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Over the last decade, British universities have become increasingly reliant on an instrumentalist rhetoric to defend the ongoing relevance of research and teaching in the Humanities. This has resulted in a new chapter in the long-running saga concerning the crisis (purported or real) of Modern Languages alongside the study of literature. The very flexibility condemning traditional Modern Languages curricula to the past nevertheless offers new opportunities for literary study when used for the development of new skills. In this article, I employ my experience of a research-led undergraduate project on the UK stage legacy of Federico García Lorca as a case study to suggest ways in which the study of literature and theatre might be revamped. [ABSTRACT FROM AUTHOR]

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]

A precisely formulated research question is becoming increasingly important within the humanities. This applies not only to research funding applications, but also to articles, papers, and student theses. This article presents a tool allowing students to develop research questions on their own, which is open enough to allow for a wide variety of research questions, while still giving users sufficient guidance to formulate a precise question. It also offers a concrete roadmap for students to use in developing their research question. [ABSTRACT FROM AUTHOR]

The political, social, and institutional environments in which contemporary universities operate have changed rather dramatically over the past two decades in ways that threaten the resilience of the academic core, both in its ability to map knowledge comprehensively and also to maintain a balance between the branches of the humanities, social sciences, and natural sciences. This paper traces historical changes (2003–2019) in the academic core of two "flagship" research-intensive universities located in Northern Europe. The results show that some branches of the academic core are undergoing dynamic processes of program churn that make them resilient. Furthermore, the data show that this resilience is enabled in large part by bridging different branches of knowledge by establishing what we term interbranch programs. In addition to the abovementioned findings, the paper links ongoing discussions regarding change in HE systems and institutions to the literature on organizational resilience, and it advances insights for a possible future theory of how adaptation plays out in the academic core over time. [ABSTRACT FROM AUTHOR]

The digital humanities have developed in concert with online systems that increase the accessibility and speed of learning. Whereas previously students were immersed in the fluidity of campus life, they have become suspended and drawn-into various streams and currents of digital pedagogy, which articulate new forms of epistemological movement, often operating at speeds outside the lived time and rhythm of human thought. When assessing learning technologies, we have to consider the degree to which they complement the rhythms immanent to human thought, knowledge, investigation, and experimentation. In this paper, we examine learning from a humanities perspective, arguing that reading, writing, and thinking are ways of learning underscored by various genres of movement that segue with or diverge from the movements inherent to digital technologies, especially those deployed in learning systems. Using the work of thinkers such as John Dewey and Michel Serres, we examine the importance of movement in dialogue, where to truly learn involves embedding oneself in the flow of thought, accepting the flexibility of concepts, and aligning oneself with a community of thinkers. [ABSTRACT FROM AUTHOR]

The arts and humanities (A&H) play a fundamental role in medical education by supporting medical learners' development of core competencies. Like all medical curricula, those integrating the A&H are more likely to achieve the desired outcomes when the learning domains, goals, objectives, activities, and evaluation strategies are well-aligned. Few faculty development programs focus on helping medical educators design A&H curricula in a scholarly manner. The Prism Model, an evidence-based tool, supports educators developing A&H medical curricula in a rigorous way for maximum impact. The model posits that the A&H can serve four pedagogical functions for medical learners: 1) skill mastery, 2) perspective taking, 3) personal insight, and 4) social advocacy. Although this model has been described in the literature, no practical guidance exists for medical educators seeking to apply it to the development of a specific curriculum. This paper provides a step-by-step demonstration of how to use the Prism Model to design an A&H curriculum. Beginning with the first step of selecting a learning domain through the final step of curriculum evaluation, this paper helps medical educators apply the Prism Model to develop A&H curricula with intentionality and rigour to achieve the desired learning outcomes. [ABSTRACT FROM AUTHOR]

Curriculum, as a policy and way of moving through educational experience, is entwined with an ongoing history of invasion in Australia and similar invader‐colonial contexts. As a result of this, the conceptual foundations of curriculum in Australia reproduce colonial epistemologies as normative modes of knowing and consideration. One way of seeing how this is possible and easily reproduced is through a consideration of how renderings and representations of "place" – the complex entanglements of lands, histories, and identit(y/ies) – mediate both how (a) invasion can be normalised as a historical, geographic, and political "placial" reality, and (b) students and teachers might experience education in and of place. Indeed, "place" is a central guiding concept in official curriculum policy just as much as place is an experienced curriculum both within the school and in the broader world. In this respect, this paper looks to unpack how the concept of place is represented in curriculum policy and the attendant assumptions and implicit discourses that this (re)produces about the experiences of people in/of invaded place. Through a look at the coming revision to the Humanities and Social Science's learning area of the Australian Curriculum, I look to how the curriculum as policy frames place as synonymous with invader place epistemically and how this mediates what students can know and themselves feel about the embodied experience of learning about/in/of place. [ABSTRACT FROM AUTHOR]

Queer has existed in academia since the late twentieth century and has developed into a prominent theoretical orientation and subject of academic inquiry. Although queer theory originates within critical spheres of the humanities, social work has tepidly adopted it and subsequently domesticated it. This paper considers what might be dangerous about a tamed, academic queerness. Equally, what might be exciting for social work about a combative and wholly unknowable version of queer. [ABSTRACT FROM AUTHOR]

