과서의 인종 민족에 관한 삽화를 비교함으로써 당시의 제국이라는 세계의 인식을 교과서 편자가 시각적으로 어떻게 조정하고자 했는지를 검토했다. 연구의 주요결과는 다음의 세 가지이다. 첫째, 지리교과서에 인구조사와 분류방법론이 도입된 후 비로소 제국은 인종, 민족별 총합으로 간주되었다. 나아가 전시기의 제국은 소수 인종 및 민족에 의해 그 의 미가 지지되었다. 둘째, 인종•민족의 표현양식은 초기에 과학적 관찰 대상으로서 이질적인 부분을 강조하던 것에서 후기로 갈수록 독자와 유사한 생활 문화를 지닌 대상으로 변해갔다. 셋째, 인종 민족 삽화는 제국 내 간행지역에 따라 다르게 사용 되었는데 각 지역 독자에게 같은 범주의 다른 이미지를 가지게 했다. 많은 사례 중에 대표성이 가지는 정치성, 특정 인종 민족 삽화의 사용 유무로 알 수 있었다. 20세기 전반의 교과서는 삽화그림을 대거 사용함으로써 독자가 직접 만날 수 없는 인민에 대한 선견적 인식을 부여했다. 종주국 아동은 교과서를 통해 다양한 제국인민을 조망하면서 ‘보는 입장’에 선 위치를 자각한다. 반면 식민지 아동의 교과서에는 ‘보이는 입장’에 섰다가 제국의 확장과 함께 종주국 주체의 입장을 내 면화해가는 변화를 보였다.This paper aims to point out that the contemporary textbook is a common cognitive construct, and that the realistic drawings in the textbooks have played an important role in shaping the world recognition. The main subjects of this study are the racial-ethnic illustrations of elementary school geography textbooks, published by the Japanese Ministry of Education, the Japanese Government-General of Taiwan and Korea, the educational association of Manchu. By comparing the same factors in various textbooks, it examines how the temporal and spatial recognition of the world is adjusted by visual representation. The main findings of this study are three fold. First, the world was introduced to the extent of the sum that the census and the classifications of racial and ethnic groups were adopted. And the world appeared later in the year supported by the racial and ethnic minorities. Second, the expressive style of racial and ethnic groups changed from an emphasis on a heterogeneous part as an object of scientific observation in the early stage to a later one with a life culture similar to the reader. Third, racial ethnic illustrations have been used differently depending on the publishing region in the Empire, giving readers in different regions with different images of the same category. In many cases, it was possible to know the politics of representation and the use of certain racial ethnic illustrations. The textbooks of the first half of the 20th century gave great recognition to the people who could not meet with the readers by using the illustrations. A child in the mainland is aware of his position in a “viewing position” while viewing various empire people through the textbook. On the other hand, in the textbooks of the colonial children, they stood in the position of ‘being seen’, and showed a change in internalizing the position of the mainland along with the expansion of the empire.

A History of Everyday Things in England: Illustrators of mid-twentieth-century social history books

Abstract The illustrated books considered in this article present histories of everyday life and align with the genre of history writing that had existed at least since the nineteenth century, of women documenting the domestic sphere, challenging the hegemonic and dominant narratives of history and presenting ‘Englishness’ instead within the practices and objects of the everyday. The use of illustrations to evoke empathy, describe the detail of ordinary lives and offer graphic interpretations of data shows an engagement with the pedagogical possibilities of visual literacy in schoolbooks, allied to developments in the state school system at the time. The books demonstrate a variety of approaches towards the function of illustration in textbooks for children. These approaches include presenting ‘picturesque’ narratives, promoting imaginative empathy through the use of contempareneous visual source material, and encouraging critical thinking through pattern recognition in the assessment of information graphics. The article considers the visual mode in each book and maps its production onto social, political and ideological contexts of mid-twentieth-century England, offering feminist perspectives on the notion of history writing, scholarship and pedagogy.

The Revised Education Curriculum 2009 elementary schools integrated textbook illustrations analysis from the multi-cultural of view

The Revised Education Curriculum 2009 elementary schools integrated textbook illustrations analysis from the multi-cultural of view

2007과 2009 개정 교육과정의 초등학교 5, 6학년 과학 교과서 삽화 비교 연구

The purpose of this research is to consider whether current science textbook is designed to let children properly obtain scientific knowledge through research study and at the same time provide an implication to help development of science textbook for the 2015 revised curriculum through comparing and analyzing of illustration in science textbooks of grade 5 and 6 published based on the 2007 curriculum and on the 2009 revised curriculum. The conclusion of comparison and analysis on illustration of the grade 5 and 6 science textbooks in the 2007 curriculum and the 2009 revised curriculum as follows. First, according to the comparison and analysis result on in the textbook, science textbook of year 2009 revised for grade 5 and 6 had 1.65 illustration per page and for the 2007 curriculum, it had 1.98 illustrations per page having 0.83 times more illustrations than that of the previous one. Second, the types of illustrations both textbooks had a higher ratio of pictures that are very detailed and objective which can identify scientific facts. In terms of role of illustration, illustrations providing various and realistic data related to the learning for students to have enough scientific experiences accounted for the most ratios.

2009 개정 교육과정에 따른 초등학교 과학 교과서의 글과 삽화에 나타난 성역할 고정관념 실태 분석

2009 개정 교육과정에 따른 초등학교 과학 교과서의 글과 삽화에 나타난 성역할 고정관념 실태 분석

Exploring the reasons for the seasons using Google Earth, 3D models, and plots

ABSTRACTPublic understanding of climate and climate change is of broad societal importance. However, misconceptions regarding reasons for the seasons abound amongst students, teachers, and the public, many of whom believe that seasonality is caused by large variations in Earth’s distance from the Sun. Misconceptions may be reinforced by textbook illustrations that exaggerate eccentricity or show an inclined view of Earth’s near-circular orbit. Textbook explanations that omit multiple factors influencing seasons, that do not mesh with students’ experiences, or that are erroneous, hinder scientifically valid reasoning. Studies show that many teachers share their students’ misconceptions, and even when they understand basic concepts, teachers may fail to appreciate the range of factors contributing to seasonal change, or their relative importance. We have therefore developed a learning resource using Google Earth, a virtual globe with other useful, weather- and climate-related visualizations. A classroom test of 27 undergraduates in a public research university showed that 15 improved their test scores after the Google Earth-based laboratory class, whereas 5 disimproved. Mean correct answers rose from 4.7/10 to 6/10, giving a paired t-test value of 0.21. After using Google Earth, students are helped to segue to a heliocentric view.

Where is the true location of the femoral piriform fossa?

ObjectiveTo analyze knowledge of the anatomic location of the piriform fossa using a questionnaire with anatomic figures. Materials and methodsParticipants taking AO Trauma Brasil courses were requested to complete a questionnaire containing a photograph of the superior surface and a photograph of the lateral surface of the femur and answer a question asking which of four numbered points corresponded to the piriform fossa. ResultsJust 4.5% of respondents correctly chose point 2 (the piriform fossa) in both images, while 75.4% of respondents chose point 4 (the trochanteric fossa) as the correct anatomic structure. The subset of 4th-year residents’ answers was significantly different from those of the other subsets, with 7.5% of correct answers. ConclusionsThe low rate of correct answers indicates a tendency for the respondents to be influenced by illustrations in text books or examples in scientific publications that indicate the site of the piriform fossa incorrectly. Interest in the specialty of traumatology is possibly the reason why the subset of 4th-year residents had a better- than-average rate of correct answers.