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2. Media and the Mind: Art, Science, and Notebooks as Paper Machines, 1700-1830
- Author
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Eddy, Matthew Daniel, author and Eddy, Matthew Daniel
- Published
- 2023
- Full Text
- View/download PDF
3. Engaging with Contemporary Challenges through Science Education Research: Selected Papers from the ESERA 2019 Conference. Contributions from Science Education Research. Volume 9
- Author
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Levrini, Olivia, Tasquier, Giulia, Amin, Tamer G., Branchetti, Laura, Levin, Mariana, Levrini, Olivia, Tasquier, Giulia, Amin, Tamer G., Branchetti, Laura, and Levin, Mariana
- Abstract
This book starts with the premise that beauty can be an engine of transformation and authentic engagement in an increasingly complex world. It presents an organized picture of highlights from the 13th European Science Education Research Association Conference, ESERA 2019, held in Bologna, Italy. The collection includes contributions that discuss contemporary issues such as climate change, multiculturalism, and the flourishing of new interdisciplinary areas of investigation, including the application of cognitive neuroscience, artificial intelligence, and digital humanities to science education research. It also highlights learners' difficulties engaging with socio-scientific issues in a digital and post-truth era. The volume demonstrates that deepening our understanding is the preferred way to address these challenges and that science education has a key role to play in this effort. In particular, the book advances the argument that the deep and novel character of these challenges requires a collective search for new narratives and languages, an expanding knowledge base and new theoretical perspectives and methods of research. The book provides a contemporary picture of science education research and looks to the theoretical and practical societal challenges of the future.
- Published
- 2021
- Full Text
- View/download PDF
4. Academic Disciplines and the Undergraduate Experience: Rethinking Bok's 'Underachieving Colleges' Thesis. SERU Project and Consortium Research Paper. Research & Occasional Paper Series: CSHE.6.11
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University of California, Berkeley, Center for Studies in Higher Education, Brint, Steven, and Cantwell, Allison M.
- Abstract
Using data from the 2008 University of California Undergraduate Experience Survey, we show that study time and academic conscientiousness were lower among students in humanities and social science majors than among students in science and engineering majors. Analytical and critical thinking experiences were no more evident among humanities and social sciences majors than among science and engineering majors. All three academically beneficial experiences were, however, strongly related to participation in class and interaction with instructors, and participation was more common among humanities and social sciences students than among science and engineering students. Bok's (2006) influential discussion of "underachievement" in undergraduate education focused on institutional performance. Our findings indicate that future discussions should take into account differences among disciplinary categories and majors as well. (Contains 4 tables and 13 footnotes.)
- Published
- 2011
5. Write a Scientific Paper (WASP): An overview of differences in styles between the sciences and the humanities.
- Author
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Grech V
- Subjects
- Humanities, Periodicals as Topic standards, Science, Writing standards
- Abstract
Researchers who cross a discipline may experience culture shock at the different worlds of science and medicine. This paper outlines the differences in concepts and philosophies and in presentation styles. The acute difficulties when attempting to read or write works in different disciplines are also addressed, as well as the differences in perceptions and values when approaching written works in unfamiliar branches of academia., (Copyright © 2018 Elsevier B.V. All rights reserved.)
- Published
- 2019
- Full Text
- View/download PDF
6. Can Online Learning Reproduce the Full College Experience? Center for Policy Innovation Discussion Paper. Number 3
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Heritage Foundation and McKeown, Karen D.
- Abstract
With the tuition cost of traditional colleges and universities soaring and education technology advancing, online courses and degree programs are becoming more common. Some critics argue that an online degree cannot provide all the important features of a traditional college education, from extracurricular activities to new professional networks, but the evidence disputes much of that criticism, especially for certain groups of students. Indeed, some aspects of online education may provide a better experience than a traditional brick-and-mortar college for some students. (Contains 49 footnotes.)
