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Digital heritage portal interfaces are generally similar to digital library and search engine interfaces in displaying search results as a list of brief metadata records. The knowledge organization and search result display of these systems are item-centric, with little support for identifying relationships between items. This paper proposes a knowledge graph system and visualization interface as a promising solution for digital heritage systems to support users in browsing related items, understanding the relationships between items, and synthesizing a narrative on an issue. The paper discusses design issues for the knowledge graph, graph database, and graph visualization, and offers recommendations based on the authors' experience in developing three knowledge graph systems for archive and digital humanities resources: the Zubir Said personal archive collection at the Nanyang Academy of Fine Arts, Singapore; Singapore Pioneers social network; and Polyglot Medicine knowledge graph of Asian traditional and herbal medicine. Lessons learned from a small user study are incorporated in the discussion. [ABSTRACT FROM AUTHOR]

The article The Binding: Aogan O'Rathaille and Muckross Abbey (A Travelogue) recounts a true, eerie experience at Muckross Abbey in Ireland. Topics include the haunting atmosphere of the Abbey, where the author, in the midst of a stormy evening, encounters a formless, overwhelming presence he calls "The Fear," leading him to leave the site in haste.

Despite the substantial efforts made by higher education institutions to reduce dropout rates, a considerable proportion of students still discontinues their initial study program. In view of this situation, the present study aims to investigate whether participation in first-year courses for personal and academic support goes along with a decreased risk of student dropout, and to elucidate the underlying mechanisms. We draw on data from the German National Educational Panel Study (NEPS, student cohort) and apply mediation analysis based on event history models and linear regression models for students in the fields of mathematics/natural sciences and humanities. Our findings reveal that participation in social events for students in both subject groups and academic skills trainings for students in mathematics/ natural sciences is associated with a lower risk of student dropout, which is, partially, mediated by increased social integration. Attendants of bridging courses (often also referred to as summer bridge programs) do not have a lower risk of higher education dropout than students who did not participate. The results highlight the need for comprehensive evaluations of course effectiveness and a more frequently offering of academic skills trainings in STEM subjects. [ABSTRACT FROM AUTHOR]

This quasi‐experiment examines the self‐assessment of psychological empowerment in the workplace among humanities and social science graduates who completed one of four digital literacy courses and were employed in the business services sector 6 months after graduation. The four courses—information literacy, data literacy, visual literacy, and communication and collaboration—were designed using information literacy and digital skills frameworks and were offered to support students' employability. Psychological empowerment was measured with four dimensions: meaning, competence, self‐determination, and impact. Statistical inference with a probabilistic approach using Bayesian ANOVA was conducted. The four courses varied in their impact on empowerment, with the information literacy course corresponding to the highest empowerment scores. The training also related differentially to the four dimensions of empowerment, with the highest scores on meaning. Evidence indicates that digital literacy instruction supports the psychological empowerment of humanities and social science graduates employed in the business services sector. [ABSTRACT FROM AUTHOR]

Health care in the 21st century has emphasised science and technology-centred practice, which might lead to dehumanisation such that healthcare professionals come to treat patients less like persons and more like objects. A programme of humanities for healthcare professionals has been suggested as a solution to overcome the problem of dehumanisation. The OMNIBUS programme was developed in humanities curriculum for a Catholic nursing programme to foster students to have attributes of a 'Good Samaritan', a model for compassionate professional. This paper describes the effect of a four-year nursing programme with a humanities curriculum on students' compassionate attributes including bioethics awareness, cultural competency, empathy, and spirituality. It was a secondary data analysis using time-series data collected from nursing students. The levels of bioethics awareness and spirituality among the nursing students have improved. They maintained cultural competencies and empathy skills over time. Developing a humanities curriculum can be used as a strategy to teach Christian values to professional students without emphasising religious aspects. Plain Language Summary: The results of this study show that the humanities curriculum can have a positive influence on nurturing nursing professionals modelled on the Good Samaritan. The figure of the Good Samaritan has been presented as an important model for the identity of healthcare professionals since the introduction of Christianity to the West and provided the direction of numerous Christian healthcare practitioners and medical institutions. Given that the dignity of a person and the value of life is the foundation of the nursing profession, this article suggests a way for educators in charge of nurturing nursing students to strengthen the bioethics awareness and spirituality of nursing students through the humanities based on the Samaritan model. It can also help educators to recognise the need in improving empathic and cultural competencies among nursing students and at the same time. This article, showing the importance of a holistic view of the human being and how to foster such a view, can remind the essential identity of healthcare professionals in the modern healthcare service that focuses mainly on knowledge and technology. [ABSTRACT FROM AUTHOR]

