Ap Government Textbook 12th Edition

Contents.History The history of textbooks dates back to ancient civilizations. For example, wrote educational texts. The modern textbook has its roots in the mass production made possible by the printing press.

Himself may have printed editions of Ars Minor, a schoolbook on Latin grammar. Early textbooks were used by tutors and teachers (e.g. Alphabet books), as well as by individuals who taught themselves.The Greek philosopher lamented the loss of knowledge because the media of transmission were changing.

Before the invention of the 2,500 years ago, knowledge and stories were recited aloud, much like 's epic poems. The new technology of writing meant stories no longer needed to be memorized, a development Socrates feared would weaken the Greeks' mental capacities for memorizing and retelling. (Ironically, we know about Socrates' concerns only because they were written down by his student in his famous Dialogues.)The next revolution in the field of books came with the 15th-century invention of printing with changeable type. The invention is attributed to German metalsmith Johannes Gutenberg, who cast type in molds using a melted metal alloy and constructed a wooden-screw to transfer the image onto paper.Gutenberg's first and only large-scale printing effort was the now iconic in the 1450s — a Latin translation from the Hebrew Old Testament and the. Gutenberg's invention made mass production of texts possible for the first time. Although the Gutenberg Bible itself was expensive, printed books began to spread widely over European trade routes during the next 50 years, and by the 16th century, printed books had become more widely accessible and less costly.While many textbooks were already in use, and the resulting growth of schooling in Europe led to the printing of many more textbooks for children. Textbooks have been the primary teaching instrument for most children since the 19th century.

Two textbooks of historical significance in United States schooling were the 18th century and the 19th century.Recent technological advances have changed the way people interact with textbooks. Online and digital materials are making it increasingly easy for students to access materials other than the traditional print textbook. Students now have access to electronic books ('e-books'), online tutoring systems and video lectures. An example of an e-book is from.Most notably, an increasing number of authors are avoiding commercial publishers and instead offering their textbooks under a or other open license.Market The market for textbooks As in many industries, the number of providers has declined in recent years (there are just a handful of major textbook companies in the USA). Also, elasticity of demand is fairly low.

The term 'broken market' appeared in the economist James Koch's analysis of the market commissioned by the Advisory Committee on Student Financial Assistance.The market for textbooks doesn't reflect classic supply and demand because of agency problems. New editions and the used book market in the USA Some students save money by buying used copies of textbooks, which tend to be less expensive, and are available from many college bookstores in the USA, who buy them back from students at the end of a term. Books that are not being re-used at the school are often purchased by an off-campus wholesaler for 0-30% of the new cost, for distribution to other bookstores. Some textbook companies have countered this by encouraging teachers to assign homework that must be done on the publisher's website. Students with a new textbook can use the pass code in the book to register on the site; otherwise they must pay the publisher to access the website and complete assigned homework.Students who look beyond the campus bookstore can typically find lower prices. With the ISBN or title, author and edition, most textbooks can be located through online used book sellers or retailers.Most leading textbook companies publish a new edition every 3 or 4 years, more frequently in math and science. Harvard economics chair James K.

Stock has stated that new editions are often not about significant improvements to the content. 'New editions are to a considerable extent simply another tool used by publishers and textbook authors to maintain their revenue stream, that is, to keep up prices.'

A study conducted by The Student found that a new edition costs 12% more than a new copy of the previous edition (not surprising if the old version is obsolete), and 58% more than a used copy of the previous edition. Textbook publishers maintain these new editions are driven by demand from teachers. That study found that 76% of teachers said new editions were justified “half of the time or less” and 40% said they were justified “rarely” or “never”.

The PIRG study has been criticized by publishers, who argue that the report contains factual inaccuracies regarding the annual average cost of textbooks per student.The Student PIRGs also point out that recent emphasis on e-textbooks does not always save students money. Even though the book costs less up-front, the student will not recover any of the cost through resale. Bundling in the USA Another publishing industry practice that has been highly criticized is 'bundling', or shrink-wrapping supplemental items into a textbook. Supplemental items range from CD-ROMs and workbooks to online passcodes and bonus material. Main article:The latest trend in textbooks is 'open textbooks.' An is a free, openly licensed textbook offered online by the copyright holders.