- Published
- 2012
7. Professors on the Production Line, Students on Their Own. Working Paper 2009-01
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American Enterprise Institute for Public Policy Research and Bauerlein, Mark
- Abstract
In higher education in the United States, teaching and research in the fields of language and literature are in a desperate condition. Laboring on the age-old axiom "publish-or-perish," thousands of professors, lecturers, and graduate students are busy producing dissertations, books, essays, and reviews. Over the past five decades, their collective productivity has risen from 13,000 to 72,000 publications per year. But the audience for language and literature scholarship has diminished, with unit sales for books now hovering around 300. At the same time, the relations between teachers and students have declined. While 43 percent of two-year public college students and 29 percent of four-year public college students require remedial coursework, costing $2 billion annually, one national survey reports that 37 percent of first-year arts/humanities students "never" discuss course readings with teachers outside of class, and 41 percent only do so "sometimes." These trends are not unrelated. Academic engagement on the part of students is a reflection of how much teachers demand it. But with the research mandate hovering over them, teachers have no incentive to push it. If the system favors publication, not mentoring, hours in the office in conversation with sophomores are counter-productive or even damaging to career and livelihood. Universities need to reconsider the relative value placed on research and teaching in the evaluation of professors. This paper offers several recommendations, including limiting the amount of material that tenure committees will review and creating a "teacher track" in which doctoral students are trained and rewarded for generalist knowledge and multiple course facility rather than a highly-specialized expertise. A bibliography is included. (Contains 52 endnotes.)
- Published
- 2009
8. Liberal Arts Colleges in American Higher Education: Challenges and Opportunities. ACLS Occasional Paper, No. 59
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American Council of Learned Societies
- Abstract
This American Council of Learned Societies (ACLS) Occasional Paper presents the proceedings of a conference on "Liberal Arts Colleges in American Higher Education: Challenges and Opportunities" convened by ACLS in November 2003 in Williamstown, Massachusetts with the support of the Oakley Center for the Humanities and Social Sciences at Williams College and the collaboration of the Sterling and Francine Clark Art Institute. Eighteen speakers on five panels focused on historical perspectives, fiscal pressures, professional life, student achievement, and the future of liberal arts colleges. The frame of the Williamstown conference encompassed questions of faculty development and scholarly formation, but widened to include also the relationship between intellectual mission and economic constraints of the college-university, the history of these institutions, and their distinctive effectiveness in undergraduate education. The papers delivered were revised following discussion and an additional entry, Michael McPherson's, was solicited for this volume. Including Dr. McPherson, ten current or former college presidents participated in this discussion. The Introduction is presented by Pauline Yu while the Prologue, entitled "The Liberal Arts College: Identity, Variety, Destiny," is provided by Francis Oakley. The volume divides into three sections. Section I, "The Past: The Liberal Arts Mission in Historical Context," contains these papers: (1) Balancing Hopes and Limits in the Liberal Arts College (Helen Lefkowitz Horowitz); and (2) The Problem of Mission: A Brief Survey of the Changing Mission of the Liberal Arts (Christina Elliott Sorum). Section II, "The Present: Economic Pressures/Teaching, Research, and Professional Life/Educational Goals and Student Achievement," contains these papers: (3) The Economic Challenges of Liberal Arts Colleges (Lucie Lapovsky); (4) Discounts and Spending at the Leading Liberal Arts Colleges (Roger T. Kaufman); (5) Scholars and Teachers Revisited: In Continued Defense of College Faculty Who Publish (Robert A. McCaughey); (6) Beyond the Circle: Challenges and Opportunities for the Contemporary Liberal Arts Teacher-Scholar (Kimberly Benston); (7) Built To Engage: Liberal Arts Colleges and Effective Educational Practice (George D. Kuh); and (8) Selective and Non-Selective Alike: An Argument for the Superior Educational Effectiveness of Smaller Liberal Arts Colleges (Richard Ekman). Section III, "The Future: Five Presidents on the Challenge Lying Ahead," contains these papers: (9) The Challenges Facing Public Liberal Arts Colleges (Mary K. Grant); (10) The Importance of Institutional Culture (Stephen R. Lewis); (11) The Future Ain't What It Used to Be (Michele Tolela Myers); (12) A Story Untold and Questions Unasked (David H. Porter); and (13) Liberal Arts Education at Large Research Universities and at Small Liberal Arts Colleges (Morton Owen Schapiro). Responses to articles in sections I and II are presented by Stephen Fix, Michael S. McPherson, Kenneth P. Ruscio, and Mitchell J. Chang. (Contains 23 figures, 3 tables, and 157 notes.)
- Published
- 2005
9. Council of Ontario Universities Working Paper Series, 2001-2002.
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Council of Ontario Universities, Toronto., Forcese, Dennis, Oosthuizen, Patrick, and Aubrey, Jocelyn B.
