Textbook Authors Research Articles

Sympathetic Nerves, Salivary Secretion, and the Parched Mouth of Fear: Unraveling Historical Perspectives on Persistent Contradiction in Physiology Textbooks.

We have observed two starkly contradictory notions regarding the sympathetic influence on the salivary outflow in discussions with our students. Most of them believe that sympathetic nerves decrease salivation and are antagonistic to parasympathetic nerves. Some students, however, show awareness of the cooperative stimulatory action of both types of autonomic fibers. We have found a similar dichotomy in the descriptions of the sympathetic effect on secretion of the main salivary glands and their inconsistent illustrations in Anatomy/Physiology textbooks. We have investigated the historical roots of this discrepancy. Ludwig discovered excitatory actions of both parasympathetic and sympathetic nerves on salivary flow by 1856. The next year, Czermak proposed the hypothesis of an inhibitory effect of sympathetic nerves, observing their interference with salivation induced by the chorda tympani (i.e., parasympathetic) stimulation. Bernard and Eckhard soon confirmed Ludwig's findings, but Czermak's notion persisted because sympathetically evoked salivation was unstable and potentially abatable by glandular vasoconstriction. The salivary secretory response to moderate sympathetic nerve electrostimulation was reaffirmed by Langley who also discovered salivation in response to adrenaline injection at the beginning of the 20th century. A few years later, Cannon, on a purely theoretical basis, attributed the sensation of dry mouth occasionally associated with fear to hyposalivation induced by elevated sympathetic discharge. Despite subsequent researchers' inability to find unequivocal evidence of salivary flow reduction by sympathetic activation, Cannon's assumption gained acceptance in some textbooks. Most Anatomy/Physiology textbook authors, however, recognized the excitatory action of sympathetic nerves on salivary glands established by Ludwig and Bernard.

ВІДОБРАЖЕННЯ ВЗАЄМОДІЇ КУЛЬТУР ТА НАРОДІВ У ПІДРУЧНИКАХ З ВСЕСВІТНЬОЇ ІСТОРІЇ ДЛЯ 7 КЛАСУ (1995-2020 рр.)

The article deals with the analysis the interactions of Otherness in world history textbooks for the 7th grade. The 1995 textbook is the first to be published since independence. The interaction of different peoples and the mutual influence of their cultures are revealed, including the Arab Caliphate, the Crusades, and the history of the Eastern states. The author characterizes various methods of studying textbooks of 2007, 2015 and 2020, in particular, the use of content analysis. This allows us to determine how textbook authors reflect the mutual influences and cultural borrowings of representatives of different nations. This allows us to determine how textbook authors reflect the mutual influences and cultural borrowings of representatives of different nations. The textbooks in which the problem of the interaction of Otherness is presented in a thorough and more or less consistent manner are highlighted. At the same time, the author generalizes the conclusion that the presentation of examples of interaction between peoples and cultural borrowings in the text component of the 2020 edition of textbooks to students has decreased. The topic «The Arab Caliphate» is covered by examples from various textbooks that describe the influence of Others on the formation of Arab culture. The author proves the fragmentation of examples of interaction between Othernesses in modern world history textbooks for the 7th grade and the inconsistency of their reflection of the world of differences.

Methodological mastery of a foreign language teacher

Relevance. The relevance of the study is determined by the contradictions between the need for foreign language teachers to develop and enhance their professional skills and the conditions of their professional activity, which involve teaching the subject “Foreign Language” according to the ready-made methodological recommendations provided by the authors of educational and methodological complexes. The trend towards unification of educational practices in teaching foreign languages repeatedly actualizes the problem of developing the teacher’s methodological skills.Materials and Methods. The primary material for the study is the analysis results of the educational practice of teaching foreign languages and its theoretical reflection, as well as a generalization of the author’s experience of teaching English in an educational institution of secondary general education. The research methods are traditional, including the analysis of scientific and methodological literature, observations of the process of formation and improvement of the methodological skills of a foreign language teacher, teacher surveys, targeted discussions with colleagues.Results and Discussion. The study proved the interconnection between a foreign language teacher’s methodological mastery and their methodological creativity. The main factors contributing to the decline in methodological creativity among practicing teachers are identified, and the transitioning validity from teaching foreign languages according to pre-prepared methodological recipes to a variable – reflective methodology is substantiated. This transition involves the foreign language competencies formation in students based on the teacher’s individual methodological credo as a creator of the educational process.Conclusion. Methodological mastery of the teacher is the foundation of the effectiveness of their professional activities in developing students’ foreign language competencies. The formation and development of a teacher’s methodological mastery are hindered by both objective and subjective conditions of teaching the subject “Foreign Language”, including the unification of the foreign language learning process and the reliance on the methodological recommendations of textbook authors without considering specific pedagogical situations. The most acceptable way to resolve these contradictions is a systematic transition to a variable – reflective methodology for foreign language teaching.

