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Journal articles on the topic 'Philosophy - Textbook'

Author: Grafiati

Published: 4 June 2021

Last updated: 8 February 2022

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1

Baker, Ben. "Referee Report of (Hypothetical) Philosophy 101 Textbook by Professor Unspecified." Teaching Philosophy 44, no. 2 (2021): 145–57. http://dx.doi.org/10.5840/teachphil2021330142.

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This piece offers a critique of what is commonly the structure of introductory philosophy textbooks, syllabi, and courses. The basic criticism is that this structure perpetuates the systematic devaluing of the views of historically marginalized and exploited people. The form my critique takes is that of a referee report on a hypothetical manuscript for an introductory philosophy textbook, authored by “Dr. Unspecified.” I examine what the manuscript chooses to focus on and what it chooses to omit from discussion. I thereby outline much of the content typically used to introduce newcomers to phi

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2

Bazhutina, Marina M. "Integrated foreign languages teaching: a concept of the English language textbook for engineering majors." Perspectives of Science and Education 50, no. 2 (2021): 232–42. http://dx.doi.org/10.32744/pse.2021.2.16.

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Since 2017 new state educational standards for higher education have been introduced and contain the fourth universal competence (UC-4) which refers to the notion “business communication”. In this relation, the paper considers the issue of creating an up-to-date English language textbook for engineering majors in compliance with the requirements of the new state educational standards according to the methodology of the integrated teaching of foreign languages. The author presents such concept emphasizing the fact that engineering majors – and automobile engineering majors in particular – lack

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Perez, Angelo Julian E., Armando, Jr M. Guidote, Gilbert U. Yu, and Michael Ner E. Mariano. "Content Analysis of the Discussion of the Atom in General Chemistry Textbooks Using Evaluation Criteria Based on the Nature of Science and Philosophy of Chemistry." KIMIKA 27, no. 2 (2017): 50–62. http://dx.doi.org/10.26534/kimika.v27i2.50-62.

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Evaluation criteria are adapted from previous textbook analyses on the nature of science (NOS) in general chemistry textbooks. These criteria are used to determine how certain NOS dimensions are mentioned and elaborated in those textbooks. Such dimensions emphasize that chemistry is (1) tentative, (2) empirical, (3) model-based, (4) inferential, (5) has technological products, (6) employs instrumentation, and (7) possesses social and societal dimensions. Three book chapters were read and evaluated: the first (on chemistry in general); the second (on atomic structure); and the sixth or seventh

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Rahayu Nita, Fatma, and Oikurema Purwati. "Revealing the Philosophical Foundation in English Textbook for Vocational School Students Grade X and Curriculum 2013." VELES Voices of English Language Education Society 5, no. 1 (2021): 27–35. http://dx.doi.org/10.29408/veles.v5i1.3036.

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Both philosophy and curriculum are a crucial part of education. Philosophy becomes a very important foundation of the curriculum since it affects the objectives of learning and content, as well as the structure of the curriculum (Ornstein & Hunkins, 2018). Thus, philosophy is included in the three aspects of curriculum development. It also aims to determine the process of teaching and learning. Therefore, this study attempts to reveal the philosophical foundation employed in the textbook and its relation to curriculum 2013. This study was based on the inferential content analysis, so the o

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Hastuti, Saptin Dwi Setyo. "Keselarasan Landasan Filosofis Buku Ajar ‘Bahasa Inggris’ Dengan Landasan Filosofis Pada Kurikulum 2013." WACANA AKADEMIKA: Majalah Ilmiah Kependidikan 4, no. 1 (2020): 64. http://dx.doi.org/10.30738/wa.v4i1.6360.