Systematic reviews, and other forms of knowledge synthesis, are an increasingly popular research methodology being used in the sciences, humanities, and social sciences. Librarians are being called upon to support this work through consultation, instruction, and/or performing the systematic search on behalf of the research team. Professional development is essential for librarians to develop their skills and to build confidence when it comes to providing SR support to researchers. This article reports on a survey of American and Canadian academic librarians serving the Sciences, Humanities and Social Sciences. Participants' responses indicate their knowledge of SR support activities and identify potential areas to focus on for future training and professional development. [ABSTRACT FROM AUTHOR]

The Humanities Institute of Universidad Panamericana, Guadalajara (Mexico), has carefully crafted its own reading canon by incorporating in to its course design a learning outcomes framework that mirrors its Christian institutional mission. The paper presents an overview of this framework and of its implementation within the University's Gen Ed reading canon selection. It uses an excerpt of Bartolomé de las Casas' Apology as a case example of the practice. This text is used within a course of introductory Ethics delivered to 30 different student groups per year. The criteria used in its selection and suggested practices are detailed. Overall, the text shows the value of a learning outcomes approach to text selection in a core-text-based course. [ABSTRACT FROM AUTHOR]

The current anthropogenic climate crisis presents unique challenges to the higher education classroom. Pedagogy in the context of climate change must be attuned to complex and varied student experiences that can contend with feelings of anxiety, disconnection, distress and hopelessness. As educators and researchers, we collate our pedagogical approaches in the humanities and social sciences to progress ongoing discussions about climate pedagogy and highlight possibilities for action from Australia. Drawing on the inherent interconnectedness of our disciplines, we offer an interdisciplinary agenda for teaching in the climate crisis that is attuned to framing, positionality and reflexivity; multiple temporal and spatial scales; other ways of living and knowing; and creative action and activism to cultivate an affective classroom. [ABSTRACT FROM AUTHOR]

In the preface to the recent Festschrift in honor of Armin W. Geertz, the editors state that "in recent years consilience has become a catchword for designating the attempt to increasingly bring the natural and behavioural sciences into closer dialogue with the humanities," adding that historians of religions and cognitivists need to "engage in conversation with each other, as well as dialogue with colleagues in all neighbouring disciplines." Should consilience dictate the agenda for future scholarship in the science of religion(s), or should hermeneutics and history still provide resilience against the "scientification of religion?" This review essay aims to contribute to this current debate. [ABSTRACT FROM AUTHOR]

The article discusses the study of historical translations, emphasizing how manuscript sources have become invaluable in understanding early modern translation processes. Topics include the rarity of finding manuscripts that capture a translator's work in progress, the emphasis on translation challenges in printed prefaces to elevate a text's value, and specific historical examples, such as the translations of Boethius' Consolation of Philosophy and Horace's A Medicinable Morall.

Copyright of Journal of Sports Sciences Research / Spor Bilimleri Araştırmaları Dergisi is the property of Journal of Sport Sciences Researches / Spor Bilimleri Arastirmalari Dergisi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Empathy is an important aspect of therapeutic relationships in health and social care settings. Health educators can foster empathy development in learners through creative writing activities. Drawing on the humanities, specifically poetry, this paper offers strategies for educators to support empathy development in learners, with a focus on service user poetry and associated creative writing activities. We discuss how poetry can enable alternative perspectives about care to emerge thereby challenging previously held assumptions about mental and physical states. Using poetry can enable a rehearsal of empathy by bringing experiences to the learner in a safe and facilitated environment. Through creative writing activities, we believe that students can learn to better understand and empathise with others, as well as explore their own feelings and experiences related to caregiving, to support self-care. [ABSTRACT FROM AUTHOR]

The article focuses on the examination of American literary institutions around 1900, particularly through the lens of Sinclair Lewis's critiques of the institutionalization of literature. Topics include the coercive nature of literary institutions and their impact on writers, the historical emergence and evolution of these institutions, and the experiences of marginalized voices, particularly Black writers, within these structures.