Мирон Пилипович Деркач (1931–2012). Той, що почав розмовляти з комп’ютером…

Myron Derkach is a world-class scientist in the field of biophysics and informational aspects of speech communication – analysis, synthesis and recognition of speech signals. He is the founder of the scientific direction, who formulated the principles of the deductive strategy of auditory language perception. In 1976, he created one of the first biophysics departments in Ukraine on the basis of the biological faculty of Ivan Franko University of Lviv. Dr. Myron Derkach is the author of the first university textbooks in Ukrainian on biophysics and mathematical methods in biology, which have not lost their relevance to this day.

The decline in the clinical relevance of pilocarpine and physostigmine monitored in pharmacology textbooks from 1878 to 2023: nine take-home messages for future (pharmacology) textbook authors.

In a recent study, using hydrogen cyanide as paradigm, we have shown that pharmacological knowledge evolves non-linearly ( https://pubmed.ncbi.nlm.nih.gov/38900251/ ). The aim of this study was to investigate the changes in the presentation of the drugs pilocarpine and physostigmine in textbooks from 1878 to 2023. The categories of structure, molecular mechanism of action, pharmacokinetics, effects, indications, adverse drug reactions, interactions, and contraindications were evaluated. The pharmacological knowledge on the molecular mechanism, chemical structure, and pharmacokinetics of pilocarpine and physostigmine changed the most during the period of 150 years. Until 1944, textbooks did not mention a molecular mechanism of action of pilocarpine and from 1951 onwards they described the activation of muscarinic acetylcholine receptors as the molecular basis of pilocarpine's effect. Until 1944, most textbooks on physostigmine also did not mention the molecular mechanism of action. From 1951 onwards, the reversible inhibition of acetylcholinesterase is mentioned as the mechanism of action of physostigmine. In contrast, in the categories effects, indications, adverse drug reactions, interactions, and contraindications, the detected changes in the pharmacological knowledge presented were comparatively smaller. Older pharmacology textbooks were better than newer ones at discussing changes in knowledge and scientific errors. We noted substantial differences in the presentation of pilocarpine and physostigmine among German and US pharmacology textbooks. We show a decline of the clinical relevance of both drugs and their presentation in pharmacological textbooks with physostigmine being virtually irrelevant. But modern textbooks still discuss physostigmine substantially, fitting to studies on the obsolete drug reserpine ( https://pubmed.ncbi.nlm.nih.gov/38103060/ ). Thus, textbooks often far lag clinical practice. Google Scholar conveys the incorrect impression that physostigmine is clinically more relevant than it is. An exponential decline in prescription numbers is a robust indicator of clinical obsolescence. From our study, we extract nine easily implementable take-home messages for future (pharmacology) textbook authors to ensure that this traditional teaching format will prevail against the competition of allegedly more "modern" teaching media.