This paper develops an internal critique of Graham Oppy's metaphilosophy of religion – his theories of argumentation, worldview comparison, and epistemic justification. First, it presents Oppy's views and his main reasons in their favor. Second, it argues that Oppy is committed to two claims – that only truth-conducive reasons can justify philosophical belief and that such justification depends entirely on one's judgments about the theoretical virtues of comprehensive worldviews – that jointly entail the unacceptable conclusion that philosophical beliefs cannot be justified. Third, it briefly argues that of his two claims, it is his thoroughgoing coherentism that should be rejected. [ABSTRACT FROM AUTHOR]

In the era of visual media, cities, and society are represented, experienced, and interpreted through images. The need for interdisciplinary visual approaches, therefore, is indisputable. By focusing on cinema, this paper aims to develop a conceptual, methodological framework through which theory helps a broad range of researchers in social sciences, humanities, and arts interpret the represented phenomenon. Based on Peirce's model of signs, the framework provides the basis for a dynamic interpretation of the city and society. This paper shows that Peircean cinesemiotics takes advantage of theory in three ways: First, as the basis that provides scholars with clues necessary for identifying eligible "image-signs"; second, as the guiding framework that helps them reach a final interpretation; third, as ideas are being criticized from visual perspectives. As an example of its application, using Jane Jacobs' "The Death and Life of Great American Cities," the final part of the paper applies Peircean cinesemiotics to an image-sign from Death Wish (2018) and interprets it as the representation of safety/crime in a neighborhood. [ABSTRACT FROM AUTHOR]

In 2023 Problemy Ekorozwoju/Problems of Sustainable Development turned 18, entering adulthood one could say. The journal debuted on January 1, 2006 as a philosophical journal published only in Polish. From 2008 we begun to publish papers also in English and soon decided to publish only in English. The scope of the journal was expanded and we begun to be multidisciplinary, publishing papers from the humanities, economics and technical sciences (especially environmental engineering). We have always, however, been devoted to sustainable development problematics. Our wider approach offers a chance for Polish scientists to present their research in an international journal (also from the field of humanities, where there are fewer possibilities for international presentations) to foreign scholars and vice versa. Since there are no fees, the journal also is more accessible for scientists from poorer countries. So far we have published 36 numbers (18 issues) with almost 700 scientific papers. From 2010 the journal has been fully indexed in the Web of Science and Scopus. The current IF is 1.1 (in the previous year it was 0.864). Other metrics include: CiteScore (Scopus): 1.9, highest percentile: 57%, Index Copernicus Value ICV: 148.59 and SJR Scimago Journal & Country Rank h-Index: 21. Over the last few years one could observe improvement in all of our international parameters. We have always been an Open Access journal. In recent years we introduced DOI numbers, Open Access Statement and Copyright Rights, Publication Ethics and Malpractice Statement. Soon we will also be visible in the Journal Checker Tool. From this number we are introducing Open Journal System (OJS). Currently the journal has the patronage of the European Academy of Science and Arts (Salzburg, Austria). The publisher is and has always been the Lublin University of Technology (Lublin, Poland). [ABSTRACT FROM AUTHOR]

The main aim of the paper is to analyse T. G Masaryk's ideas about the importance of education in democratic systems. In particular, the study analyses the ideas that Masaryk associates directly or indirectly with the nature of democracy or with the improvement of the democratic system through changes in the education system. The first part of the paper traces the basic aspects of democratic systems in his work that immediately condition ideas about the importance and role of education in democratic systems. The second part analyses the importance of education in the reproduction of national values, the role of the arts and humanities in the formation of the "democratic man", and the significance of education of broad social strata and political authorities in democratic systems. [ABSTRACT FROM AUTHOR]

This article examines the predictors of gender-specific literature production in the field of social sciences and humanities (SSH). The research used bibliometric information on 1132 gender-related articles by authors with Romanian affiliations. Binary logistic regression shows the individual and institutional factors of a paper's likelihood of including gender-related words in its title. Weak institutionalisation of Gender Studies marks this national context, reflected in the marginal and discontinuous integration in the curriculum of higher-education institutions. Our findings suggest that the female gender of the first or a single author, as well as the authors' affiliation with Romanian universities running master's programmes in Gender Studies, are positively associated with the outcome variable. Likewise, single-author articles have greater odds than co-authored articles of including a reference to gender in their titles. Conversely, articles published in journals in the JIF third quartile of the JCR hierarchy have less chance of having a title that conveys an orientation towards gender-specific research. The implications of our findings suggest that the decision-makers at the level of faculties and research institutes in SSH must focus on creating a facilitating environment for scholarly interest in feminist research. We propose tackling the negative stereotypes regarding feminism's ideological underpinnings and its ostensible lack of epistemological foundation. Romania is a country still facing significant domestic violence and poor gender equality, so these findings have further implications at the societal level. [ABSTRACT FROM AUTHOR]

The question of Tibetan refugees retains a unique matrix in world history. Though many Tibetans have fled from their motherland and settled in various parts of the world, they still believe themselves to be Tibetan citizens. Aaniya Asrani, through her three-part graphic non-fiction series Portraits of Exile, looks at the lives of Tibetans in exile residing in Bylakuppe. It is a geoGraphic novel that combines the spatial qualities of comics with geographical methods and is the first graphic narrative produced in India concerning the Tibetan experience. Asrani uses landscapes as fabrics for expressing the truth of refugeehood, and cultural trauma recalled through individual experiences. The paper attempts to look at Asrani's mapping project from the perspective of Geohumanities; her use of maps, structuring of landscapes, and assertion of identities is looked upon using the lens of narrative cartography, cultural geography, and place identity, respectively. [ABSTRACT FROM AUTHOR]