The article focuses on the complex role of literary institutions in shaping U.S. literary culture, highlighting their dual nature as both supportive and constraining forces. Topics include the historical emergence of literary institutions at the turn of the twentieth century, the impact of social and political factors on literary education and publishing, and the ongoing challenges faced by humanities departments and institutions in contemporary society.

"Searching for the Captain's House" is the documentation of interwoven histories. Family histories, family vacations, and the relationships that solidify or erode across the years. Natural histories, local histories, and geologies shift with the tides. It is also a meditation on taking and viewing photographs – specifically vacation photographs – as one approach to participating in broader, post-anthropocentric/new materialist conversations afoot in performance studies (and the Humanities more generally). This piece uses photography and autoethnographic writing to explore the personal and performative dimensions of a new materialist perspective that examines the ontological foundations of performance as a more-than-human enterprise. [ABSTRACT FROM AUTHOR]

Globally, the issue of research impact has grown as governments articulate policies around research as a contributor to economic and societal development, often through an econometric justification. This has triggered much discussion amongst humanities scholars in public formally-reasoned peer-reviewed texts that are rarely empirically-based. This Denmark-based empirical study used an individual biographical and historical structural framework to explore how humanities academics in face-to-face semi-formal interactive interviews viewed this issue. The results highlighted a nuanced understanding of what we call the humanities-impact landscape, with three potential interactions falling along a continuum suggesting further inquiry is warranted. The study contributes a rich tapestry of the interwoven individual and structural elements at play when academics articulate how they locate themselves within the landscape, ones that might not be seen in more conceptual arguments. [ABSTRACT FROM AUTHOR]

Identifying factors influencing career preferences is relevant for faculty, education planners, and authorities when designing educational policies. However, these factors vary according to the socioeconomic context. We estimate a discrete choice model to investigate the determinants of career preferences using a survey of high school students (n = 1,658) in Santiago, Chile. Results show that gender, academic performance, type of school, parents' occupation, and high school track are significant, but their influences vary among career categories. We concluded that a gender gap exists. Males are more prone to choose STEM areas, whereas females prefer humanities and health careers. The influence of the parents' occupation is evident in specific fields, with differences between girls and boys. High school vocational track influences career preferences. [ABSTRACT FROM AUTHOR]

This study aimed to measure the level of self-awareness among university faculty members, considering various demographic variables such as gender, academic specializations, and experience. The research was conducted on a sample of faculty members from four universities in Jordan and the United Arab Emirates (UAE): two from Jordan and two from the UAE. A sample of 172 faculty members was selected using an appropriate non-probability sampling technique. The researchers invited the entire study sample to participate in the self-awareness scale (SAS), developed using a translated Arabic version. The study found that the level of self-awareness among the sample was moderately average, with a mean score of 3.54. Additionally, according to the survey, there were no discernible gender disparities in self-awareness among university faculty members. However, there were statistically significant differences among faculty members in the sub-dimensions of realistic caution and self-reflection based on the experience variable, favoring faculty members with 11 or more years of experience. Significant differences were also observed in realistic awareness and indifference to external cues among faculty members specializing in humanities and social sciences compared to those in other specializations. [ABSTRACT FROM AUTHOR]

The article focuses on the value of folklore training in developing public humanities initiatives, particularly through podcasting. Topics include the role of public humanities in addressing the crisis in humanities education, the skills derived from folklore studies that contribute to effective podcast creation, and the practical benefits of using podcasts to engage broader audiences outside academia.