According to PIRG, a number of textbooks already exist, and are being used at schools such as MIT and Harvard. A 2010 study published found that open textbooks offer a viable and attractive means to meet faculty and student needs while offering savings of approximately 80% compared to traditional textbook options.Although the largest question seems to be who is going to pay to write them, several state policies suggest that public investment in open textbooks might make sense.

To offer another perspective , any jurisdiction might find itself challenged to find sufficient numbers of credible academics who would be willing to undertake the effort of creating an open textbook without realistic compensation, in order to make such a proposal work. Currently, some open textbooks have been funded with non-profit investment.The other challenge involves the reality of publishing, which is that textbooks with good sales and profitability subsidize the creation and publication of low demand but believed to be necessary textbooks. Subsidies skew markets and the elimination of subsidies is disruptive; in the case of low demand textbooks the possibilities following subsidy removal include any or all of the following: higher retail prices, a switch to open textbooks, a reduction of the number of titles published.On the other hand, independent open textbook authoring and publishing models are developing. Most notably, the startup publisher already has dozens of college-level open textbooks that are used by more than 900 institutions in 44 countries.

Their business model was to offer the open textbook free online, and then sell ancillary products that students are likely to buy if prices are reasonable - print copies, study guides,.Mobi , download, etc. Flat World Knowledge compensates its authors with on these sales. With the generated revenue Flat World Knowledge funded high-quality publishing activities with a goal of making the Flat World financial model sustainable. However, in January, 2013 Flat World Knowledge announced their financial model could no longer sustain their free-to-read options for students. Flat World Knowledge intends to have open textbooks available for the 125 highest-enrolled courses on college campuses within the next few years.are the open textbooks designed for United States K-12 courses. CK-12 FlexBooks are designed to facilitate conformance to national and United States and individual state textbook standards. CK-12 FlexBooks are licensed under a license.

CK-12 FlexBooks are free to use online and offer formats suitable for use on portable personal reading devices and computers - both online and offline. Formats for both and are offered. School districts may select a title as is or customize the open textbook to meet local instructional standards. The file may be then accessed electronically or printed using any service without paying a royalty, saving 80% or more when compared to traditional textbook options. An example print on demand open textbook title, 'College Algebra' by Stitz & Zeager through Lulu is 608 pages, royalty free, and costs about $20 ordered one at a time (March, 2011). (Any print on demand service could be used - this is just an example.

School districts could easily negotiate even lower prices for bulk purchases to be printed in their own communities.) Teacher's editions are available for educators and parents. Titles have been authored by various individuals and organizations and are vetted for quality prior to inclusion in the CK-12 catalog. An effort is underway to map state educational standards correlations. Provided a number of titles in use.is another modular K-12 content non-profit 'empowering educators to deliver and share curricula.' Selected Curriki materials are also correlated to U.S.

State educational standards. Some Curriki content has been collected into open textbooks and some may be used for modular lessons or special topics.International market pricing Similar to the issue of reimportation of into the U.S. Market, the GAO report also highlights a similar phenomenon in textbook distribution. Retailers and publishers have expressed concern about the re-importation of lower-priced textbooks from international locations. Specifically, they cited the ability students have to purchase books from online distribution channels outside the United States at lower prices, which may result in a loss of sales for U.S.

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Additionally, the availability of lower-priced textbooks through these channels has heightened distrust and frustration among students regarding textbook prices, and college stores find it difficult to explain why their textbook prices are higher, according to the National Association of College Stores. Retailers and publishers have also been concerned that some U.S.

Retailers may have engaged in reimportation on a large scale by ordering textbooks for entire courses at lower prices from international distribution channels. While the 1998 decision protects the reimportation of copyrighted materials under the, textbook publishers have still attempted to prevent the U.S.

Sale of international editions by enforcing contracts which forbid foreign wholesalers from selling to American distributors. Concerned about the effects of differential pricing on college stores, the National Association of College Stores has called on publishers to stop the practice of selling textbooks at lower prices outside the United States. For example, some U.S. Booksellers arrange for drop-shipments in foreign countries which are then re-shipped to America where the books can be sold online at used prices (for a 'new' unopened book). The authors often getting half-royalties instead of full-royalties, minus the charges for returned books from bookstores.Production Cost distribution According to the National Association of College Stores, the entire cost of the book is justified by expenses, with typically 11.7% of the price of a new book going to the author's royalties (or a committee of editors at the publishing house), 22.7% going to the store, and 64.6% going to the publisher.