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Papers in this volume are the first working papers produced by the Council of Ontario Universities. Issue 1, "The Role and State of Ontario Graduate Education" by Dennis Forcese, advocates the reinforcement of graduate education in Ontario institutions to maintain the overall quality of the institutions and to secure the future. The paper outlines the important, and often overlooked, contributions that graduate students make to the university community in terms of teaching and research assistance, original research, and their potential role as faculty. Issue 2, "Increased Integration of Programs in Engineering and the Humanities" by Patrick Oosthuizen, addresses the need to produce graduates who have a sound understanding of the impact of technology on society and presents some practical models for increasing interaction between humanities and engineering graduates. The third issue, "The Liberal Arts and Sciences Baccalaureate Degree: Are 15 Credits Enough?" by Jocelyn B. Aubrey, questions whether a 3-year program can provide graduate with a reasonable knowledge base in the chosen discipline. The discussion outlines some of the key issues in deciding whether to keep the 3-year degree. Guidelines for the university sector under the Ontarians with Disabilities Act is attached to the working papers collection. (SLD)
- Published
- 2002
10. Handheld E-Book Readers and Scholarship Report and Reader Survey: ACLS Humanities E-Book. White Paper No. 3
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American Council of Learned Societies and Gielen, Nina
- Abstract
This report describes a conversion experiment and subsequent reader survey conducted by the American Council of Learned Societies (ACLS) Humanities E-Book (HEB) in late 2009 and early 2010 to assess the viability of using scholarly monographs with handheld e-readers. As sample content, HEB selected six titles from its own online collection, three in a page-image format with existing OCR (optical character recognition)-derived text and three encoded as XML files, and had these converted by an outside vendor with minimal editorial intervention into both MOBI (prc) and ePub files. During its in-house assessment phase, HEB experienced some navigational difficulty with both formats and found that annotation and other interaction with the text was difficult using a number of popular e-readers. HEB also found the XML titles to be of limited functionality in the MOBI format and therefore opted not to further poll readers on this subset. About 88% of the 142 survey participants expressed overall satisfaction with the appearance and functionality of the three remaining handheld samples, although roughly half reported some level of frustration with the search function using either format, and only 26% felt they would have an easy time citing and referencing these editions. Satisfaction with other interactive features, such as adding notes, bookmarking and highlighting, was noticeably higher; however, the "n/a" option was also selected frequently for these categories, and it appears that a large number of participants were unable to perform the tasks in question due to confusing or insufficient instructions from the device manufacturer. As formats evolve, future satisfaction with these features may increase. Irrespective of specific limitations, 75% of participants were interested in potentially downloading additional similar titles for free or if priced below $10. HEB's initial findings in this study indicate that titles formatted for existing handheld devices are not yet adequate for scholarly use in terms of replicating either the benefits of online collections--cross-searchability, archiving, multifarious interactive components--nor certain aspects of print editions that users reported missing, such as being able to mark up and rapidly skim text. A turnaround is underway once a common and more robust format optimized for handheld readers is determined and devices themselves evolve, adding improved display options and better and more intuitive web-access, searching and other interactive use of content. Survey Results is appended. (Contains 30 footnotes.)
- Published
- 2010
11. The Idea and Ideals of the University: A Panel Session of the 2004 Annual Meeting of the American Council of Learned Societies. ACLS Occasional Paper No. 63
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American Council of Learned Societies and American Council of Learned Societies
- Abstract
In 1918, just one year before the founding of American Council of Learned Societies (ACLS), Thorstein Veblin wrote, "In one shape or another, this problem of adjustment, reconciliation or compromise between the needs of higher learning and the demands of the business enterprise is forever present in the deliberations of the university directorate." In the early twenty-first century, forces in the political economy of higher education may be making that reconciliation even more difficult and straining academic ideals. Many see within the changes in the teaching force a transformed conception of the social role of the university. No longer conceived as a public good, the university is thought of as providing private individual goods to its students. In this view, a private, profit-making university may provide the most efficient service. The essays in this volume began as presentations in a panel session on "The Idea and Ideals of the University" at the 2004 ACLS Annual Meeting. Concern about the corporate culture defining the university invites scholars to reflect about the ideas and values that have traditionally constituted the university, evoking the questions discussed by panel participants: What is the role of the learned societies, of scholars, and of academic leaders in defining and interpreting the ethical components of a shared vision of the twenty-first-century academy? To what degree does the case for the university's autonomy carry a concomitant obligation for it to be self-policing? What will be the role of digital technology? Following an introduction (Rebecca Chopp), four essays are included: (1) Key Issues Currently Facing American Higher Education (Ronald G. Ehrenberg); (2) Humanities in the University: Retrospect and Prospect (Andrew Delbanco); (3) The Humanities: A Technical Profession (Alan Liu); and (4) What Do I Really Think About the Corporate University? (Catharine R. Stimpson). (Essays are noted and figured individually.)