The predominant empirical focus of academic entrepreneurship research has been in the science, technology and engineering domains. To date there has been a limited research and empirical focus on academic entrepreneurship in the humanities, arts and social sciences (HASS). This is against a background of the growing societal and policy recognition of the important contributions and impact of HASS based research. The purpose of this paper through a systematic literature review is to examine the current state of academic entrepreneurship research in HASS. Our systematic literature identified four key themes namely, actors,barriers,mechanismsandmeasurementandevaluation. From this, we develop and outline a research agenda for academic entrepreneurship in HASS. [ABSTRACT FROM AUTHOR]

This case study combines Stephen Brookfield's Critical Incident Questionnaire (CIQ) and Tuckman's phases of small group development to study students' perception of teamwork within a humanities course. As the semester progressed and students' experiences within the team cycle evolved, their reliance towards direct teaching decreased and their degree of satisfaction with group dynamics and productivity increased. An exit survey, more specifically focused on skills learned through teamwork, revealed that adjourning and transforming are two distinct phases in succession. These findings diverge from existing literature, which often refers to adjourning and transforming either as the same phase, or as alternative directions. Tuckman's model was slightly modified to take these discoveries into account. [ABSTRACT FROM AUTHOR]

Background: The Polish educational system for nurses has undergone a substantial transformation over the past two decades, with the introduction of a mandatory university education that encompasses humanization in medicine. Consequently, nurses who had been licensed to practice before the implementation of the reform returned to universities to pursue master's degrees alongside their younger colleagues who had only recently obtained bachelor's degrees. This distinctive learning environment, in which nurses of varying ages and years of practice study together, offers an opportunity to gain insight into their perspectives on the educational process. Accordingly, the present study aims to examine the opinions of Polish postgraduate nursing students at one university regarding medical humanization courses, focusing on the extent to which these opinions are shaped by age, years of service, and specialty of nursing care. Methods: From February to June 2023, an anonymous survey was conducted on the university's online platform, involving 89 out of 169 participants in the master's degree nursing program. The newly designed questionnaire comprised 15 primary questions and 11 metric questions. Results: The study population consisted of registered nurses with a mean age of 35 years (ranging from 22 to 54 years). The majority of participants were women (97.8%). The analysis revealed that older students (Spearman's rho 0.480, p < 0.001) and those with more years of professional experience (Spearman's rho 0.377, p < 0.001) perceived humanizing classes as a vital component of nurse training and work. Younger and less experienced students did not share this perspective. Specialization status was also identified as a differentiating factor (Chi² = 10.830, p < 0.05). However, other characteristics, including the number of positions held during the survey, the type of position, the primary employer, and the nature of work (shift or non-shift), did not exhibit statistically significant differentiation among participants. Conclusions: This study found age- and work-experience-related differences in nursing students' opinions toward courses teaching humanization in health care. The results suggest that changing the teaching format and involving older and more experienced students in sharing experiences with younger and less experienced students could potentially improve the implementation of learned skills in clinical practice. [ABSTRACT FROM AUTHOR]

From pandemics to political campaigns, online misinformation has become acute. In response, a plethora of interventions have been offered, from debunking and prebunking to fact-checking and labeling. While the technical efficacy of these "solutions" are debatable, I suggest a more fundamental failure: they rely on a humanlike caricature, a rational and ethical figure who only needs better facts to disavow misguided misinfo practices. Instead I argue that misinformation studies must incorporate a more holistic human. Drawing from the broader humanities, this article conceptualizes the actually-existing human who can be emotional, factional, and bigoted – all qualities instrumentalized and amplified by online media. Reinserting this missing figure reintroduces agency and antipathy into misinformation studies. Misinformation is not something done to innocent subjects who merely need to be educated, but is an active practice shaped by identity and sociality that reflects the contradictions and frictions intrinsic to human nature. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic has exposed the precarious porosity of the human body. Biological vulnerability and the fear of contagion in recent times has prompted the exercise of caution by enforcing distinct demarcating boundaries between the environment, the self, and the other. Thus, the faculty of touch is restricted despite its importance in functional, developmental, haptic, intimate, non-verbal, therapeutic, cultural, and social dimensions. Avenues of direct contact have been barred, with digital and mediated touch dominating various spheres. The lived experience of a population negotiating with the loss of tactile contact finds expression within the subjective narratives of the viral subject detailed insightfully through the medium of comics. Taking instances from graphic medicine, this paper aims to analyse the parameters of touch and tactility during the COVID-19 pandemic by close reading comic panels from various sources. [ABSTRACT FROM AUTHOR]