The store and publisher amounts are slightly higher for Canada. Bookstores and used-book vendors profit from the resale of textbooks on the used market, with publishers only earning profits on sales of new textbooks. Research According to the GAO study published July 2005:Following closely behind annual increases in tuition and fees at postsecondary institutions, college textbook and supply prices have risen at twice the rate of annual inflation over the last two decades.Rising at an average of 6 percent each year since academic year 1987-1988, compared with overall average price increases of 3 percent per year, college textbook and supply prices trailed tuition and fee increases, which averaged 7 percent per year.

Since December 1986, textbook and supply prices have nearly tripled, increasing by 186 percent, while tuition and fees increased by 240 percent and overall prices grew by 72 percent. While increases in textbook and supply prices have followed increases in tuition and fees, the cost of textbooks and supplies for degree-seeking students as a percentage of tuition and fees varies by the type of institution attended. For example, the average estimated cost of books and supplies per first-time, full-time student for academic year 2003-2004 was $898 at 4-year public institutions, or about 26 percent of the cost of tuition and fees. This section does not any. Unsourced material may be challenged. ( May 2016) Largely in the US, but increasingly in other nations, K-12 Mathematics textbooks have reflected the controversies of and which have sought to replace in what have been called the.

Traditional texts, still favored in Asia and other areas, merely taught the same time-tested mathematics that most adults have learned. By contrast 'progressive' approaches seek to address problems in social inequity with approaches that often incorporate principles of and discovery. Texts such as and discourage or omit standard mathematics methods and concepts such as long division and lowest common denominators. For example, an index entry to multiply fractions would lead to 'devise your own method to multiply fractions which work on these examples', and the formula for the area of a circle would be an exercise for a student to derive rather than including it in the student text. By the 2000s, while some districts were still adopting the more novel methods, others had abandoned them as unworkable.Higher education In the U.S., college and university textbooks are chosen by the professor teaching the course, or by the department as a whole. The American Heritage Dictionary of the English Language (5th ed.). From the original on 18 August 2016.

Retrieved 23 April 2016. From the original on 2013-01-30. Retrieved 2013-05-12. CS1 maint: archived copy as title True Stuff: Socrates vs. The Written Word, January 27th, 2011.

By David Malki. Marcia Clemmitt, 'Learning Online Literacy,' in 'Reading Crisis?' CQ Researcher, Feb.

22, 2008, pp. 169-192. British Library, 'Treasures in Full: Gutenberg Bible,'. Rose, Marla Matzer.

August 5, 2007. Retrieved 2/14/09. Archived from on 23 May 2011. Koch, James P. 2012-06-22 at the, 2006-09.

Retrieved on 2012-06-12. D’gama, Alissa; Jaffe, Benjamin (March 4, 2008). The Harvard Crimson. Retrieved July 14, 2019. ^ 2010-03-22 at the The Student PIRGs (2004). Capriccioso, Rob. 2008-10-29 at the.

Inside Higher Ed, August 29, 2006. Retrieved 2/14/09. Allen, Nicole.

2010-03-22 at the. The Student PIRGs (2008). 2010-03-14 at the, The Student PIRGs (2006).

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Retrieved 7 October 2011. 2008-04-13 at the. Missouri House of Representatives, 28 August 2008. Retrieved 7 October 2011. ^ 2008-04-13 at the. Colorado General Assembly, 2008.

Last updated 04 August 2008. Retrieved 07 October 2011. Elia Powers.

Ap Government Textbook 12th Edition Download

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2010-12-26 at the by Nicole Allen of the Student PIRGs. From the original on 4 March 2016. Retrieved 23 April 2016. 2011-02-23 at the Pressitt.

February 21, 2011. 2016-03-04 at the - Venture Beat 8/20/09. 2010-11-24 at the Marketwire. August 23, 2010.

2011-06-14 at the by Sanford Forte. February 23, 2010. 2011-04-05 at the by Talya Bauer & Berrin Erdogan. Irvington, NY: Flat World Knowledge. (Free online open textbook format sample - PDF view). 2011-04-07 at the by Charles Stangor.