- Published
- 2007
12. Creativity, Culture, Education, and the Workforce. Art, Culture & the National Agenda Issue Paper.
- Author
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Galligan, Ann M.
- Abstract
Education in the arts and humanities has always been important to the United States' arts and culture and to its competitiveness in a global economy. Providing all students with a complete education in the arts and humanities can help them cope with, and master, the fast-paced technological advances, forces of globalization, and major demographic and societal shifts that characterize today's world. In the United States and elsewhere, growth of arts, cultural, and intellectual property sectors is outpacing that of the economy as a whole. Other nations are forging education and workforce policies based on this fact. Research has provided evidence that K-12 arts education can help the United States achieve the following national objectives: (1) achieve school standards; (2) reach all learners; and (3) help youth develop positively. Education policy and action in general--and arts education policy and programs in particular--require the commitment and engagement of a multiplicity of stakeholders at the federal, state, and local levels. The United States needs a comprehensive strategy linking education--including education in the arts and humanities--with workforce development as the principal cornerstone for strengthening the country's social capital and developing the skills needed for U.S. workers to remain competitive in the 21st century. (Forty-six endnotes are included. The bibliography lists 22 references.) (MN)
- Published
- 2001
13. ICCE/ICCAI 2000 Full & Short Papers (Humanities and Learning Technology).
- Abstract
This document contains the following full and short papers on humanities and learning technology from ICCE/ICCAI 2000 (International Conference on Computers in Education/International Conference on Computer-Assisted Instruction): (1) "A Web-Based EFL Writing Environment: Integrating Information for Learners, Teachers, and Researchers" (David Wible, Chin-Hwa Kuo, Anne Liu, and Nai-Lung Tsao); (2) "Integrating Web-Based Materials into Course Design" (Lilly Lee Chen); (3) "Is Everyone on Board: Learning Styles and the Internet" (Michelle Hsiang, Ellen Storey Vasu, Marsha Alibrand, Nancy Atkins, and Jane Steelman); (4) "Research on Teaching Da-Yi Chinese Keyboarding by Using Adaptive Input Interface" (Ming-Chung Chen, Hwa-Pey Wang, and Lih-Ching Chen Wang); (5) "Strategies for Searching in the WWW" (Meng-Jung Tsai); (5) "The Internet-Based Educational Resources of the U.S. Federal Government" (Andy Wang and Krishelle Leong-Grotz); and (6) "Which Chinese Input Methods Is More Suitable for Sixth-Grade Pupils? Keyboarding or Non-Keyboarding" (Weichung Wang and Tainshu Ma). (MES)
- Published
- 2000
14. Beyond the Academy: A Scholar's Obligations. ACLS Occasional Paper, No. 31.
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American Council of Learned Societies, New York, NY. and Garrison, George R.
- Abstract
Four papers address how individual scholars may see their obligations to the wider public. In the first paper, "The Social Responsibility of the Academy and Its Academicians," George R. Garrison considers the role, purpose, and mission of Liberal Arts Institutions of Higher Education and examines the civic and social responsibilities of researchers and teachers in the Academy. The second paper, "Reflections on the History Wars," by Arnita A. Jones, first identifies four developments creating a favorable climate for public presentation of history including the increasing numbers of historians in public history jobs, a growing public appetite for history, the modern history education reform movement, and recent historical scholarship. She then considers implications of the rejection of the recently formulated National Standards in History. The third paper, "The Dangers of Willful Ignorance," by Robert Pollack examines the two-edged role of science and urges the teaching of science as an integrated part of the culture and a commitment by higher education to study the political implications of science, and greater involvement in and debate about the major ideas of science. The final paper, "On Defiance and Taking Positions" by Edward W. Said stresses that, although the first commitment of scholars must be to their field and students, as intellectuals in the wider society they should oppose consensus and othrodoxy, remind the wider society of context and larger processes, maintain their independence of thought, and involve themselves with an ongoing process or issue. (DB)
- Published
- 1995
15. Perspectives on the Humanities and School-Based Curriculum Development. ACLS Occasional Paper No. 24.
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American Council of Learned Societies, New York, NY., Blackman, Sandra, Chodorow, Stanley, Ohmann, Richard, Blackman, Sandra, Chodorow, Stanley, Ohmann, Richard, and American Council of Learned Societies, New York, NY.