Sports in principles of economics textbooks

PurposeThe purpose of this paper is to inform readers who are interested in textbooks, sports and sports economics, but especially professors who teach sports economics, about the coverage of sports in principles of economics textbooks.Design/methodology/approachThe data in the paper consist of the 130 sections on sports from twenty-one principles of economics textbooks. The paper illuminates the sections using numerous quotations and in-text references. The paper details the number of sections devoted to each sport, economic concepts they illuminate and how the text covers topics such as league rules, broadcast revenues and women in sports.FindingsThe paper finds that the 21 textbook authors devote an average of 934 words in an average of 6.2 sections of text to 11 sports. Sections of text vary from one sentence to lengthy discussions of topics such as increased salaries due to technological advances in broadcasting, antitrust cases, the gender pay gap and bargaining between leagues and players' unions. The authors refer to five published research papers on sports economics, two quantitative books, two quantitative articles in the popular press and one nonquantitative nonfiction book.Research limitations/implicationsThis paper provides data to researchers who study sports regarding topics that students are being taught in economics texts. It is a potential tool for connecting their areas of research to the university experience.Practical implicationsSports economics professors, and other professors, may enhance student interest by a choice of text for their principles classes.Social implicationsSports coverage in principles texts illuminates topics such as the effect of technology on income distribution, the morality of paying college athletes, the interaction of the legal system and markets and the gender gap.Originality/valueNo other publicly referenced paper details the use of sports in principles textbooks.

Colonialism and imperialism in Austrian history curricula and textbooks (1945–2023)

The article considers the depiction of colonialism and imperialism in Austrian textbooks (n = 61) and curricula issued since the commencement of the Second Republic in 1945. The analysis indicates that textbooks made use of the freedom afforded them by state stipulations, which, while evidently taking a distinctly eurocentric point of view, give textbook authors scope for taking decisions on the inclusion or exclusion of particular topics. The textbooks studied covered various aspects of this area of history that curricula did not list expressly, such as the impact of European colonial aggression on Indigenous populations. Simultaneously, the analysis showed a long absence from textbooks of colonialism’s implications throughout history to the present day, and demonstrated that textbooks reproduced racist ideas well into the 2000s, with corresponding effects on perceptions of history among Austrian population today.

Values Reflected in First Language Textbooks of Primary Education in West Bengal

Textbooks function as catalysts for societal change, influencing students’ values, beliefs, and cultural awareness from their primary level of education. Textbooks serve as key learning resources for students which significantly influences students’ character development. The creation of textbooks reflecting values is essential, and achieving this goal requires a comprehensive analysis of textbooks. The objectives of the study are focused on examining values are represented in the text and images found within Bengali language textbooks of Primary Education Board, School Education Departments, govt. of West Bengal, India was the publisher of the textbook. A Bengali textbook named “Patabahar” of class IV of the West Bengal Board of Primary Education has been chosen through the purposive sampling technique as a sample in this study. This study used qualitative and documentary research methods through content analysis. The findings demonstrate that social values, moral values, environmental values, and Personal values, emotional values, cultural values are more reflected and spiritual, aesthetic, humanistic, economic, historical, civic, peace, national, cognitive values were minimally reflected across the textbooks. The study results provide a basis for state or national policy changes that promote values-balanced content in educational media and ensure the development and implementation of guidelines that are beneficial to the development of textbook development agencies. Also, helpful for textbook authors and teachers in developing a value-alignment curriculum and creating more inclusive, culturally sensitive, and ethically grounded visual materials

Beyond the Language: Arabic Language Textbooks in Arab–Palestinian Society as Tools for Developing Social–Emotional Skills

Social–emotional learning (SEL) is recognized as an important component of the educational system, significantly impacting student success. This study aims to examine how Arabic language textbooks used in Arab elementary schools in Israel serve as tools for developing social–emotional skills, beyond their role in language instruction. Using a content analysis and semiological analysis on nine ‘Arabic Our Language’ textbooks for Grades 1 to 6, the findings revealed that all categories of social–emotional skills defined by CASEL were represented, but with an imbalance in their prevalence. Interpersonal relationship skills were the most frequent, while social awareness was the least represented, despite its importance in the Israeli context, which is the context in which this study takes place. Additionally, lower grades (1–3) showed a lack of SEL content compared to higher grades (4–6), even though an early integration of these skills is more effective. Furthermore, the SEL content did not always align with the fundamental principles for optimal implementation. This study emphasizes the need for curricula and textbooks in Arabic language education that are adapted to each developmental stage and tailored to the Israeli socio-cultural context. The findings underscore the critical role of Arabic language textbooks in fostering a holistic educational experience, preparing students for both academic and social success, and serve as a call to action for curriculum designers and textbook authors to integrate social–emotional learning in linguistic educational materials.