What is Christendom in international relations? We argue that Christendom does not equate to a long-lost historical empire but an enduring imaginary of a political order where government secures the church and the church ministers to government. Such imaginaries have taken a diverse range of historical and geographical forms, which have barely been explored in International Relations (IR). They may be state-centric or decentered. As intellectual historians of the discipline have demonstrated, international relations was founded on a Christendom ontology and theology, and then rapidly forgot that fact. One major feature of this forgetting is a narrow historical conception of Christendom—its equation with Latin Christendom—in contrast with the wealth of scholarship in the humanities, which has revealed various conceptual forms and discursive practices of Christendom from at least the fourth century CE to the present. The effect of this narrowness has been to confirm IR's historical Eurocentrism and prevent it from exploring the international politics of Eurasian, Eastern Orthodox forms of Christendom, and signs of new imaginaries of Christendom emerging in the Global South. But such neo-Christendoms—which imagine government as re-centered on the church—raise the possibility of the emergence of modern variations of the legitimized violence associated with Latin Christendom. Alternative theologies of post-Christendom—imagining the church as politically active but decentered from government—indicate that such an imaginary is contested not just beyond but within Christian theology. The paper provides a new definition of Christendom and re-evaluation of its afterlives for the study of religion and theology in international relations. [ABSTRACT FROM AUTHOR]

Racism has been recognised as a threat to patient outcomes, public health, and the healthcare workforce, and health professions (HP) educators and learners alike are seeking effective ways to teach anti-racism in HP education. However, facilitating conversations on race and racism in healthcare contexts can be challenging. Integrative arts and humanities approaches can engage learners in the critical dialogue necessary to educational interventions focused on anti-racism. Discussions of works of visual art, for instance, can leverage visual art as an avenue for indirection to balance introspection and revelation with psychological safety. Structured pedagogical frameworks that emphasise the perspectives and experiences of participants, such as the Visual Thinking Strategies approach, can lead to open-ended and collaborative discussions where participants can safely explore their assumptions in a space that encourages productive discomfort. Visual arts-based programs on anti-racism in HP are limited, though, in part because no collection of images exists to support HP educators in this endeavour. This paper describes the process of developing a digital image library to support HP educators seeking to generate discussions on race and racism as part of anti-racism curricula. We also highlight common themes, best practices, and potential pitfalls associated with use of the image library. [ABSTRACT FROM AUTHOR]

Veteran community engagement is an evolving discipline informed by traditional community-based participatory research, veteran studies, and veterans themselves. This Special Issue suggests that research collaborations including military veterans, soldiers, and their families as co-researchers is a critical next step toward a design thinking perspective in social and healthcare systems for this population. This Special Issue was conceptualized through a veteran community-academic partnership formed over a decade ago. This partnership hosted several Warrior Summit conferences from 2013 to present, with the last of this series calling for academic contributions. The resulting papers drawn from the conference and other authors form this issue, and include a wide range of topics: veteran microdosing and psychedelic self-medication; a historical view of the impact of education exchange between U.S. and South Korean military nurses; strategies for engaging veterans in research of a theater-based intervention for PTSD; interprofessional approaches to addressing veteran identity considerations through collaborations between chaplain service and psychologists in the VA Healthcare System; an international perspective exploring a community collaborative with veterans in Montréal, Canada; efforts to build long-term and sustainable models for veteran engagement in health services research; community-engaged strategies to address veteran homelessness within broader housing stability efforts; and examining the role of veteran peer mentorship programs in alcohol recovery. These projects represent an emerging movement and offer a multidisciplinary roadmap toward honoring veterans voices in research, clinical services, and program development. [ABSTRACT FROM AUTHOR]

This article considers Australian receptions of C. P. Snow's The Two Cultures and the Scientific Revolution (1959), and of the controversy over the literary critic F. R. Leavis's combative 1962 response to it. Taking a lead from conceptual insights in global histories of science and the history of knowledge, the paper considers the ways knowledge claims iterate differently in different geographic and cultural contexts. Elements of the Snow–Leavis dispute resonated among Australian scientists, cultural critics, journalists and poets, while others did not. Snow's diagnosis of a disciplinary antagonism between the humanities and the sciences was central to Australian receptions of the controversy, but wider political issues, emphasised in much of the more sophisticated historiography of the 'two cultures' as a British-American controversy, were largely ignored. This reception reflected the post-war expansion of Australian higher education, and the shifting relations within it between the humanities and the sciences. [ABSTRACT FROM AUTHOR]

This paper examines the recent growth of experiential learning (EL) and the university-community (or so-called town-gown, TG) connections created as a result of this expansion. The research is framed by critical scholarship on the nature and role of the university and the place of liberal education specifically, as well as policy drivers aimed at social and economic impacts from EL. Two subthemes are also examined: first, the role of the arts, humanities and social sciences disciplines in EL expansion and, second, the extent to which TG connections focus on the university's local host community as opposed to more distant and even international arrangements. Mixed research methods including public document analysis and key informant interviews are used to document and interpret EL developments across nine varied universities in Ontario, Canada. The results underline broad sector commitment to EL that in turn creates new and different TG connections for the university. Rapid expansion has brought a variety of challenges identified both by universities and community EL partners. The paper concludes with discussion of policy implications and consideration of the future of EL in light of the 'digital pivot' of the COVID-19 pandemic. [ABSTRACT FROM AUTHOR]