- Abstract
This paper records three plenary sessions held at the American Council of Learned Societies (ACLS) National Education Conference, August 27-29, 1993. The conference built on what was learned in the first year of the project and reported in ACLS Occasional Paper 20. Sessions allowed participants to talk with colleagues who had been project participants in the previous year. The three sessions included: (1) "Humanities and the Public Schools: Perspectives from Inside the ACLS Project" (Richard Ohmann) which focused on the role of humanities, of education in general, in a post-Cold War world; (2) "Panel Discussion on School-Based Curriculum Development" (Sandra Blackman; Sandra Okura; Sandra Sanches Purrington; Robert Stein) which discusses the process of curriculum development in the schools ; and (3) "Transformations in the Humanities" (Stanley Chodorow) which examined the contemporary condition of the humanities and the changes in both the methods of study and the objects of study that have occurred over the past few decades. (EH)
- Published
- 1994
16. Contrasts Between Science and Humanities Majors in Undergraduate Outcomes and Activities. ASHE Annual Meeting Paper.
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Pace, C. Robert
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This paper seeks evidence of a culture gulf, first voiced by C.P. Snow in 1959, between science and humanities as reflected in the understanding which undergraduate science and humanities majors have of the other field. The 1995 study evaluated responses of students at the University of California Los Angeles (UCLA) and California's Humboldt State University (HSU) to the College Student Experiences Questionnaire, which measures both general cognitive outcomes and personal/social outcomes. The study found some differences between science and humanities majors, although not as great as those reflected in Snow's study of eminent physical scientists and literary intellectuals. The study did find that science majors reported greater progress in analytical skills while humanities majors report greater progress in interpersonal skills. These differences were consistently greater at UCLA than at HSU. The data examining these differences, using Holland's (1959) theory of vocational choice, suggest that they may be the result of institutional environment and context. (Contains 8 references.) (CH)
- Published
- 1996
17. Education and the Sister Arts. Occasional Papers, 35.
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Southampton Univ. (England). Centre for Language Education. and Benton, Michael
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This paper is divided into two parts. The first part, "Speaking Pictures and Visual Poems," briefly considers the origin of the term "sister arts." Discussed are the three main features of the historical relationship between painting and literature in the 18th and 19th centuries in Britain and draws out their educational implications. Part 2, "Teaching the Sister Arts," deals more explicitly with teaching. Examples of recent "pairs" of paintings and poems are discussed in which can be observed both the poets' responses to their chosen paintings and some students' responses to a painting and a poem it inspired. The paper concludes with a brief comment on the pedagogical benefits that can accrue from working with such materials and methods which, by their name, define the role of the collaborative reader of two interrelated art forms. (EH)
- Published
- 1994
18. Teaching the Humanities: Essays from the ACLS Elementary and Secondary Schools Teacher Curriculum Development Project. ACLS Occasional Paper No. 23.
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American Council of Learned Societies, New York, NY. and American Council of Learned Societies, New York, NY.
- Abstract
These papers are the work of scholars who received support as post-secondary fellows in 1992-93 in the Elementary and Secondary Schools Teacher Curriculum Development Project. The project seeks to familiarize teachers with current developments in the humanities, support their development of curricular materials based on their studies, and disseminates those materials. The seven essays include: (1) "Moving to the Other Side of the Desk: Teachers' Stories of Self-Fashioning" (Linda Wells); (2) "Transforming Canons, Transforming Teachers" (Edward L. Rocklin); (3) "Shaping the Multicultural Curriculum: Biblical Encounters with the Other" (Lois Feuer); (4) "Nationalism, History, the Chicano Subject, and the Text" (Darlene Emily Hicks); (5) "Ms. Higgins and the Culture Warriors: Notes Toward the Creation of an Eighth Grade Humanities Curriculum" (John G. Ramsay); (6) "History and the Humanities: The Politics of Objectivity and the Promise of Subjectivity" (Eve Kornfeld); and (7) "Toward a 'Curriculum of Hope': The Essential Role of Humanities Scholarship in Public School Teaching" (Paul A. Fideler). Contains approximately 250 references. (EH)
- Published
- 1994
19. Information Technology in Humanities Scholarship: Achievements, Prospects, and Challenges. The United States Focus. ACLS Occasional Paper No. 37.