After initial acquisition, problem-solving leads to better long-term performance than example study, even for complex tasks

BackgroundSuccessful implementation of effective acquisition strategies (e.g., example study, problem-solving) could help improve mathematics performance. However, it is not yet fully understood when each acquisition strategy should be used, despite the practical value of this knowledge for mathematics textbook authors, teachers, and students. AimsBuilding upon two recent perspectives on when example study and problem-solving are beneficial, we proposed that the optimal acquisition strategy could depend on both task complexity and retention interval (i.e., time between the final practice opportunity and the test). We conducted a multi-classroom experiment to test this proposition. Sample166 typically-developing Dutch fifth-grade students participated (Mage = 11.14 years; 42.2% boys). MethodsWe used a 2 (Task Complexity: simple vs. complex) x 2 (Acquisition Strategy: example study vs. problem-solving) x 2 (Retention Interval: 5 min vs. 1 week) between-subjects design with problem-solving performance as dependent variable. ResultsThere was no evidence for the hypothesised three-way interaction effect of task complexity, acquisition strategy, and retention interval. However, there was evidence for the hypothesised two-way interaction effect of acquisition strategy and retention interval, independent of task complexity. More specifically, after 5 min, there was no statistically significant performance difference between students studying worked examples and those solving practice problems, but after 1 week, students solving practice problems outperformed those studying worked examples. ConclusionsOur findings imply that, after initial acquisition, problem-solving leads to better long-term problem-solving performance than example study. This holds true even for a relatively complex task and with limited instruction.

Metaphors on Protein Synthesis in Swedish Upper Secondary Chemistry and Biology Textbooks – A Double-Edged Sword

AbstractThis study provides insights into the use of metaphors in protein synthesis descriptions in upper secondary chemistry and biology textbooks. Data were collected from seven Swedish textbooks and analyzed with the Metaphor Identification Protocol and categorized within the framework of Conceptual Metaphor Theory. The results reveal two main parallel metaphor systems of construction-based metaphors and information-based metaphors. Five sub-systems with different emphasis on the usage of construction and information related metaphors emerged in the analysis: the location, translocation, transportation, cryptography and publishing sub-metaphor systems. These metaphors can function as double-edged swords for students’ learning. On the positive side, the construction-based metaphors (location, translocation and transportation) meet the educational need to describe where the processes of the protein synthesis occur and how these take place, while the information-based metaphors (cryptography and publishing) describe how the different sub-processes of the protein synthesis are linked via the interflow of information between them. On the negative side, the identified metaphors are presented implicitly without explanations, thus making it difficult for the students to identify them. Also, textbook sentences often contain metaphors drawn from several of the five sub-systems, requiring students not only to differentiate between them, but also to connect the source and target domain of the different metaphors correctly. The results highlight the important role of the teacher in supporting students’ learning by explaining what metaphors are and how they are used in textbooks. To further this end, authors of biology and chemistry textbooks are recommended to introduce metaphors early and explicitly.

The Art of the Possible: The Constraints Associated with Writing Local TESOL Textbooks

Abstract Drawing upon interviews with eight textbook authors working for a Middle Eastern Ministry of Education, this article explores the multifaceted constraints associated with the production of local TESOL textbooks. Significant challenges are at play stemming from tight production deadlines of just 2 months per textbook, thereby precluding any piloting of materials. Furthermore, severe MoE strictures regarding the form textbooks can take are in operation with regard to unit titles, moral values to be transmitted, skills and language content, and space allocated to each segment of the book. Additional constraints include the challenge of writing for a diverse target audience, the proscription of manifold taboo topics, and the lack of textbook development training the authors receive. These constraints reportedly lead to compromises in textbook quality and limit the authors’ ability to produce pedagogically effective and culturally sensitive materials. The findings illuminate the complex context-specific dynamics mediating textbook production, highlighting the need for a more nuanced understanding of the local textbook production process and the constraints and challenges writers face.