Children and adolescents face increased mental health issues and social isolation, especially within the COVID-19 environment. In response to the current situation, the concept of social and emotional learning (SEL) has shown positive influences on children and adolescents. This paper will provide a brief definition and values of SEL. Then, the authors will suggest the concept of Humanities-Oriented Physical Education (HOPE) as a vehicle for SEL. Following this, under the umbrella of HOPE, this paper will introduce one specific pedagogical model that has the potential for creating successful learning environments for SEL within physical education settings. [ABSTRACT FROM AUTHOR]

Introduction: Developing a physician equipped with both technical and affective skills is crucial in ensuring quality patient care. Of these skills, nurturing empathy is a key skill that has been studied in great detail, particularly among medical undergraduates. Despite numerous studies trending the changes in empathy, the results are often contradictory or confusing. Our study aims to find what interventions are effective to inculcate empathy in both undergraduate and postgraduate medical education and suggest areas for improvement. Methods: A narrative review was conducted on the interventions in nurturing empathy in undergraduate and postgraduate medical education. Original research articles and systematic reviews with clear interventions and outcomes were included in the study. Results: A total of 44 articles were reviewed. About 44% (n = 18) of the studies used a mixture of different approaches as their interventions. Some interventions were anchored by specific topics: Seven papers focusing on communication skills, three papers on humanities, and three on arts. A majority of the interventions (60%; n = 26) were implemented over a span of time as compared to studies which suggested a one‐off intervention (30%; n = 12). Of the 26 papers in which the interventions were enforced over a period of time, 62% (n = 16) indicated an increase in student empathy whereas 16% (n = 4) indicated no changes in empathy post‐intervention. On the contrary, 50% (n = 6) of the one‐off interventions revealed no significant change in student empathy. Jefferson Scale of Empathy (JSE) is widely used in measuring student empathy postintervention, but approximately 41% of the studies included measuring tools other than JSE. Conclusions: Pedagogical methods that invoke thought processes related to the affective domain of learning and experiential learning are more effective than the didactic methods of teaching and learning. Multimodal mixed‐methods approach that combine different pedagogical interventions is more likely to bring about the desired results. Got empathy? Samarasekera et al.'s narrative review indicates that how interventions aimed at improving empathy are implemented determines their outcome while drawing attention to the value of time and context. [ABSTRACT FROM AUTHOR]

This paper attempts to answer whether the property of "efficacy" can be attributed to constitutive rules. In particular, according to Di Lucia, I will point out some problems that the "semantic conception of efficacy" has concerning constitutive and regulative rules. Then, the main goal of the paper will be to reflect on the possibility of the efficacy of constitutive rules by means of a complex case that the semantic conception seems to disregard: The case of the cheater. Does the action of the cheater show the inefficacy of constitutive rules? Does she play the game while breaking the rule? Can the semantic conception of efficacy explain this situation, or do we need a more flexible concept of efficacy that takes nomotropism into account? These are some of the questions I will try to answer. [ABSTRACT FROM AUTHOR]

This paper provides an introduction to the history of the concept of "emerging infectious diseases" (EID) and reflects on how humanities and social science scholars have interacted with it. It starts with a chronological outline of the coinage of the concept in the early 1990s in the wake of the shocks provoked by Ebola and HIV/AIDS, which disrupted the idea that the West was transitioning from a period of infectious diseases to one of chronic diseases. We argue that humanities and social science scholars in disciplines such as history, anthropology, STS, and literature studies have critically explored the concept, showing how entrenched it was in the perceptions of the US and Europe about threats posed by the rest of the globe. Moreover, we explore how scholars in the humanities have used the EID concept to comment on contemporary realities and mobilized it to create dialogues with scientists, especially during the COVID-19 pandemic. Subsequently, we explore how the growing contemporary interest in EID has pushed historians to research the ontological and epistemological factors that enabled the "emergence" of diseases long before the invention of the EID concept, such as plague, Chagas disease, and sleeping sickness, as well as the factors that transformed these and other emerging diseases into pandemics. We conclude by outlining a few neglected factors in the EID literature that could be addressed: the circulation and reception of the concept outside of the West, the examination of EID as a problem for wild animals and not just for humans, and global histories of disease emergence as an epistemological and social process. [ABSTRACT FROM AUTHOR]

Recent Kant scholarship has argued that sympathetic feeling is necessary for the fulfilment of duty (e.g. Fahmy, Sherman, Guyer, and others). This view rests on an incorrect understanding of Kant and the historical context in which he wrote. In this paper, I compare Kant's conception of sympathy with Hume's and Smith's, arguing that Kant adapts central features of Smithian sympathy. I then examine Kant's lectures on ethics and anthropology, arguing that in them we can distinguish between two types of sympathy: one that is instinctual or pre-reflective, which we might call empirical sympathy, and one that is reflective and properly moral, which we might call rational sympathy. On these grounds I reconstruct an account of Kantian sympathy as a cognitive virtue for which feeling may be useful but not necessary, since its primary purpose is to provide information about the well-being of others, leading to action which honours their worth. [ABSTRACT FROM AUTHOR]

This paper investigates how the emotional responses towards research assessment reflect both social position and strategy in the struggle for scientific authority. This is examined through interviews with humanities researchers conducted as a part of a study on the implications for research practice of the Danish Bibliometric Research Indicator (BFI). Drawing on Bourdieu's theory of practice and Scheer and Matthäus' conceptualisation of the affective habitus and emotional practices, our research suggests that emotions can be conceptualized as strategic practices closely tied to the hierarchical position of the researchers. Established researchers deployed emotional practices as a form of resistance against compliance-based research assessment to retain their scientific authority and autonomy, while early-career researchers generally wanted to resist but their precarious positions did not afford them the possibility to do so. The study thus highlights the potential of studying emotions in relation to resistance and reproduction of dominance in higher education. [ABSTRACT FROM AUTHOR]

