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Conceptual structural design

The subject of this textbook is a methodical approach on the complex problem-solving process of conceptual structural design, leading to a controlled build-up of insight into the behaviour of the structure and supporting the actual successive design decisions during the conceptual design phase on the basis of a coherent set of solution components.

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Locked-in sticky textbooks: mainstream teaching of the money supply process

Current macro-economic textbooks provide a fatally misleading description of the money supply process in modern economies. Over the past 20 years Post Keynesian authors have established conclusively that despite strictly-enforced cash reserve requirements, changes in the supply of bank deposits are not determined exogenously by central bank open market operations, but are endogenously determined by changes in bank borrowers demand for credit. Nevertheless the vast majority of undergraduate macroeconomic textbooks continue to teach the highpowered-base money-multiplier paradigm that the supply of money is exogenously determined by the central bank. Few texts recognize that interest rate targeting renders the high-powered base endogenous. This paper summarizes the extent mainstream macroeconomic textbooks are locked in and sticky, and fail both in the teaching of monetary policy and in proper scientific discourse.

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Problem solving and Program design using the TI-92

This textbook is intended for a basic course in problem solving and program design needed by scientists and engineers using the TI-92. The TI-92 is an extremely powerful problem solving tool that can help you manage complicated problems quickly. We assume no prior knowledge of computers or programming, and for most of its material, high school algebra is sufficient mathematica background. It is advised that you have basic skills in using the TI-92. After the course you will become familiar with many of the programming commands and functions of the TI-92. The connection between good problem solving skills and an effective program design method, is used and applied consistently to most examples and problems in the text. We also introduce many of the programming commands and functions of the TI-92 needed to solve these problems. Each chapter ends with a number of practica problems that require analysis of programs as well as short programming exercises.

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Problem solving and Program design using the TI-92

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Dutch teachers’ beliefs on linguistic concepts and reflective judgement in grammar teaching

Teacher beliefs have been shown to play a major role in shaping educational practice, especially in the area of grammar teaching―an area of language education that teachers have particularly strong views on. Traditional grammar education is regularly criticized for its focus on rules-of-thumb rather than on insights from modern linguistics, and for its focus on lower order thinking. A growing body of literature on grammar teaching promotes the opposite, arguing for more linguistic conceptual knowledge and reflective or higher order thinking in grammar pedagogy. In the Netherlands, this discussion plays an important role in the national development of a new curriculum. This study explores current Dutch teachers’ beliefs on the use of modern linguistic concepts and reflective judgment in grammar teaching. To this end, we conducted a questionnaire among 110 Dutch language teachers from secondary education and analyzed contemporary school textbooks likely to reflect existing teachers’ beliefs. Results indicate that teachers generally appear to favor stimulating reflective judgement in grammar teaching, although implementing activities aimed at fostering reflective thinking seems to be difficult for two reasons: (1) existing textbooks fail to implement sufficient concepts from modern linguistics, nor do they stimulate reflective thinking; (2) teachers lack sufficient conceptual knowledge from linguistics necessary to adequately address reflective thinking.

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Dutch teachers’ beliefs on linguistic concepts and reflective judgement in grammar teaching

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Foundations of a Sustainable Market Economy

The free market underpins our economy and our way of thinking around enterprise and value, but it is also a major factor in the sustainability problems that we now live with. Climate change, child labour and oil spills are just a few of the many problems associated with our economic activity and, although many companies have made an effort to produce more sustainably, the pace of change is much too slow. This engaging and accessible textbook teaches students the relationship between the economy and sustainability, assessing the hand of the free market on company behaviour and, ultimately, providing a framework for transition to a sustainable economy. Using case studies and optional assessment questions, this textbook explains to students what a market is at the macro level and then translates the effects of the market to industries and subsequently to the strategic choices of companies at the micro level. It adopts a model of 8 guiding principlesthat underpin the current free market economy and 8 guiding principles for the sustainable market economy. Switching these deeply held principles will be essential to any serious transition to a sustainable economy.