We explore the potential of libcitations from local research‐oriented and public library catalogues for a study of the societal and cultural impact of books authored by academics from the Social Sciences and Humanities (SSH). The study relies on data from the bibliographic database VABB‐SHW, the Flemish public library catalogue Cultuurconnect, and the Belgian research library catalogue UniCat. We find that whereas a majority of academically authored SSH books appear in research‐oriented libraries, the holdings in public libraries are limited. However, libcitations in public libraries are indicative of societal and cultural impact, particularly for books written in the domestic language (in this case Dutch) and books that are not primarily aimed at academic peers (and are not peer‐reviewed). Additionally, we find that the books held in local libraries include different genres and dissemination types, as SSH scholars contribute to the creation of societal and cultural impact in a variety of ways. An overview of the types of books attaining high scores in public and research‐oriented libraries showcases avenues for the creation of societal impact through popularized literature. [ABSTRACT FROM AUTHOR]

Partaking in the editorial process of an academic journal is both a challenging and rewarding experience. It takes a village of dedicated individuals with a vested interest in the dissemination and sharing of high-quality research outputs. As members of the editorial team of an open access data journal, we reflect on the emergence of data-driven open research, a new journal genre (data paper), and a new journal type (data journal) in the Arts, Humanities, and Social Sciences (AHSS). Access to data—the currency of empirical research—is valuable to the research community, crucial to scientific integrity, and leads to cumulative advancements in knowledge. It therefore requires significant investment and appropriate venues for dissemination. We illustrate the necessity of raising awareness about data-driven open research and best practices in data-driven publishing. We discuss how it involves building a community of authors and readers, establishing a company of editors, reviewers, and support staff, and passing on the practice, which has been challenging the status quo in research and publishing. Potential future directions are considered, including data peer review and reward, recognition, and funding structures for data sharing. [ABSTRACT FROM AUTHOR]

As research continues to dissect the impacts of the COVID-19 pandemic on the teaching profession, the experiences of teachers of Color remain overlooked. Thus, this article explicitly centers the lived experiences and insider knowledge of six secondary teachers of Color who taught virtually during the pandemic to answer the question, "How do teachers of Color describe the change in their practices and pedagogies as a result of the COVID-19 pandemic?" Their narratives described how they cultivated humanizing relationships with students in a virtual context, how their teaching practices and pedagogies shifted to prioritize students' needs, and how they rejected deficit, neoliberal discourses of "learning loss" espoused during the pandemic. Collectively, their actions embodied elements of authentic caring that prioritized and sustained the humanities of students of Color during a time of immense upheaval. Their narratives underscore the importance of cultivating and enacting authentic caring to challenge harmful schooling practices during times of crisis and beyond. [ABSTRACT FROM AUTHOR]

Background and Objectives: Mental disorders affect around 20% of children and teenagers worldwide, resulting in a decrease in academic success and progress, ultimately resulting in a decrease in their academic performance. This research aimed to determine the level of mental health literacy for high school students in eastern Iran in 2023. Materials and Methods: This descriptive-analytical cross-sectional study was conducted on 348 high school students in Zirkuh City, Iran, using a cluster sampling method. The data was gathered by a 29-item questionnaire known as the Mental Health Literacy Scale (MHLS). Mann-Whitney U-test and Kruskal-Wallis test were utilized for data analysis at a significant level of 0.05. Results: The study included 348 students with a µ (SD) age of 16.27 (0.89) years. Of these, 176 (50.6%) were female. Most students (53.2%) scored low in MHL with a µ (SD) score of 79.3 (9.2). The most common source of mental health knowledge was "Internet and friends" (65.5%). The mean score of "help-seeking attitudes" was significantly higher in students of natural sciences (P<0.03) and technical sciences (P<0.02) than those in humanities. There was a significant difference in the mean score of MHL, the ability to recognize disorders, and help-seeking attitudes based on the father's occupation. The mean scores for MHL and help-seeking attitudes were higher among self-employed fathers than those involved in farming and animal husbandry occupations (P<0.001). The study found that students whose fathers were teachers had a higher ability to recognize disorders compared to the other groups (P<0.001). Conclusion: Based on the results of the study, the level of MHL of the students participating in the study was not favourable. Therefore, it is necessary to develop educational interventions for students and their parents with their teachers' aim. [ABSTRACT FROM AUTHOR]