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Philosophy is one of three aspects of curriculum development. It is used for determining the purposes and the process of teaching and learning. Considering this issue, textbooks must represent the ideas of the curriculum. It has to be developed in harmony with the curriculum’s philosophic foundation. It is to realize the purposes of teaching and learning which are emphasized on students’ critical thinking and character development. This study is aimed to reveal the philosophic foundation of Bahasa Inggris XI and its compatibility with curriculum 2013. This study was inferential content analysi

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Thienhaus, Ole J. "Oxford Textbook of Philosophy and Psychiatry." Journal of Clinical Psychiatry 69, no. 5 (2008): 868. http://dx.doi.org/10.4088/jcp.v69n0523a.

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Jepsen, Peter W. "Oxford textbook of philosophy and psychiatry." Acta Psychiatrica Scandinavica 115, no. 3 (2007): 255. http://dx.doi.org/10.1111/j.1600-0447.2006.00987.x.

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Ghaemi, S. Nassir. "Oxford Textbook of Philosophy and Psychiatry." Journal of the American Academy of Child & Adolescent Psychiatry 46, no. 6 (2007): 784–86. http://dx.doi.org/10.1097/01.chi.0000270768.11680.9e.

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9

Megawati, Ida, and Darmiyati Zuchdy. "The Compatibility between Philosophy Basis of ‘English in Mind’ Textbook and Curriculum 2013." VELES Voices of English Language Education Society 4, no. 2 (2020): 163–76. http://dx.doi.org/10.29408/veles.v4i2.2555.

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A textbook should reflect a curriculum being applied. The compability of the philosophical foundation between the curriculum and textbook is needed to achieve the educational goals. This study aims to find the philosophical foundation of the English in Mind Students' Book and the compability of the philosophical foundation between the curriculum and the textbook. This study is an inferential content analysis. The object is the English in Mind Students' Book. The procedure is the data making; physical and referential units, sampling; six chapters, data recording, data reduction, and withdrawal

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10

Shipei, Liu. "Textbook on Ethics." Contemporary Chinese Thought 31, no. 1 (1999): 39–43. http://dx.doi.org/10.2753/csp1097-1467310139.

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11

Guyton, A. C. "An author's philosophy of physiology textbook writing." Advances in Physiology Education 274, no. 6 (1998): S1. http://dx.doi.org/10.1152/advances.1998.274.6.s1.

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12

Simões, Ana. "A quantum chemical dialogue mediated by textbooks: Pauling's The nature of the chemical bond and Coulson's Valence." Notes and Records of the Royal Society 62, no. 3 (2008): 259–69. http://dx.doi.org/10.1098/rsnr.2007.0051.

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In this paper I look at Coulson's Valence not as the textbook that ended the hegemonic reign of Pauling's The nature of the chemical bond , but as the outcome of an ongoing conversation, either literal or metaphorical, between Pauling and Coulson, in which each scientist was responding to the other, agreeing or disagreeing with him, in the process revising his ideas, and writing the successive editions of his textbook. Far from merely expository devices, these textbooks were central pieces in an intellectual dialogue involving their authors about scientific theories and the status of concepts

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13

Pan, Li, and Ping Chen. "Research on Language-teaching Materials—An Evaluation of Extensive Reading Textbooks." Theory and Practice in Language Studies 10, no. 12 (2020): 1628. http://dx.doi.org/10.17507/tpls.1012.17.

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In second language teaching, materials play a unique role and the demand of developing language-teaching materials has been increasing. The textbook, an integral part of language-teaching materials, to some extent dominates the contents of teaching and learning and has a deep influence on curriculum. Textbooks for extensive reading apparently highlights this feature while some kind of series adopted in universities have several shortcomings in the representativeness of the articles and their variety of the categories, etc. which makes it hard to play an active role and have a positive impact i

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Inkpin, Andrew. "Nietzsche’s Genealogy: A Textbook Parody." Nietzsche-Studien 47, no. 1 (2018): 140–66. http://dx.doi.org/10.1515/nietzstu-2018-0006.