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Archived from on 2013-01-20. Retrieved 2013-02-17. CS1 maint: archived copy as title Flat World Knowledge Website. 2011-02-09 at the Publishers Weekly. January 20, 2011.

2011-03-14 at the Homepage. 2011-07-14 at the 2010. 2011-01-08 at the United States. 2011-07-25 at the CK-12 FlexBook by The Program in Human Biology, Stanford University. (sample of free web access format).

2009-01-06 at the Homepage. Lewin, Tamar (21 October 2003). The New York Times. From the original on 16 September 2009. Retrieved 24 September 2009. Hearing on 'Are College Textbooks Priced Fairly?' House of Representatives, Committee on Education and the Workforce, Subcommittee on 21st Century Competitiveness.

20 July 2004. Archived from on 6 August 2009. Retrieved 24 September 2009. Textbooks.org - Compare Textbook Prices. From the original on 8 May 2016. Retrieved 23 April 2016.

2010-03-14 at the, The Student PIRGs (2005). From the original on 9 May 2012. Retrieved 23 April 2016.Further reading. Baier, Kylie, et al.

'College students’ textbook reading, or not.' American Reading Forum Annual Yearbook Vol. 2011. Berkeley, Sheri, et al.

Holt Mcdougal United States Government Textbook Pdf

'Are History Textbooks More 'Considerate' After 20 Years?' Journal of Special Education (2014) 47#4 PP: 217-230. Buczynski, James A. 'Faculty begin to replace textbooks with 'freely' accessible online resources.'

Internet Reference Services Quarterly (2007) 11#4 pp: 169-179. Campbell, Alex, and Mr Flint. 'New Digital Tools Let Professors Tailor Their Own Textbooks for Under $20 And that's just one option, along with mix-and-match Web sites from big publishers and libraries of open-source content.' Chronicle of Higher Education (October 9, 2011). Carbaugh, Robert, and Koushik Ghosh.

'Are college textbooks priced fairly?' Challenge (2005) 48#5 pp: 95-112.

Casper, Scott E.; et al. 'Textbooks Today and Tomorrow: A Conversation about History, Pedagogy, and Economics'. Journal of American History. 100 (4): 1139–1169.

Chiappetta, Eugene L., and David A. 'Analysis of five high school biology textbooks used in the United States for inclusion of the nature of science.' International Journal of Science Education (2007) 29#15 pp: 1847-1868. Doering, Torsten, Luiz Pereira, and L.

'The use of e-textbooks in higher education: A case study.' Berlin (Germany): E-Leader (2012). Elliott, David L., and Arthur Woodward, eds. Textbooks and schooling in the United States Vol.

NSSE, 1990. Kahveci, Ajda. 'Quantitative analysis of science and chemistry textbooks for indicators of reform: A complementary perspective.' International Journal of Science Education (2010) 32#11 pp: 1495-1519. Koulaidis, Vasilis, and Anna Tsatsaroni. 'A pedagogical analysis of science textbooks: How can we proceed?' Research in Science Education (1996) 26#1 pp: 55-71.

Liang, Ye, and William W. 'Analysis of a Typical Chinese High School Biology Textbook Using the AAAS Textbook Standards.' (2013). Myers, Gregory A (1992). 'Textbooks and the sociology of scientific knowledge'. English for Specific Purposes. 11 (1): 3–17.

Richardson, Paul W. 'Reading and writing from textbooks in higher education: a case study from Economics.' Studies in Higher Education (2004) 29#4: 505-521.; on Australia. Roediger III, Henry L.

'Writing Textbooks: Why Doesn’t It Count?' Observer (2004) 17#5. Silver, Lawrence S., Robert E. Stevens, and Kenneth E. 'Marketing professors’ perspectives on the cost of college textbooks: a pilot study.'

Journal of Education for Business (2012) 87#1 pp: 1-6. Stone, Robert W., and Lori J. 'Students’ intentions to purchase electronic textbooks.' Journal of Computing in Higher Education (2013) 25#1 pp: 27-47. Weiten, Wayne.

'Objective features of introductory psychology textbooks as related to professors' impressions.' Teaching of Psychology (1988) 15#1 pp: 10-16.Wikimedia Commons has media related to.External links.