Pharmacy is not only a science; it is also a profession, a trade and an art. As such, it frequently encounters society, where it leaves its impact in a way which is probably unique among the natural and life sciences. In turn, individuals and society have become increasingly dynamic and also often critical of modern pharmacy and its products. This poses a multitude of intra- and extra-scientific questions which cannot be studied with the traditional tools of pharmacy. Addressing them requires additional expertise from a wide range of disciplines, including social sciences, psychology, ethics and other branches of philosophy. Pharmasophy aims to bring this kind of wisdom to pharmacy by taking a holistic view of pharmacy and pharmaceuticals, from the process of research and development to regulation, distribution, application and compliance. In doing so, it aims to master some of the challenges facing pharmacy in the 21st century [ABSTRACT FROM AUTHOR]

Celebrating Calabria is the result of a program, primarily launched by the Italian Diaspora Studies Association in collaboration with the Department of Humanities of the University of Calabria, aimed to investigate the Italian diaspora from a truly transnational perspective. Nonetheless, Celebrating Calabria is much more than a mere collection, nor does the volume simply aim at glorifying the beauties of Calabria and its cultural heritage. Unquestionably, its scope is much wider and more profound. Indeed, this inspiring and wonderfully invigorating anthology is a celebration of life, as well as a truly polyphonic book, structured around two main interlaced concepts, which this essay sets out to explore: the broadening of (often stereotypical) ideas and conceptions regarding identity and self-definition; the construction of an imaginary community beyond borders. [ABSTRACT FROM AUTHOR]

How can an extension of the legal perspective with the idea of narrative unity be presented using the law and literature movement? Considering law as a complex semiotic object that is a product (and carrier) of culture makes it possible to see elements of narrativity from a theoretical and legal perspective. This is a significant phenomenon, especially aft er the cultural turn in the humanities. This article presents a problematisation of narrativity in legal discourse and the theory of law. As is well known, the theory of narration and the concept of narrativity have been widely used in the humanities, mainly in literary theory. I propose extending the narrative perspective to law by showing what research directions can be observed when using the concept of narration in the ethical and aesthetic dimensions of law. Finally, I discuss the thesis of narrative identity in relation to law. I adopt the perspective of examining law in the light of literary analysis. [ABSTRACT FROM AUTHOR]

In this article, we argue that the current concept of the legal subject should be expanded to include narrative identity, in other words that the narrative subject of law should be recognised. With this aim in mind, we firstly (i) identify the philosophical assumptions and tools necessary to articulate the thesis of homo narrans. We find them in Martin Heidegger's work Being and time, where he made a groundbreaking contribution to twentieth-century philosophy by deconstructing the concept of the subject. Then (ii) we discuss the key theoretical-legal assumptions and tools related to the legal turn we advocate, and finally (iii) we indicate – provisionally and in broad outline – the key consequences of recognising the narrative legal subject of law in the justice system. [ABSTRACT FROM AUTHOR]

India is investing more in religious diplomacy, arguing that the world might learn lessons from that country's extraordinary repository of philosophical and spiritual traditions. This diplomacy has an increasingly Hindu character, reflecting the present government's conviction that India is essentially a Hindu civilization. This article examines the drivers of India's contemporary religious diplomacy, its target audiences, its practitioners within and outside the government, and its likely influence. It argues that India's religious diplomacy is unusual in terms of its target audiences and the message aimed at each of them, and in terms of its messengers, which include several Hindu nationalist social movements and elements of the Indian diaspora. It argues too that the impact of these efforts remains unclear. [ABSTRACT FROM AUTHOR]

Copyright of Social Science Information is the property of Sage Publications, Ltd. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Direito e Práxis is the property of Editora da Universidade do Estado do Rio de Janeiro (EdUERJ) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