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Abstract Given its apparently scholarly form, the Genealogy of Morals is often read as a succinct, relatively systematic, and canonical exposition of Nietzsche’s mature views on morality. This article argues, however, that the work was intended as a parody of a scholarly treatise and examines how this parody is best understood. It begins by surveying some evidence that supports reading the Genealogy as a ‘textbook’ presentation of Nietzsche’s views. It then develops an exegetic case for reading it as a work of parody, based on the third essay’s claims about the ‘self-cancellation’ of truth-dir

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Tonoyan, Larisa G., and Maria V. Semikolennykh. "The first Russian textbook on logic: Historical, logical, and textual analysis." Vestnik of Saint Petersburg University. Philosophy and Conflict Studies 37, no. 1 (2021): 77–90. http://dx.doi.org/10.21638/spbu17.2021.107.

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The article is devoted to one of the first Russian textbooks on logic written by Makariy Petrovich (1733–1765), a professor of the Moscow Slavic-Greek-Latin Academy. The analysis of this work demonstrates that it was not a simple translation of some Latin textbook (such translations were published later, after the foundation of the Moscow University). The textbook is a result of Makariy’s (and his predecessors) years of teaching logic in Russian religious schools. It is, to some extent, an original work. The article explores the peculiarities of Makariy’s rendition of logic. For example, the c

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Silveira, Thiago Coelho. "Ensino de Filosofia no Ensino Médio: Uma análise do livro INICIAÇÃO À FILOSOFIA de Marilena Chauí." Cadernos do PET Filosofia 6, no. 11 (2015): 75–92. http://dx.doi.org/10.26694/cadpetfil.v6i11.3655.

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Este artigo analisa o livro didático “Iniciação à Filosofia” de Marilena Chauí como ferramenta para o ensino de filosofia no Ensino Médio. No Brasil da última década vê-se a reinserção da filosofia como disciplina obrigatória no Ensino Médio, o que provoca a problematização sobre o que ensinar e como ensinar esta disciplina para adolescentes nessa fase de formação. Assim, autores como Marilena Chauí propuseram livros didáticos a serem adotados pelas escolas, a fim de fornecer um subsídio para a atuação do professor e um direcionamento para as abordagens a serem adotadas em sala de aula de modo

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Evans, C. S. "Is Kierkegaard an Irrationalist? Reason, Paradox, and Faith." Religious Studies 25, no. 3 (1989): 347–62. http://dx.doi.org/10.1017/s0034412500019892.

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If some philosophers had not existed, the history of philosophy would have to invent them. After all, what would the introduction to philosophy teacher do without good old Berkeley, the notorious denier of common sense, or Hume, the infamous sceptic. In some cases, in fact, philosophers have been invented by the history of philosophy. I don't mean to suggest that historians of philosophy have actually altered the past by bringing into being real flesh and blood philosophers. Rather, I mean to say that the textbook caricatures of famous philosophers are often a creation of the tradition, encrus

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Denisenko, vladislav. "Current textbook on the Philosophy of Law. O. Yu. Rybakov. Philosophy of Law." Gosudarstvo i pravo, no. 5 (2021): 182. http://dx.doi.org/10.31857/s102694520013111-3.

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19

Lidster, Ryan Francis. "Genki: An Integrated Course in Elementary Japanese I." Japanese Language and Literature 55, no. 1 (2021): 373–78. http://dx.doi.org/10.5195/jll.2021.169.

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The release of a new edition of the widely used Japanese textbook Genki has been widely anticipated. While most of the changes are subtle and aesthetic, there are noticeable improvements, especially in the efforts taken to better represent the diversity of the Japanese learner population. However, the textbook's unsystematic treatment of vocabulary and grammar reflect a teaching philosophy that, already dated when the first edition was published twenty years ago, has only drifted further from the field of second language pedagogy. The disjointed treatment of literacy and oracy skills make it d

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20

Ren-Kurc, Anna, Magdalena Roszak, Iwona Mokwa-Tarnowska, Mirosława Kołowska-Gawiejnowicz, Jan Zych, and Wojciech Kowalewski. "E-Textbook Technologies for Academics in Medical Education." Studies in Logic, Grammar and Rhetoric 56, no. 1 (2018): 161–76. http://dx.doi.org/10.2478/slgr-2018-0047.