This paper presents a new method for generating artworks that extends the classical anamorphic archetype to use freeform reflective and refractive media and 3D surfaces instead of images. The methodology uses a mix of raytracing and surface deformation techniques to determine the proper deformation the object should undergo to be corrected by the optical tool once viewed by the observer in a specific location. Our approach also includes an optimization process that modifies the point of view and the location of the target image to avoid unwanted optical effects or occlusions. We successfully tested our technique on several practical examples and employed it to produce actual artworks. • A new method to construct anamorphic sculptures using general optical media. • Characterized the main problems arising in general anamorphosis. • A simple system to allow the artist to create anamorphic art installations. • We created real-world art installations in international exhibitions. [ABSTRACT FROM AUTHOR]

In this paper, I argue that critical posthumanism is a crucial tool in nursing philosophy and scholarship. Posthumanism entails a reconsideration of what 'human' is and a rejection of the whole tradition founding Western life in the 2500 years of our civilization as narrated in founding texts and embodied in governments, economic formations and everyday life. Through an overview of historical periods, texts and philosophy movements, I problematize humanism, showing how it centres white, heterosexual, able‐bodied Man at the top of a hierarchy of beings, and runs counter to many current aspirations in nursing and other disciplines: decolonization, antiracism, anti‐sexism and Indigenous resurgence. In nursing, the term humanism is often used colloquially to mean kind and humane; yet philosophically, humanism denotes a Western philosophical tradition whose tenets underpin much of nursing scholarship. These underpinnings of Western humanism have increasingly become problematic, especially since the 1960s motivating nurse scholars to engage with antihumanist and, recently, posthumanist theory. However, even current antihumanist nursing arguments manifest deep embeddedness in humanistic methodologies. I show both the problematic underside of humanism and critical posthumanism's usefulness as a tool to fight injustice and examine the materiality of nursing practice. In doing so, I hope to persuade readers not to be afraid of understanding and employing this critical tool in nursing research and scholarship. [ABSTRACT FROM AUTHOR]

This paper uses a bibliometric analysis to map the field of Corpus Linguistics (CL) research in arts and humanities over the last 20 years, tracking changes in popular CL research topics, outlets, highly cited authors, and geographical origins based on the metadata of 5,829 CL-related articles from 429 Scopus-indexed journals. Results reveal an increase in corpus-assisted discourse studies, lexical bundles and academic writing, alongside newer topics including multilingualism and social media. CL studies span 193 languages/dialects with a significant rise in Chinese, Russian, Spanish, and Italian CL research over the past decade. Clusters of highly cited CL researchers are identified spanning (inter)disciplinary research areas. An increase of CL researchers in China, Poland, South Korea, Japan, and more is evidence of the now global reach of CL research. These findings mirror diachronic socio-cultural developments in applied linguistics and society more generally and provide insights into what CL research might come next. [ABSTRACT FROM AUTHOR]

In this paper the relationship between humanities as a field and tragedy is examined. Relying on Menke’s analysis of the tragic (Menke 2009) we examine in some depth the ideas of Schelling, Hölderlin and Friedrich Schlegel on the subject and how they positioned themselves on the topic of the possibility of the tragic in Modernity. Accepting that both the speculative idealist model of the didactic play and the model of the romantic comedy tried to overcome the tragic, we conclude that the element of tragic is still a worthy and much needed topic to be part of the humanities in the XXI century and Post-Modernity, primarily as a way of thinking power. [ABSTRACT FROM AUTHOR]

In December 2021, the Canadian Association of Research Libraries (CARL) released the CARL Library Impact Framework (CLIF). While library impact has been a topic of discussion for many years, the CLIF offers a new contribution to the dialogue on demonstrating research libraries' impact. The concept of impact pathways was borrowed from the Federation for the Humanities and Social Sciences report entitled Approaches to Assessing Impacts in the Humanities and Social Sciences. To realize the impact pathways concept, the CLIF has adapted a logic model framework. This approach provides users of the CLIF a way to represent a more complete arc of research libraries' influence, systematically and visually. By design, the CLIF encourages the use of assessment techniques and tools beyond the quantitative data collection and descriptive statistics often used by research libraries. This paper provides an overview of the CLIF including its genesis, intent, structure, and possibilities for its application. [ABSTRACT FROM AUTHOR]

The paper reports a longitudinal analysis of the topical and methodological development of Library and Information Science (LIS). Its focus is on the effects of researchers' disciplines on these developments. The study extends an earlier cross‐sectional study (Vakkari et al., Journal of the Association for Information Science and Technology, 2022a, 73, 1706–1722) by a coordinated dataset representing a content analysis of articles published in 31 scholarly LIS journals in 1995, 2005, and 2015. It is novel in its coverage of authors' disciplines, topical and methodological aspects in a coordinated dataset spanning two decades thus allowing trend analysis. The findings include a shrinking trend in the share of LIS from 67 to 36% while Computer Science, and Business and Economics increase their share from 9 and 6% to 21 and 16%, respectively. The earlier cross‐sectional study (Vakkari et al., Journal of the Association for Information Science and Technology, 2022a, 73, 1706–1722) for the year 2015 identified three topical clusters of LIS research, focusing on topical subfields, methodologies, and contributing disciplines. Correspondence analysis confirms their existence already in 1995 and traces their development through the decades. The contributing disciplines infuse their concepts, research questions, and approaches to LIS and may also subsume vital parts of LIS in their own structures of knowledge production. [ABSTRACT FROM AUTHOR]