What is it for philosophy to make progress? While various putative forms of philosophical progress have been explored in some depth, this overarching question is rarely addressed explicitly, perhaps because it has been assumed to be intractable or unlikely to have a single, unified answer. In this paper, we aim to show that the question is tractable, that it does admit of a single, unified answer, and that one such answer is plausible. This answer is, roughly, that philosophical progress consists in putting people in a position to increase their understanding, where 'increased understanding' is a matter of better representing the network of dependence relations between phenomena. After identifying four desiderata for an account of philosophical progress, we argue that our account meets the desiderata in a particularly satisfying way. Among other things, the account explains how various other achievements, such as philosophical arguments, counterexamples, and distinctions, may contribute to progress. Finally, we consider the implications of our account for the pressing and contentious question of how much progress has been made in philosophy. [ABSTRACT FROM AUTHOR]

On the occasion of the tenth anniversary of the publication of the article "Theory of new media and the transformation of a medium into a subject?" by Jan Kořenský, one of the most influential Czech linguists, it is important to evaluate his influence and visionary ideas that remain relevant even today. In his 2014 article, Kořenský predicted fundamental changes caused by technological progress, where new communication technologies change their role from mere means to acting entities with profound impacts on society. When he made these predictions, ocial networks such as Facebook and Instagram were examples of technologies affecting interpersonal relationships and the identity of users. Today, a decade later, the debate is shifting to artificial intelligence, raising questions about the future of work and the role of humanity. This article not only reflects Kořensky's analysis of technological change, but also explores the current concerns and potential impacts of AI on society, science, and ethics. Kořenský's theories remain an inspiration not only for linguists, but also for the general public dealing with the influence of technology on our reality. [ABSTRACT FROM AUTHOR]

This article discusses the meaning of judgment in engineering and engineering education, and it does so by introducing the work of political thinker Hannah Arendt. The argument presents Arendt's non-cognitivist account of judgment as a counterpoint to prevailing conceptions of engineering judgment. Moreover, it suggests that Arendt's unique perspective on what it means to be human in the context of modern technoscience is relevant to the discussion on the place of the humanities and liberal arts in engineering education. [ABSTRACT FROM AUTHOR]

Some arguments against David Lewis's modal realism seek to exploit apparent inconsistencies between it and anthropic reasoning. A recent argument, in particular, seeks to exploit an inconsistency between modal realism and typicality anthropic premises, premises common in the literature on physical multiverses, to the effect that observers who are like human observers in certain respects must be typical in the relevant multiverse. Here I argue that typicality premises are not applicable to the description of Lewis's metaphysical multiverse, where the proportions of metaphysically possible observers possessing the pertinent properties can be independently established by metaphysical reasoning. However, other kinds of reasonable anthropic premises can be seen to be consistent with and usable within modal realism. [ABSTRACT FROM AUTHOR]

The present two studies investigated whether students' development of epistemic beliefs about the educational sciences (study A; N = 152) and linguistics (study B; N = 150) can be affected by authentic learning activities in an out-of-school lab (OSL). OSLs aim to engage students in authentic activities that attempt to simulate the ways how scientists gather new knowledge, making an impact on students' epistemic beliefs likely. To test this assumption, the two (quasi-)experimental studies each compared a highly authentic with a less authentic activity and assessed students' epistemic beliefs before and after the students' visit to the OSL. We also analyzed how students' epistemic beliefs relate to their perceived authenticity of the learning activity, their situational interest, and their knowledge acquisition. The findings suggest that authentic activities in OSLs have no effect on students' epistemic beliefs, as students in both conditions either developed more sophisticated beliefs (study A) or changed their beliefs in the less authentic condition only (study B). Correlational analyses further show that students' epistemic beliefs about the texture of knowledge are negatively associated with both their perceived authenticity of the learning activity (studies A and B) and their situational interest (study A only). In contrast, students' epistemic beliefs about the variability of knowledge are positively correlated with their perceived authenticity and their knowledge acquisition (both in study A only). The findings are discussed in light of previous research on both students' epistemic beliefs and authentic learning in OSLs. [ABSTRACT FROM AUTHOR]