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Abstract Public universities in Poland receive fairly limited financial support for creating e-textbooks (interactive online textbooks) and lack the appropriate ICT competences among teaching staff, especially in the case of non-technical universities. The authors propose a pedagogical and technological paradigm for e-textbooks in medical education using open source software with minimal IT skills required. Technologies used to develop e-textbooks are connected with: publication and distribution of e-textbooks, e-book readers, and editing tools. The paper also discusses a survey that targeted

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21

Parille. "Textbook of Americanism 2.0." Journal of Ayn Rand Studies 20, no. 1 (2020): 116. http://dx.doi.org/10.5325/jaynrandstud.20.1.0116.

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22

GILI, Luca. "Thomistic Logic in Renaissance Italy: Girolamo Savonarola, Paolo Barbò, Crisostomo Javelli." Mediterranea. International Journal on the Transfer of Knowledge 4 (March 31, 2019): 1–34. http://dx.doi.org/10.21071/mijtk.v4i0.11174.

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This paper is devoted to the formation of a ‘Thomist logic’ in Renaissance Italy. After having expounded the principles that should inspire any logic ad mentem Divi Thomae, the article focuses on three textbooks of ‘Thomist logic’: Girolamo Savonarola’s Compendium Logicae, Paolo Barbò’s Expositio in Artem veterem, and Crisostomo Javelli’s Compendium Logicae. I show that these textbooks display common features, such as the presentation of logic according to the order of the books traditionally included in the Organon.Savonarola maintained that propositions can only be in the present tense and c

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23

Yablo, Stephen. "Textbook Kripkeanism and the Open Texture of Concepts." Pacific Philosophical Quarterly 81, no. 1 (2000): 98–122. http://dx.doi.org/10.1111/1468-0114.00097.

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24

Divakaran, P. P. "The First Textbook of Calculus: Yuktibhāṣā". Journal of Indian Philosophy 35, № 5-6 (2007): 417–43. http://dx.doi.org/10.1007/s10781-007-9029-1.

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25

Socher, David. "The Textbook Case of Affirming the Consequent." Teaching Philosophy 24, no. 3 (2001): 241–51. http://dx.doi.org/10.5840/teachphil200124337.

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26

Valente, Stefano. "The Construction of a Philosophical Textbook: Some Remarks on Nikephoros Blemmydes’ Epitome physica." AION (filol.) Annali dell’Università degli Studi di Napoli “L’Orientale” 40, no. 1 (2018): 138–55. http://dx.doi.org/10.1163/17246172-40010008.

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Abstract The Compendium on Physics (Epitome physica) by the Byzantine theologian and philosopher Nikephoros Blemmydes (13th cent.) was a very successful textbook on Natural Philosophy containing a summary of physics, meteorology and astronomy. This compendium was also conceived for being used as support for teaching. For his purposes, Blemmydes combined passages taken from different sources into a new text: Aristotle and his commentators as well as Cleomedes were his main sources. Since a manuscript with an earlier version of the text still survives, it is also possible to go deeper into the w

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Forman, Steve. "Textbook Publishing: An Ecological View." Journal of American History 91, no. 4 (2005): 1398. http://dx.doi.org/10.2307/3660180.

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Watrall, Ethan. "The Open Digital Archaeology Textbook." Journal of American History 107, no. 2 (2020): 560–62. http://dx.doi.org/10.1093/jahist/jaaa334.