Comparative analysis of Russian language textbooks for primary school using quantitative methods

Despite the intense scientific and practical interest in assessing the textual content quality of a school textbook, there is still no transparent algorithm and objective criteria for such evaluation. This article aims to outline objective linguistic criteria for textbook text assessment using quantitative methods on the example of one of the main components of a Russian language textbook, i. e. exercise texts. The analysis was performed on the material of 8 lines of modern Russian language textbooks for primary school and 1 line of the digital educational service Yandex Textbook. The research employed the methods of automatic natural language processing, statistics, and corpus analysis of texts. As a result, we propose an algorithm for analysing the text library of a Russian language textbook according to the criteria of structural and lexical complexity, genre, stylistic and thematic diversity, and the degree of correspondence between the text library and the current state of the Russian language. The obtained results form an idea of the textual content of a modern Russian language textbook for primary school. Moreover, they highlight the specific features of text selection for modern traditional and digital Russian language textbooks and resources. Finally, the research outcomes raise questions concerning the methodological optimality of certain authorial decisions when compiling the text library of a textbook. The results of the study will be useful to authors of school textbooks on the Russian language and specialists in educational and methodological work.

Lexical Means of Hierarchization of Value Ideas about Russian Culture among Chinese Students (Based on Materials from the Textbooks “Russian Language for Universities” of the “Vostok” Series)

Introduction. The article analyzes the contexts of the textbooks published in the Peopleʼs Republic of China and addressed to students studying Russian at universities. The analysis includes contexts devoted to the realities of Russian culture and texts containing evaluative vocabulary. The purpose of the study is to present the lexical means used by the textbook authors to form a hierarchy of value ideas about Russian culture among Chinese students studying the Russian language. Methodology. The work was conducted in linguocultural and linguoaxiological aspects, using modern research into ethno-oriented methods of teaching Russian as a foreign language. Results. The analysis showed that one of the main means of creating ideas about Russian culture among Chinese students studying Russian as a foreign language is evaluative vocabulary, which is used to form a value picture of the world, hierarchically structured and determined by the ideas existing in Chinese culture. Conclusions. Words having evaluative meaning set a hierarchy in accordance with the evaluative scale reflected in them.

A. M. von-Wilken – the first director of the Vyatka Teachers' Institute

Introduction. Russian education at all stages of its development has always relied on the dedicated efforts of numerous educators: teachers, organizers of public schools and other educational institutions, as well as textbook authors. One of these workers of enlightenment was a prominent figure in Russian education in the first third of the twentieth century Alexander Modestovich von Wilken (1874-1934). The example of his life and practical pedagogical activity represent an enduring value over the years and a kind of example for modern teachers. Materials and methods. The author uses as research methods: analysis of historical and pedagogical, local history and memoir literature, biographical and historical methods, axiological (value) approach to the study of historical and pedagogical material. Results. The need to open a teachers' institute in the provincial town of Vyatka at the beginning of the XX century was explained by the lack of an educational institution for the training of teachers in this region. The tireless, selfless work of the first director of the Institute von Wilken contributed to the emergence of the first qualified specialists in the field of primary school education, served as an incentive for the development of general and special education in the Vyatka province. Despite the difficulties of wartime and the accompanying shortage of funds and equipment, the Vyatka Teachers' Institute, headed by von Wilken, coped with tasks assigned to it; in addition to the graduation of teachers, the Institute became the center of education in the region. The teaching staff of the Institute included the best teachers of the time. Director was forced to leave it in 1917, and his further fruitful educational and organizational work was carried out in Kazan. His activity has received recognition, which was evidenced by the assignment of the title "Hero of Labor" to him. Conclusion. The activity of von Wilken has left a bright mark in the history of Russian education. He went down in the history of Vyatka province as one of the most outstanding representatives of local education. The history of his life and work, as well as the history of the Vyatka Teachers' Institute deserves further comprehensive study

A WORD ABOUT THE PATRIARCH OF UKRAINIAN ANESTHESIOLOGY (TO THE 100TH ANNIVERSARY OF LEONARD PETROVYCH CHEPKY)

The article is dedicated to the 100th anniversary of the birth of Professor Leonard Petrovych Chepkyy, one of the founders and pioneers of anesthesiology in Ukraine, the author of the first doctoral dissertation in anesthesiology. Leonard Petrovych was the first Ukrainian professor of anesthesiology, the first head of the department of anesthesiology and intensive care at the Bogomolets National Medical University. He was one of those who created and developed the service of anesthesiology and intensive care. Author of more than 400 scientific works, including monographs, author of the first textbook on anesthesiology and resuscitation in Ukraine. Professor L.P. Chepky trained more than 80 dissertations, including 12 Doctors of Science. Honored Worker of Science and Technology of Ukraine. He is rightfully called the patriarch of domestic anesthesiology..