Diabetes is increasing significantly in the world especially among low- and middle-income countries including Algeria where it is ranked second in term of morbidity. This study was conducted aiming to evaluate the level of knowledge and lifestyle practice among Algerian university students. A national online cross-sectional survey was conducted between 14 November 2022 and 11 February 2023. 417 students answered the questionnaire. Demographically, females (82%), singles (86.1%), students aged between 20 and 30 years old (62.2%) and those living in urban areas (86.8%) were the most represented. More than half were students of bachelor level (52.3%) and were mainly studying in Natural and Life Sciences (37.2%) and Humanities (29.5%) faculties, and 10.6% of them declared living with diabetes. Overall, an average percentage of 75.1% correct responses was obtained and 54.6% of the respondents have shown a high level of knowledge. If age, the field of study and paternal education were associated with a high level of knowledge, being a Health Sciences student (OR: 10.175, CI 95%: 2.985–34.677) and being diabetic (OR: 10.486, CI95%: 3.424–32.12) were highly significant factors (p < 0.01). Regarding lifestyle practice, a moderate level of good practice of 54.2% was obtained and the level of knowledge was the only associated factor. These results described that some gaps of knowledge were observed especially among certain categories including students without formal education in Health, and Natural and Life Sciences. Results of this study could be helpful to the health program deciders in their campaigns of prevention against this silent disease. [ABSTRACT FROM AUTHOR]

The role of a university education is to transform and develop communities through the production of academically competent graduates and research, as well as through knowledge creation. However, research has shown that the level of unemployment in South Africa remains high despite the increasing number of graduates. The Faculty of the Humanities at a South African university has been intentional in impacting communities by inculcating a culture of entrepreneurship among students. In this article, I reflect on a case study of students from various disciplines, at both undergraduate and postgraduate levels, who have been mentored in entrepreneurship, have registered a business, and interacted with communities to provide identified services. I follow a participatory research approach to engage the students in a reflection on their relationships with the community members and on the impact of their interventions on these communities. I also analysed the data collected through a focus group discussion and semi-structured interviews to identify common themes and determine the attributes developed by students as they engaged in entrepreneurship. The findings from the reflections demonstrate the humanities students' perceived value of entrepreneurship on communities' development and graduates' employability. [ABSTRACT FROM AUTHOR]

In this article, I will focus on a reading of Moby Dick based on the identification between the two key figures of the work: Ahab, the captain who tries to transgress the limits of the human, according to the terminology of the philosophy of Trias, and a narrator, Ishmael, who seems to know every thought of the Pequod's crew and whose entry into the narrative already raises a doubt as to his identity. To do this, I will use Eugenio Trias' philosophy of the limit as methodology. [ABSTRACT FROM AUTHOR]

In this article, we investigate how tertiary humanities students' perceptions of the study environment, dropout considerations, and background variables, respectively, explain variations in dropout. Based on Tinto's Institutional Departure Model and a systematic review of the dropout literature, the study environment comprised an academic system, a social system, and teaching. Multivariate statistical analyses in the form of explorative factor analysis and logistic bivariate regressions were used on half-early register and survey data from all humanities students at a Danish university [University of Southern Denmark], matriculated in 2017–2019. This article found that students' perceptions of their study environment explained between 15.8% and 36.9% of dropout, whereas dropout considerations and background parameters explained only between 0 and 9.1% and between 7.9 and 21.4% of dropout, respectively. We hereby present and discuss the results obtained during different terms. The discussion revolves around the proposed research instrument and the longitudinal research methodology, as well as around what we could learn from this study about being a humanities student and about study environments that could help us increase the number of graduates. [ABSTRACT FROM AUTHOR]

Post-course instructor ratings are a common practice at universities in Europe, Australia, and North America. Rather than solely describing teaching practice, however, such ratings may be associated with a range of non-pedagogical factors. We explored engineering students' instructor ratings at a large United States institution, investigating relationships between overall instructor rating and some of those non-pedagogical factors, including subject area, class size, and students' course grades. Instructor ratings were more favourable in humanities courses than in science or math courses, and students gave higher ratings to instructors who taught smaller class sizes. The strongest relationship existed between overall rating and students' course grades: students who received A's rated instructors an average 0.84 points higher on a 6-point scale than students who received F's. Students who withdrew from a course provided the lowest instructor ratings. When instructor ratings are used as metrics of teaching ability in discussions related to promotion, tenure, or salary adjustments, there is an inherent inequity in the system that must be acknowledged beyond already well-documented biases, as non-pedagogical factors often outside of the instructor's control may be significantly associated with those ratings. [ABSTRACT FROM AUTHOR]