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Šebánek, Jiří. "Plant physiology at the institute for philosophy in Brno in Mendel’s teacher F. Diebl textbook from 1835." Acta Universitatis Agriculturae et Silviculturae Mendelianae Brunensis 60, no. 5 (2012): 277–82. http://dx.doi.org/10.11118/actaun201260050277.

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Gregor Mendel attended lectures of F. Diebl, professor of natural history and agricultural science at the Institute of Philosophy in Brno. Diebl published his lectures in a textbook “Abhandlungen über die allgemeine und besondere Naturgeschichte, Brünn 1835.” From the textbook the level of scientific knowledge in plant biology is obvious, with which the later founder of a new field of biology – genetics got acquainted. Diebl considered germination to be a specific method of fermentation transforming seed starch into a sugary matter which nourishes the germinating plant. In the physiology of nu

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Boldyrev, I. "Understanding Economics as a (Social) Science? (On the Book by M. Boumans, J. Davis “Economic Methodology. Understanding Economics as a Science”)." Voprosy Ekonomiki, no. 10 (October 20, 2012): 150–56. http://dx.doi.org/10.32609/0042-8736-2012-10-150-156.

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This review discusses the latest textbook on economic methodology. It shows that its authors think of the philosophy of science as primarily the philosophy of “hard”, natural sciences and have not tried to interpret economic theory as a social science. At the same time the book is characterized by its attention towards more recent methodological approaches, in particular, to the rhetoric of economics, and this direction might be considered as promising.

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Dutkiewicz, Aldona, Barbara Kołodziejczak, Piotr Leszczyński, et al. "Online Interactivity – A Shift towards E-textbook-based Medical Education." Studies in Logic, Grammar and Rhetoric 56, no. 1 (2018): 177–92. http://dx.doi.org/10.2478/slgr-2018-0048.

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Abstract Textbooks have played the leading role in academic education for centuries and their form has evolved, adapting to the needs of students, teachers and technological possibilities. Advances in technology have caused educators to look for new sources of knowledge development, which students could use inside and outside the classroom. Today’s sophisticated learning tools range from virtual environments to interactive multimedia resources, which can be called e-textbooks. Different types of new educational materials that go beyond printed books are now used to support the academic curricu

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Richmond, Jesse. "A textbook view of the field." Endeavour 30, no. 1 (2006): 8–9. http://dx.doi.org/10.1016/j.endeavour.2006.01.003.

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KNEPPER, TIMOTHY D. "How to philosophize about religion globally and critically . . . with undergraduates." Religious Studies 56, no. 1 (2019): 49–63. http://dx.doi.org/10.1017/s0034412519000441.

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AbstractThis article explores some critical issues pertinent to the practice of ‘global-critical’ philosophy of religion. Here, I focus on two general issues, especially as they have arisen in the production of a textbook and other pedagogical materials for an undergraduate course in philosophy of religion that is globally diverse and critically engaged: (1) how to restructure philosophy of religion with topics and questions suitable for ‘global’ enquiry; (2) how to philosophize about (global) religion in a manner that is ‘critically’ aware of theoretical and methodological issues in the acade

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Attfield, Robin, and Rebekah Humphreys. "On the Innovativeness of Textbook Teaching for Excellence in Student Scholarship and Reducing Workload Demands." Journal of Educational Studies and Multidisciplinary Approaches 1, no. 1 (2021): 71–77. http://dx.doi.org/10.51383/jesma.2021.4.

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Preparing Philosophy modules and teaching materials from scratch can be a daunting task, even for the most seasoned Lecturers. But armed with the right tools, the task can be completed with ease. This paper shows how a well-designed textbook together with its ingenious use provide the right tools for job.

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de Mendonça Figueirôa, Silvia Fernanda. "Brazilian geology for Brazilian students: The general geology textbook published by John Casper Branner in 1906." Earth Sciences History 35, no. 2 (2016): 375–86. http://dx.doi.org/10.17704/1944-6178-35.2.375.