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Brand Positioning

Brand Positioning is an English translation of an exceptionally well-renowned Dutch textbook, which provides a practical approach to analysing, defining and developing a brand’s positioning and strategy.Divided into three key parts, the book works step-by-step through the creation of an effective marketing strategy, combining an academic approach with the strategic and operational guidelines, tools and techniques required. Unlike other textbooks, it has a unique focus on the relationship between branding, marketing and communications, exploring brand values, brand identity and brand image, and analysing how these can be transformed into a successful positioning strategy, using international case studies, examples and practical exercises.This textbook will be core reading for advanced undergraduate and postgraduate students of marketing strategy, branding, marketing communications and consumer behaviour. It will also be of great value to marketing and communications professionals looking to develop and maintain their company’s brand.Erik Kostelijk is Associate Professor of Marketing at the Amsterdam School of International Business of the Amsterdam University of Applied Sciences, the Netherlands. He has teaching, research and professional experience in China, USA, Lithuania, France, Spain and Italy. He is the designer and author of the Value Compass, a method to assess the influence of values on branding.Karel Jan Alsem is Professor in Marketing at Hanze University of Applied Sciences in Groningen, the Netherlands, and is Lecturer in Marketing at the University of Groningen, the Netherlands. He is also a brand consultant. He has published in several academic journals and has written multiple marketing books, including Applied Strategic Marketing (Routledge, 2019).

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Lecturers’ curational abilities

In today’s era of content abundance, education has to deal with changed practices for the dissemination of knowledge. Many digital resources are available, and they have the potential to take the place of textbooks. ‘The role of the classic textbook as the key, immutable reference point for any class subject, is rapidly fading’, says Good (2016). Educational publishers like Pearson see a decline in textbook use (Sweney, 2017), and a study at a Dutch university of applied sciences (Leighton, 2015) indicates that lecturers in higher education move away from core textbooks towards a variety of materials, including powerpoint slides, websites, and videos. Baron & Zablot (2015) complement this, saying ‘teachers now have the possibility to create and modify resources’. This development carries the risk that the structure, continuity and coherence textbooks are supposed to provide (Littlejohn, 2011), disappear. One could argue that when structure and coherence disappear from learning materials, the quality of education is at risk. To make the most of (digital) materials that teachers select, they must be organized well (Deschaine & Sharma, 2015). In order to do that, lecturers will have to act as skilled curators when selecting and structuring learning materials. Central in the concept of curation is that it goes beyond selection: providing coherence and context is what sets out curation from mere selection (Bhaskar, 2016). Considered from the perspective of teaching, curating means selecting and structuring learning content for students, while also providing them with context and coherence. The notion of lecturers as curators has been discussed by Siemens (2008), who describes the changing roles of lecturers and identifies ‘curational educators’ as those who ‘acknowledge the autonomy of learners, yet understand the frustration of exploring unknown territories without a map’. So far, the literature mainly focusses on providing students with curational skills, since these are important 21st century and media literacy skills (e.g. Jenkins et al., 2009; Potter, 2012). Little empirical research has been done when it comes to curational roles of lecturers. This proposed poster provides a mixed-methods research design for a PhD study.

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Structural Safety in the Netherlands

In response to present-day societal and technological developments, the national concrete association BV, the national steel association BmS, and the Amsterdam University of Applied Science-including their corresponding professional master’s programmes in structural design - established a national lectorate "Structural safety" starting 1 September 2019 with a duration of 4 years. With regard to structural safety the lectorate's primary objective is to contribute with innovative higher education development, including textbook materials, and practice-based research on sustainable structural materialsand sustainable structural systems.

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Student teachers and teacher educators at work with a new approach for teaching geography in primary teacher education

PPT presentatie tijdens de GTE Conference 2014

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Products 164

Conceptual structural design

Locked-in sticky textbooks: mainstream teaching of the money supply process

Problem solving and Program design using the TI-92

Dutch teachers’ beliefs on linguistic concepts and reflective judgement in grammar teaching

Foundations of a Sustainable Market Economy

Brand Positioning

Lecturers’ curational abilities

Structural Safety in the Netherlands

Student teachers and teacher educators at work with a new approach for teaching geography in primary teacher education

People 2

Margo van Hartingsveldt

Mariusz Soltanifar

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Products 164

Conceptual structural design

Locked-in sticky textbooks: mainstream teaching of the money supply process

Problem solving and Program design using the TI-92

Dutch teachers’ beliefs on linguistic concepts and reflective judgement in grammar teaching

Foundations of a Sustainable Market Economy

Brand Positioning

Lecturers’ curational abilities

Structural Safety in the Netherlands

Student teachers and teacher educators at work with a new approach for teaching geography in primary teacher education

People 2

Margo van Hartingsveldt

Mariusz Soltanifar