Digital humanities is a result of the convergence of digital technology with social sciences and humanities. It is one of the key research areas around the world by the library and information science profession, and in cognate areas such as art and archeology. Focus groups, digital humanities centres are created for intensive researches which are located mainly in libraries as their core programmes. The library techniques and methods such as knowledge organisation, knowledge management, search and retrieval design, education, and emerging areas such as metadata, semantic mapping, ontology, thesaurus construction, digital curation, discovery services, find application in digital humanities. A new area of study, historical informatics complements the digital humanities. India has vast potential application of digital humanities with its diverse culture, customs and languages and so on. India is reckoned as one of the advanced countries in the IT sector, hence recognising the socio-cultural legacy and diverse historical background, it is viewed that digital humanities has many opportunities and applications for LIS professionals in India to contribute substantially. This paper brings together the concepts, tools, and applications of digital humanities and proposes a course of study in LIS curriculum. [ABSTRACT FROM AUTHOR]

This paper highlights the erasures of normal-languaging and normal-diversities that mark the contemporary human condition. Its aim is to make visible North-centric assumptions regarding the nature of language by asking what, when, why and where language exists and how it plays out in global-local, analogue-digital timespaces. In particular, the study presented in this paper troubles the interrelated 'webs-of-understandings' regarding language, identity and culture that are embedded in both traditional concepts and neologisms. It illuminates the looped taken-for-grantedness of established and emerging discourses in the Social Sciences and Humanities. Drawing attention to boundary-markings in scholars languaging that have become naturalized, the paper critically appraises how conceptual epistemic hegemonies continue to flourish across northern-southern places-spaces. It thus, also discusses the relevance of such questions in doing research itself. Inspired by an overarching reflection on various 'turns' (like the multilingual-, boundary – and mobility-turns), this paper calls for moving from North-centric knowledge regimes to engaging analytically with global-centric epistemologies where gazing from a mobile-loitering stance is key. This means that this paper poses uncomfortable and revised analytical–methodological questions that potentially destabilize existing global/universal understandings related to language, identity and culture. [ABSTRACT FROM AUTHOR]

The status of French as a language has improved to some extent in recent years as a result of the exchange and blending of cultures from various nations. Each language, including French, must undergo a protracted process in order to become more widely spoken. It is essential to develop top-notch French interpreters in order to lower the barriers preventing cross-border communication. The teaching of French interpretation has recently received more attention in many colleges, but the issue of a single teaching method has long persisted. In recent years, a new approach to teaching the liberal arts has emerged. Its main goal is to implement comprehensive interdisciplinary teaching by fusing contemporary information technology with traditional liberal arts instruction. This paper conducted a cutting-edge study on the teaching method of French interpretation against the backdrop of the new liberal arts in order to alter the teaching strategy and increase teaching effectiveness. In this paper, an intelligent interpretation teaching system was constructed using information technology. Through text classification algorithms, it incorporated and optimized teaching resources. According to the experimental findings, the teaching process was optimized, and the teaching efficiency increased by 7.94% when French interpretation was taught against a backdrop of new liberal arts. [ABSTRACT FROM AUTHOR]

This paper draws from a series of Place-thought walks that the authors took at an open-range zoo. It practices a feminist common worlds multispecies ethics to challenge the systems that maintain nature-culture divisions in early childhood education. Postdevelopmental perspectives (i.e., feminist environmental humanities, multispecies studies, Indigenous studies) are brought into conversation with early childhood education to consider how zoo-logics maintain binaries and hierarchical thinking. Zoo-logics are related to developmental, colonial, and Western ways of reasoning and being in the world. Two feminist approaches to ethics, (re)situating and dialoguing, are discussed and show how they are necessary for undermining binaries and hierarchies that enable human exceptionalism, white privilege, and phallogocentrism. (Re)situating practices are presented through a lively dialogue based on Emu-human encounters at an open-range zoo. This paper argues that (re)situating and dialoguing pedagogies activate feminist common worldings. Worlding well requires a collective and relational multispecies ethics which are needed in these troubling times. [ABSTRACT FROM AUTHOR]

This paper proposes an analysis of the discursive dynamics of high‐impact concepts in the humanities. These are concepts whose formation and development have a lasting and wide‐ranging effect on research and our understanding of discursive reality in general. The notion of a conceptual practice, based on a normative conception of practice, is introduced, and practices are identified, on this perspective, according to the way their respective performances are held mutually accountable. This normative conception of practices is then combined with recent work from philosophy of science that characterizes concepts in terms of conceptual capacities that are productive, open‐ended, and applicable beyond the original context they were developed in. It is shown that the formation of concepts can be identified by changes in how practitioners hold exercise of their conceptual capacities accountable when producing knowledge about a phenomenon. In a manner similar to the use of operational definitions in scientific practices, such concepts can also be used to intervene in various discourses within or outside the conceptual practice. Using the formation of the concepts "mechanism" and "performative" as examples, the paper shows how high‐impact concepts reconfigure what is at issue and at stake in conceptual practices. As philosophy and other humanities disciplines are its domain of interest, it is a contribution to the methodology of the humanities. [ABSTRACT FROM AUTHOR]