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This paper focuses on a somewhat neglected subject/object—textbooks—intending to discuss and analyze the case of the book Geologia elementar preparada com referencia especial aos estudantes brazileiros e à geologia do Brazil [Elementary geology prepared with special reference to Brazilian students and to Brazilian geology], written by the North American geologist John Casper Branner (1850–1922), first published in 1906, with a second edition in 1915. It is my aim to address some questions: How and why was this textbook written? Was it molded by the expectations of its author, its publisher or

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Petraki, Eleni, and Sarah Bayes. "Teaching oral requests." Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 23, no. 3 (2013): 499–517. http://dx.doi.org/10.1075/prag.23.3.06pet.

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Research in English language teaching has highlighted the importance of teaching communication skills in the language classroom. Against the backdrop of extensive research in everyday communication, the goal of this research was to explore whether current discourse analytic research is reflected in the lessons and communication examples of five English language teaching textbooks, by using spoken requests as the subject of investigation. The textbooks were evaluated on five criteria deriving from research on politeness, speech act theory and conversation analysis. These included whether and th

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37

Mack, Peter. "Twenty-fourth Annual Margaret Mann Phillips Lecture: Erasmus’ Contribution to Rhetoric and Rhetoric in Erasmus’ Writing." Erasmus Of Rotterdam Society Yearbook 32, no. 1 (2012): 27–45. http://dx.doi.org/10.1163/18749275-00000004.

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This paper claims that Erasmus was the most important and influential theorist of rhetoric in the Renaissance and that Erasmus’ thinking is heavily influenced by rhetoric. After showing that Erasmus wrote the most successful rhetoric textbooks of the sixteenth century and that he ontinued to compose and revise rhetoric books from the 1490s right up to his death in 1536, the paper argues that rhetorical ideas condition Erasmus’ way of thinking and arguing about editing, commentary, and religious teaching. Then the paper analyses in more detail Erasmus’ contribution as a theorist of rhetoric in

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Herbert, Rosamund. "A textbook of human biology, 3rd ed." Endeavour 11, no. 1 (1987): 55. http://dx.doi.org/10.1016/0160-9327(87)90189-x.

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Moody, David E. "Evolution and the textbook structure of biology." Science Education 80, no. 4 (1996): 395–418. http://dx.doi.org/10.1002/(sici)1098-237x(199607)80:4<395::aid-sce2>3.0.co;2-8.

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Nurzhayeva, Alina M., Nurzhamal A. Aldabek, Gulnar E. Nadirova, Nurzhan B. Saparbayeva Nurzhan B. Saparbayeva, and Konstantin B. Svoikin. "Impact of Textbook Reform on the Formation of Chinese National Identity." Integration of Education 25, no. 1 (2021): 22–42. http://dx.doi.org/10.15507/1991-9468.102.025.202101.022-042.

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Introduction. A search for effective educational strategies that can form and maintain Chinese national identity is a highly relevant task for the Chinese academic community. Secondary school textbooks’ content revision has become one of the ways to solve the problem. The purpose of the article is to analyze the complex of educational and methodological materials within the framework of school education, aimed at influencing the formation of national identity in China. Materials and Methods. To study the problem, we conducted a survey, in which schoolteachers and parents of schoolchildren from

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Ash, Mitchell G. "Historicizing Mind Science: Discourse, Practice, Subjectivity." Science in Context 5, no. 2 (1992): 193–207. http://dx.doi.org/10.1017/s0269889700001150.

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It is no longer necessary to defend current historiography of psychology against the strictures aimed at its early text book incarnations in the 1960s and 1970s. At that time, Robert Young (1966) and others denigrated then standard textbook histories of psychology for their amateurism and their justifications propaganda for specific standpoints in current psychology, disguised as history. Since then, at least some textbooks writers and working historians of psychology have made such criticisms their own (Leahey 1986; Furumoto 1989). The demand for textbook histories continues nonetheless. Psyc

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Morgan, E. D. "Vogel's textbook of practical organic chemistry. 5th edn." Endeavour 14, no. 3 (1990): 148. http://dx.doi.org/10.1016/0160-9327(90)90017-l.

