Dashboard UPT Perpustakaan

For adult learners, how teachers navigate to make changes within required curricula has been discussing for a long time in modern education. The definition of required curriculum McKay(2006) suggests that " a required curriculum is one in which learning outcomes are established by the system (e.g, the education department or the school)(P.2) Nevertheless, aspects other than outcomes of learning can be required elements of a curriculum. For instance, the teacher could be required to adhere closely to set syllabus specifications that closely detail the activities and content for each lesson. More locally, a syllabus may be produced by directors of study or educational managers catering for typical student profiles through a generic model. Therefore, the textbook becomes a de facto curriculum. This study aims to find some more approach to strengthen process-oriented language learning for adult learners to have a better learning outcomes.

For adult learners, how teachers navigate to make changes within required curricula has been discussing for a long time in modern education. The definition of required curriculum McKay(2006) suggests that " a required curriculum is one in which learning outcomes are established by the system (e.g, the education department or the school)(P.2) Nevertheless, aspects other than outcomes of learning can be required elements of a curriculum. For instance, the teacher could be required to adhere closely to set syllabus specifications that closely detail the activities and content for each lesson. More locally, a syllabus may be produced by directors of study or educational managers catering for typical student profiles through a generic model. Therefore, the textbook becomes a de facto curriculum. This study aims to find some more approach to strengthen process-oriented language learning for adult learners to have a better learning outcomes.

For adult learners, how teachers navigate to make changes within required curricula has been discussing for a long time in modern education. The definition of required curriculum McKay(2006) suggests that " a required curriculum is one in which learning outcomes are established by the system (e.g, the education department or the school)(P.2) Nevertheless, aspects other than outcomes of learning can be required elements of a curriculum. For instance, the teacher could be required to adhere closely to set syllabus specifications that closely detail the activities and content for each lesson. More locally, a syllabus may be produced by directors of study or educational managers catering for typical student profiles through a generic model. Therefore, the textbook becomes a de facto curriculum. This study aims to find some more approach to strengthen process-oriented language learning for adult learners to have a better learning outcomes.

For adult learners, how teachers navigate to make changes within required curricula has been discussing for a long time in modern education. The definition of required curriculum McKay(2006) suggests that " a required curriculum is one in which learning outcomes are established by the system (e.g, the education department or the school)(P.2) Nevertheless, aspects other than outcomes of learning can be required elements of a curriculum. For instance, the teacher could be required to adhere closely to set syllabus specifications that closely detail the activities and content for each lesson. More locally, a syllabus may be produced by directors of study or educational managers catering for typical student profiles through a generic model. Therefore, the textbook becomes a de facto curriculum. This study aims to find some more approach to strengthen process-oriented language learning for adult learners to have a better learning outcomes.

For adult learners, how teachers navigate to make changes within required curricula has been discussing for a long time in modern education. The definition of required curriculum McKay(2006) suggests that " a required curriculum is one in which learning outcomes are established by the system (e.g, the education department or the school)(P.2) Nevertheless, aspects other than outcomes of learning can be required elements of a curriculum. For instance, the teacher could be required to adhere closely to set syllabus specifications that closely detail the activities and content for each lesson. More locally, a syllabus may be produced by directors of study or educational managers catering for typical student profiles through a generic model. Therefore, the textbook becomes a de facto curriculum. This study aims to find some more approach to strengthen process-oriented language learning for adult learners to have a better learning outcomes.

Plant Breeding Reviews, Volume 9, focuses on advances in breeding strategies for vegetable crops, specifically fruits and young shoots, using both traditional and modern approaches. It is part of an ongoing series that presents state-of-the-art review articles on plant genetics and breeding, particularly for commercially important crops. The volume is edited by Jules Janick and published by Wiley.

Plant Breeding Reviews, Volume 9, focuses on advances in breeding strategies for vegetable crops, specifically fruits and young shoots, using both traditional and modern approaches. It is part of an ongoing series that presents state-of-the-art review articles on plant genetics and breeding, particularly for commercially important crops. The volume is edited by Jules Janick and published by Wiley.

This book is written for students in plant physiology and biochemistry: it considers plant metabolism in terms of cell structure rather than under the broader headings of lipids, carbohydrates, nitrogen metabolism, etc. In recent years a great deal has been learnt of the relationship between structure and function in plant cells and of the biochemical properties of the various organelles and other cellular inclusions. It is now known that what we see by microscopy is not only the result of past biochemical activity but itself represents ordered units of metabolic activity within the cell. Thus it is now possible to approach the study of plant metabolism in a different way. For example, textbooks written five or less years ago contained little or no reference to the function of microbodies, Golgi bodies and lysosomes in plant cells but so much progress has now been made that we feel that each of these structures warrants a separate chapter.

This book is written for students in plant physiology and biochemistry: it considers plant metabolism in terms of cell structure rather than under the broader headings of lipids, carbohydrates, nitrogen metabolism, etc. In recent years a great deal has been learnt of the relationship between structure and function in plant cells and of the biochemical properties of the various organelles and other cellular inclusions. It is now known that what we see by microscopy is not only the result of past biochemical activity but itself represents ordered units of metabolic activity within the cell. Thus it is now possible to approach the study of plant metabolism in a different way. For example, textbooks written five or less years ago contained little or no reference to the function of microbodies, Golgi bodies and lysosomes in plant cells but so much progress has now been made that we feel that each of these structures warrants a separate chapter.

This book is written for students in plant physiology and biochemistry: it considers plant metabolism in terms of cell structure rather than under the broader headings of lipids, carbohydrates, nitrogen metabolism, etc. In recent years a great deal has been learnt of the relationship between structure and function in plant cells and of the biochemical properties of the various organelles and other cellular inclusions. It is now known that what we see by microscopy is not only the result of past biochemical activity but itself represents ordered units of metabolic activity within the cell. Thus it is now possible to approach the study of plant metabolism in a different way. For example, textbooks written five or less years ago contained little or no reference to the function of microbodies, Golgi bodies and lysosomes in plant cells but so much progress has now been made that we feel that each of these structures warrants a separate chapter.

A Sustainable Approach, studies the most modern methods in control and management of plant diseases.

A Sustainable Approach, studies the most modern methods in control and management of plant diseases.

Themes and identify emerging questions in three fundamental areas of crop domestication research: domestication phenotypes and syndromes, genetic architecture underlying crop evolution, and the ecology of domestication.

This book provides a practical and theoretical introduction to the techniques of in situ conservation of plant genetic resources.

"Summary of Plant Genomes: Methods for Genetic and Physical Mapping covers:

1. Introduction to plant genomes: structure, function, and evolution.
2. Genetic mapping methods: linkage analysis, association mapping.
3. Physical mapping methods: physical map construction, molecular marker utilization.
4. Molecular techniques: PCR, sequencing, genotyping.
5. Genome mapping applications: plant breeding, genetic analysis, gene identification.

This book discusses methods and techniques for understanding plant genome structure and function, as well as iplications in plant breeding and research."