Humanities scholars can today engage in research inquiry using data from a range of varied collections which are often characterised by poor subject access, often resulting in systems that underperform and even effectively prevent access to data, information and knowledge. In spite of the availability of professional standards and guidelines to provide quality-controlled subject access through knowledge organisation systems (KOS), subject access in such collections is rarely based on KOS. At the same time, KOS themselves may come with problems such as being slow to update, being rigidly structured and not incorporating end-users' vocabulary. It may therefore be useful to consider methods for remediating these deficiencies in KOSs, such as collecting user-generated metadata via social tagging or complementing automated indexing techniques with manual ones. To help address the above problems, the paper discusses these challenges and points to possible solutions in different contexts. It does so by reflecting on an open educational resource (OER) devoted to this theme, titled Introduction to Knowledge Organisation Systems for Digital Humanities. It was developed as part of an EU project called DiMPAH (Digital Methods Platform for the Arts and Humanities), 2021–2023, creating seven OERs for inclusion in DARIAH Teach. [ABSTRACT FROM AUTHOR]

As a part of the DiMPAH-project, the authors have developed an open educational resource (OER) on netnography. In this paper, the OER is presented and critically discussed as the broader problem identified during course-development is made explicit and explored through two research questions: 1) How can an OER be designed that positions netnography as a viable methodology for the digital humanities? 2) How can an OER be designed that theoretically and methodologically combines both quantitative and qualitative approaches for doing netnography? An up-to-date theoretical overview of netnography as a methodology for studying social experiences online is provided. Methodological considerations are presented, aimed for sensitizing students to nuances of active (participatory) and passive (non-participatory) netnography through two analytical concepts. The OER is presented through three case studies and a learning scenario offering flexible and authentic technology-integrated learning. Netnography is found to contribute to the digital humanities, overall characterized by method-driven and quantitative approaches, with reflexivity and a potential for critical research and pedagogy. The two analytical concepts community-based netnography and consociality-based netnography allow for a nuanced methodological understanding of how and when qualitative and quantitative approaches should be employed, and how they may complement each other. [ABSTRACT FROM AUTHOR]

Accessible Summary: What is known on the subject?: Eating Disorder (ED) education is predominating taught through a DSM‐V diagnostic criteria and clinically focused lens devoid of lived experience expertise. What the paper adds to existing knowledge?: Current clinically focused ED education may be shaping health professional misunderstandings of EDs, influencing the therapeutic relationships between health professional and consumer which is key to the recovery process.Integrating the lived experience voice through co‐produced, humanities‐based ED education deepens understandings and honours the complexities of EDs by bringing a much‐needed, alternate perspective to health professional learning, practice and research. What are the implications for mental health nursing?: Reframing mental health education towards a more strengths‐based, trauma‐informed and recovery focused lens has the potential to upskill the health workforce in how to hold hope, space and learn to walk the fight with people living and recovering with an ED. [ABSTRACT FROM AUTHOR]

Purpose: Medical humanities is a field which implies collaborative work across disciplines although the degree to which this actually occurs is unknown. Our purpose was to determine the degree of joint work in medical humanities through analysis of authorship and acknowledgements in the two main medical humanities journals. Methods: Observational survey of authorship. We studied authorship data in all papers published in the two major general medical humanities journals between 2009 and 2018 (n=595). Results: Two-thirds of papers (67.4%) had single authors, of whom a majority declared a single disciplinary affiliation (70.3%). The titles of 60.8% of papers explicitly suggested collaborative content of which 19.9% had multiple authors from more than one discipline (not within the same school); of the remainder, almost half (48.1%) had a single, single-disciplinary author (although 8.5% demonstrated interdisciplinarity in the acknowledgements). One-third of papers (193/595;33%) referenced one or more people in the acknowledgements. Among papers whose titles suggested humanities or medical content only, authorship lists of 10.2% and 17.9% respectively demonstrated collaborative scholarship. Conclusions: Despite considerable involvement from both humanities and medical practitioners, there is still substantial scope for enhanced emphasis on collaborative (multi-, inter- and trans-disciplinary) seminars and exchanges in the medical humanities and editorial policies to promote transparency of the nature of collaborative work among disciplines. Journal editors and editorial boards should reflect on the opportunity to promote enhanced visibility of joint work in scholarship in the medical humanities through reflection and review of current editorial policies. [ABSTRACT FROM AUTHOR]

This paper explores the nature of academic research in the Humanities. It questions whether such scholarship has been instrumentalised to a narrowly individualistic, short-termist and action-orientated pursuit – whether, in simpler terms, there is too much writing and not enough reading. In the first part of the paper, the authors argue that such instrumentalisation is evident in the very language we use; we speak of research 'outputs', research 'impacts' and research 'targets', and all of these terms position Humanist scholarship closer to archery than human understanding. In the second part of the paper, Mahon and Henry foreground particularly the relationship between scholarship and silence as well as the importance of close and careful reading. Throughout the paper, the authors draw on the work of Ralph Waldo Emerson and Stanley Cavell in order to highlight a more edifying framework for research in the Humanities – one that might resist the darker impulses of a marketised academy. [ABSTRACT FROM AUTHOR]

Combining computational technologies and humanities is an ongoing effort aimed at making resources such as texts, images, audio, video, and other artifacts digitally available, searchable, and analyzable. In recent years, deep neural networks (DNN) dominate the field of automatic text analysis and natural language processing (NLP), in some cases presenting a super‐human performance. DNNs are the state‐of‐the‐art machine learning algorithms solving many NLP tasks that are relevant for Digital Humanities (DH) research, such as spell checking, language detection, entity extraction, author detection, question answering, and other tasks. These supervised algorithms learn patterns from a large number of "right" and "wrong" examples and apply them to new examples. However, using DNNs for analyzing the text resources in DH research presents two main challenges: (un)availability of training data and a need for domain adaptation. This paper explores these challenges by analyzing multiple use‐cases of DH studies in recent literature and their possible solutions and lays out a practical decision model for DH experts for when and how to choose the appropriate deep learning approaches for their research. Moreover, in this paper, we aim to raise awareness of the benefits of utilizing deep learning models in the DH community. [ABSTRACT FROM AUTHOR]