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Whitehouse, Virginia, and James B. McPherson. "Media Ethics Textbook Case Studies Need New Actors and New Issues." Journal of Mass Media Ethics 17, no. 3 (2002): 226–34. http://dx.doi.org/10.1207/s15327728jmme1703_04.

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KONDO, Hiroyuki. "The Educational Philosophy of YAMASAKI NAOMASA through the Geography Textbook in Junior High School." New Geography 52, no. 2 (2004): 1–21. http://dx.doi.org/10.5996/newgeo.52.2_1.

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Bondareva, Yana V., and Elena Ev Mikhailova. "NEW TEXTBOOK ON PHILOSOPHY: INVITATION TO A THEORETICAL CONVERSATION ABOUT THE PROBLEMS OF MODERNITY." Bulletin of the Moscow State Regional University (Philosophy), no. 4 (2020): 103–6. http://dx.doi.org/10.18384/2310-7227-2020-4-103-106.

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Kolodnyi, Anatolii M., Vitaliy Volodymyrovych Shevchenko, Oksana Gorkusha, et al. "Disciplinary Religious Studies. Abstract of the material." Ukrainian Religious Studies, no. 49 (March 10, 2009): 5–82. http://dx.doi.org/10.32420/2009.49.1997.

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Department of Philosophy of Religion The Department of Religious Studies of IF NASU during 2006-2008 carried out the specified planned theme. Below we present its sections in the summary. The full study material will be published in the monograph under the same title, which will be published by the end of 2009. The book can be used as a textbook on religious studies.

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Tahir, Adnan, Rashid Mahmood, and Afzal ul Haque. "Portrayal of Islamic Ideology: Modality analysis of PTB English language textbooks." International Journal of Linguistics and Culture 2, no. 1 (2021): 1–17. http://dx.doi.org/10.52700/ijlc.v2i1.26.

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This paper investigates English language textbooks from the point of view of cultural development in pedagogical text. The focus of present study was to analyze contrasting and shared perceptions of congenital Islamic culture in pedagogical text broadly written in English language textbooks formed by Punjab Textbook Board (PTB) at Elementary level i.e. 6th, 7th, and 8th grade classes. Appropriate implications of linguistic modality make possible to build ideological viewpoint related to cultural development in political, social, institutional and media discourse, so, using critical approach wi

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Kostyantyn, Savchuk. "Little-known pages of the history of the development of international legal thought: Ludwig Jacob (1759–1827)." Yearly journal of scientific articles “Pravova derzhava”, no. 31 (2020): 407–14. http://dx.doi.org/10.33663/0869-2491-2020-31-407-414.

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Abstract:

This article explores the contribution to the development of international law science by the outstanding German philosopher and economist Ludwig Kondratievich Jacob (Ludwig Heinrich von Jacob) (1759–1827), who for some time worked as a professor of diplomacy and political economy at Kharkiv University. L. Jacob's contribution to the development of the science of international law is not limited to reading lectures on positive international law, which was taught at the Department of Diplomacy and Political Economy in the first decades of Kharkiv University. L. K. Jacob prepared and published a

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Piper, Brian J., Drew A. Lambert, Ryan C. Keefe, Phoebe U. Smukler, Nicolas A. Selemon, and Zachary R. Duperry. "Undisclosed conflicts of interest among biomedical textbook authors." AJOB Empirical Bioethics 9, no. 2 (2018): 59–68. http://dx.doi.org/10.1080/23294515.2018.1436095.

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DiGiocchino DeBate, Rita. "Oxford textbook of public health (4th Edition)." Social Science & Medicine 57, no. 8 (2003): 1527. http://dx.doi.org/10.1016/s0277-9536(02)00538-5.

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