Following an initial observation that current North American books purporting to instruct their readers in the subject of medicine dislay broad variations both in their form as well as in their contents, an investigation was undertaken of eight such 'books of medical instruction': three textbooks of medicine and five popular home medical books. / Based on a semiotic analysis of these two kinds of books of medical instruction (i.e. an analysis of their constituent linguistic and non-linguistic signs), textbooks were distinguished from popular books on the levels of both form and contents. / With respect to form, textbook style was found to be formal and authoritative, hence high in accountability. Popular style on the other hand, was found to be informal and authoritarian, hence low in accountability. / With respect to contents, the two groups of books were found to differ on two accounts: (a) their scope (i.e. the kinds and numbers of topics addressed), and (b) the manner in which each group characteristically portrayed homo medicabilis (defined as 'man as the object of a medical description').

The question of how to deal with the legacy of the National Socialist dictatorship and how to teach the period in West German schools has been and continues to be a controversial issue in the Federal Republic of Germany. During the 1950s and early 1960s history textbooks were severely criticized for their inadequate coverage of National Socialism, particularly regarding the persecution of the Jews and the Holocaust. Such criticism combined with a number of anti-Semitic incidents in 1959 led authorities to initiate major reforms on how schools should teach the Nazi period and consequently brought about major textbook revisions.The objective of this study was to determine how adequately textbooks used in the 1980s cover this period and whether what they are teaching is accurate and sufficient to deal with the enormity of the events and policies of that time. The study in four chapters analyzes textbooks regarding their coverage of such topics: I, Hitler's early life, his beginnings in politics to his nomination as chancellor; II, the consolidation of power and of social and political control; III, the treatment of the Jews; and IV, National Socialist foreign policy before and during World War II. Each chapter was divided into two parts, with the first part recommending material textbooks should include, and the second part analyzing this coverage based on criteria established in the first part.Findings showed that textbooks satisfactorily covered the majority of the topics examined and found them to be much improved, especially concerning the treatment of the Jews and the Holocaust.Despite marked improvements, areas of concern nevertheless remain, and coverage of some topics needs to be corrected and/or expanded in future textbook editions. Most topics on which coverage was weak or nonexistent concerned issues which are painful and embarrassing for German people to deal with. Among these issues were the German treatment of prisoners of war, German occupation policies in western Europe, forced relocations from areas such as Alsace and Lorraine, Nazi reprisal actions and the killing of hostages, activities of the SS Einsatz units, documentation concerning deportations and ghettos, medical experiments, and the role German industry played in the mass murder of innocent people.One of the more disturbing findings was that no changes had been made between the 1966 and 1978 (1983 printing) editions of one text and between the 1968 and later undated [1983?] editions of another text. It is strongly recommended that those responsible for the publication of German history textbooks take the necessary steps to correct these still existing errors and omissions before a new wave of criticism at home or from abroad forces them once again to do so.

Thesis (Ph. D.)--Columbia University, 1932. / Vita. Published without thesis note. "A digest of textbooks used in the mass education movement and the most popular textbooks used in the primary and middle schools of China from 1905 to 1929": p. [159]-193. Bibliography: p. [211]-213, "Notes and references": p. [215]-235.

Thesis (docotral)--Ludwig-Maximilians-Universität zu München. / Includes bibliographical references (p. 221-235).

Thesis (PH. D.)--Columbia university, 1932. / Vita. Published without thesis note. "A digest of textbooks used in the mass education movement and the most popular textbooks used in the primary and middle schools of China from 1905 to 1929": p. [159]-193. Bibliography: p. [211]-213, "Notes and references": p. [215]-235.

Thesis (Ph. D.)--Catholic University of America, 1941. / "Texts evaluated in the study": p. xiii-xiv. Bibliography: p. 171-175.

Thesis (Ph. D.)--University of Washington, 1987. / Vita. Bibliography: leaves 71-80.

Thesis (Ed.M.)--Boston University / It is the purpose of this study to list the quantitative concepts that occur in selected reading and content-subject third-grade textbooks and to determine the frequency of their occurrence. There were several reasons for the selection of the above topic: 1. the continuing trend in education toward closer correlation (of. such terms as unit, fusion, integration, etc.); 2. the increasing emphasis upon the importance of meanings, understandings, and concepts (of. such phrases, especially, as concept of number, concept of words, concept of processes, concept of skills, etc.); and 3. the suggestions, in articles (especially those 1n research periodicals) that indicate the need for new research concerning quantitative concepts and the teaching of such concepts.

Thesis (Ed.M.)--Boston University

Thesis (Ed.M.)--Boston University