No pain, no gain: The structure and consequences of question difficulty in a management accounting course

An unrecognized choice made by accounting instructors is the degree of difficulty presented to students. Even if assessment is limited to multiple-choice materials, instructors can pick questions that vary from easy to very difficult. To do this, instructors depend on difficulty classifications provided by textbook authors and publishers. Using computer captured results from student efforts, this paper tests the integrity of these difficulty categories. This effort considers the impact of different grade consequences, different scoring systems, student aptitude and prior question exposure. The extent difficulty levels translate into student success variation is reported. The results generally support the publisher’s classifications. Nonetheless, interesting variations in the degree of these differences can be attributed to the context and consequences of question answering, as well as to the type of student asked to answer.

Analysis of the Arabic Language Textbook for Junior High School from the Perspective of the Education, Standards, Curiculum, and Assesment Agency (BSKAP)

Many textbooks available in the market require educators to be selective when choosing and using them as sources of knowledge to support learning. A high-quality textbook should align with the developmental and growth stages of students to achieve national educational goals. This study aims to evaluate and develop Arabic language textbooks based on BSKAP qualifications. The research employs a qualitative-evaluative approach, specifically a library research study with content analysis. For data analysis, Krippendorf's model is used, and the validity of the data is ensured by cross-checking the findings. The study's results highlight four aspects of textbook feasibility established by BSKAP: content/material feasibility, presentation feasibility, language feasibility, and design/graphic feasibility. Some indicators within each aspect require revisions, additional materials, and innovations from the authors of the Arabic textbooks under KMA 183 and the Arabic language educators who are implementing the independent curriculum.

CRITICAL DISCOURSE ANALYSIS OF SOCIO-CULTURAL CONTENT AND POST-PANDEMIC THEMES IN ENGLISH TEXTBOOKS FOR JUNIOR HIGH SCHOOL

The post-pandemic landscape, shaped by COVID-19, has ushered in substantial socio-cultural shifts, particularly in teaching and learning practices. The transition from traditional in-person learning to rapid adoption of online methods, followed by a return to in-person learning, necessitated adjustments in educational habits. This transformation is further emphasized by the Merdeka curriculum's implementation in the Academic Year 2022/2023, influencing the approach of textbook authors. This research uses Critical Discourse Analysis (CDA) and Fairclough's three-dimensional model to scrutinize five 7th-grade English textbooks from different publishers within the Merdeka curriculum framework. The analysis explores the socio-cultural and post-pandemic content, providing nuanced insights into how these materials address challenges and transformations induced by the COVID-19 pandemic. Acknowledging the inherent connection between language and socio-cultural elements, the study examines how the textbooks balance Western influences with Indonesian socio-cultural content. Additionally, it investigates how the textbooks incorporate memories of the global pandemic, contributing to the evolving landscape of English education in Indonesia.

Г.И. Челпанов — основатель первой психологической школы в России

<p>The article is devoted to an analytical review of the work of the Russian philosopher, psychologist and teacher Georgy Ivanovich Chelpanov and his scientific school. The article describes his educational, organizational, research and pedagogical activities in pre-revolutionary and Soviet Russia. Chelpanov created a system of higher psychological education, was the author of textbooks and scientific papers, defended the need for the development of psychology as an independent science based on a subject oriented methodology on theoretical and experimental basis. The Institute of Psychology at Moscow University became the place of formation of the first scientific psychological school in Russia. Its main idea is : psychology is an independent science with its own subject, research methods and areas of application in various fields of social practice. Chelpanov created the profession of a psychologist in demand in modern society, the process continues in the activities of his students and followers, the creators of new psychological schools.</p>