This paper examines patterns of knowledge production in the social sciences (SS) and in the arts and humanities (A&H) in Latin America (LATAM). We report on a longitudinal analysis of 127,515 journal articles published between 2002 and 2018. The analysis reveals six major patterns: (i) a rapid growth in the production of journal articles; (ii) large differences in article production across nations; (iii) significant variations in the magnitude and the growth of articles across disciplines within the SS and the A&H; (iv) a present predominance of single-authored articles that has nevertheless been declining in favour of collaborative articles; (v) a significant variation in the magnitudes of collaborative articles with researchers outside LATAM, a collaboration that tends to be with the global North; and (vi) differences in research leadership across LATAM nations. A set of possible explanations is offered for each of these patterns, set within a dynamic global knowledge production context. [ABSTRACT FROM AUTHOR]

Over half a million people in the United States enter homelessness every night. These rates rise in large metropolitan cities with intolerable outdoor living weather conditions. We blame the impoverished for their position and punish them as a society. For example, some states would instead treat homelessness as a criminal offense to wipe it clean from the city. In Spring 2021, Austin, TX, passed Proposition B, legislation treating homelessness as a criminal offense (Austin City Manager, 2021). This paper will analyze Save Austin Now's (SAN) website through a rhetorical critique utilizing Walter Fisher's narrative paradigm and The Five Faces of Oppression by Iris Marion Young. These theories provide a lens to analyze the languages of hate and oppression SAN uses on its website to sway Austin voters to pass Proposition B and further displace Austin's ever-growing homeless population. It was discovered SAN's campaign was successful because of narratives around violence, crime, and personal deficits toward those experiencing homelessness. We can shift this narrative with public information and awareness campaigns, humanizing unhoused people. This research provides new insight into changing public opinion, altering policy, and creating common values. We promote a more humanizing engagement when we have a more informed citizenry. [ABSTRACT FROM AUTHOR]

Purpose: This paper describes the impact of external crises, i.e. the pandemic, the war in Ukraine, inflation and the reform of science and higher education on the work of early career researchers. Methods: The respondent group comprised early career researchers in humanities, theology and art. A qualitative analysis of free statements provided in the first round of in-depth interviews was performed. The Polish project (2023-) is a continuation of two international Harbingers projects, which included longitudinal interviews with early career researchers and dealt with changes in technology (2016-2018) and the pandemic (2020-2022). Results: Quotations from the interviews conducted in spring 2023 were used to describe the impact of external crises on the work of early career researchers in the three fields of science. The interviewees usually mentioned being overworked, sometimes - undervalued and, less frequently - the feeling of professional burnout. Financial problems of the young generation of Polish scientists were also brought up. Value: An attempt was made to characterise the conditions of work of Polish early career researchers in art, humanities and theology. [ABSTRACT FROM AUTHOR]

Mathematics is not just the queen of the sciences; it permeates through art, commerce, and in fact, every aspect of modern life. However, while we as mathematicians see beauty in the mathematical way of thinking and problem-solving, our students tend to think of mathematics as a set of rules and abstract computations. Our pleasure of doing mathematics usually does not transfer over to our students. In this paper, we describe two liberal arts general education courses which seek to develop a broad appreciation of mathematics for students who may not require any technical mathematics course for their academic major or chosen career path. We present mathematics as it relates to everyday life, with the goal of improving student appreciation of mathematics. [ABSTRACT FROM AUTHOR]

This paper conceptualises and explores 'the art of critique' in student writing in the humanities and social sciences [Foucault 1997. "What is Critique?" In: The Politics of Truth. English Translation. Translated from French by Lysa Hocroth & Catherine Porter. In Dits et Ecrits for original French. Los Angeles: Semiotexte. Accessed July 10, 2015. http://anthropos-lab.net/wp/wp-content/uploads/2011/12/Foucault-Critique.pdf]. Its starting principle is that education lacks vigour without an understanding of how to play with and disrupt the rules of Western reason, as well as respect them: a practice of playing and interrupting the same to generate something new that is beyond 'use-value' [Derrida 2006. Specters of Marx. New York: Routledge Classics, 201] yet can also be used to signify 'use-value'. Fundamental to this idea is the question of the 'agency' of the subject in orders of discourse, oscillating between consent and resistance. To conceptualise the dynamics of interrupting the historical traditions of academic writing more closely, Foucault's notion of 'care of the self' and Derrida's field of analysis, deconstruction, are interrogated. A few examples of such dynamics in student work are then tentatively presented as heuristics for catalysing the 'art of critique' in writing. [ABSTRACT FROM AUTHOR]

The present study undertakes an analysis of the dichotomy mind over matter, culture and civilization, a plea for art – with special focus on literature – and raising awareness of the increasing role of humanities and the liberal arts in a society driven and increasingly dominated by scientific advancement and aiming towards solely technological purposes. The paper stems from previous research interest in the field of cultural studies and relies on recent scholarly studies raising awareness about a revival of the word and language akin to the call “make it new” and calling attention to the impact of the image versus the power of the word highly valued by literature. [ABSTRACT FROM AUTHOR]