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American Council of Learned Societies, New York, NY. and Pavliscak, Pamela
- Abstract
This report surveys the various applications of information technology to research in the humanities and examines challenges that need to be overcome. The document is divided into five sections. The first section provides a background on changes brought on by technology in the humanities. The second section focuses on information technology and scholarship. Topics include: electronic communication; text; data; images; sound; combined sources/multimedia/World Wide Web; retroconversion projects; original and creative works; electronic publication; and tools. A summary of computer applications in humanities research and future outlook are included at the end of this section. New developments and change are discusses in the third section. The fourth section outlines institutional changes that are necessary to enable effective technology use in humanities scholarship. Topics include: training and support; project management; research infrastructure; digital libraries and archives; information resources; regulatory issues; preservation and access; funding; and humanities support services. The fifth section makes recommendations and lists priorities for humanists, technical experts, librarians, and administrators. Appendices in the final section include acknowledgments, bibliographies, and abbreviations and acronyms. (Contains 37 references.) (AEF)
- Published
- 1997
20. Latin American Literatures and Cultures: Self and Society. Papers from the National Endowment for the Humanities Summer Institute (La Jolla, California, August 1996).
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Community Coll. Humanities Association. and Seabrook, John H.
- Abstract
This special issue contains the following articles: (1) "Critiquing the Center: Rigoberta Menchu and Enrique Dussel" (Joseph R. Hoff); (2) "Caroline Maria De Jesus: A Testimonial Voice in the Wilderness" (Eva Bueno); (3) "Latin American Women's Voices: La Malinche to Rigoberta Menchu" (Ana Maria Romo de Mease); (4) "China in Borges''The Garden of Forking Paths'" (Bettye S. Walsh); (5) "Julio Cortazar: Political Action and His Last Fiction" (Isolina Battistozzi); (6) "The Violence of Memory: Excavating Truth, Unearthing Identity in 'Ashes of Izalco'" (Karen McGovern); (7) "The Inquisition Case of Mauricia Josepha De Apelo: Questioning Identity" (Magali M. Carrera); (8) "Narrator's Mask(s) and Text's Metamorphosis: Some Keys for the Latin American's Narrative in the '80's" (Hiber Conteris); (9) "Introducing Latin American Culture with Short Stories: First Person Narratives as 'I' Openers" (Donovan Johnson); (10) "Teaching Narrative Structure and Post Dirty War Argentine History through Luis Puenzo's 'The Official Story'" (Terry Krueger); (11) "Teaching Approaches to Rosario Ferre's 'Sweet Diamond Dust'" (Nora Erro-Peralta); (12) "Changing the Canon: Introductory Literature Courses as Stepping Stones" (Ann M. Wellington); (13) "Multiple Realities in Mario Vargas Llosa's 'The Storyteller'" (Diane Kamali); and (14) "Latin American Fiction: A Selected Bibliography" (Kay Gerard). (VWC)
- Published
- 1996
21. Culture's New Frontier: Staking a Common Ground. ACLS Occasional Paper, No. 15.
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American Council of Learned Societies, New York, NY. and Collins, Naomi F.
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This document examines the notion of the "public humanities," the humanities as they exist outside the university. The work seeks to provide an intellectual rationale for the public humanities through a bibliographic essay, reflections on readings, and a bibliography for further reference. In a separate appendix, a sample "User's Guide" attempts to address the question heard from curious audiences at public programs: what are the humanities, anyway? The booklet attempts to capture the complexity and ambiguity of the humanities, identifies reasons why defining the humanities is so difficult, and addresses how it might be possible to talk about the humanities. The ideal outcome of a discussion of the public humanities would be a general realization among people that they have been using the humanities all along and that the humanities can provide the foundation for a thoughtful and informed life. (LBG)
- Published
- 1990
22. From the Generalist Courses to Work: An Annotated Bibliography on Generic Skills. Centre for the Study of Higher Education Research Working Papers, 93.5.
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Melbourne Univ. (Australia). Centre for the Study of Higher Education., Marginson, Simon, and O'Hanlon, Seamus
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This annotated bibliography of 70 items was developed as part of a larger research project on the possible application of competency-based approaches to generalist courses (arts, humanities, social sciences, and natural sciences) in higher education. The project also looked at other ways, aside from the use of competency-based approaches, of improving the relationship between higher education and research. The bibliography's main focus is on academic and policy-related literature from Australia and Great Britain, with some material from the United States, Japan, and the Organization for Economic Cooperation and Development. Extensive abstracts are provided for most citations which are listed alphabetically by author. The literature abstracts cover research, mainly from the 1990s, on the transition from generalist courses to work; academic understandings of generic skills; employer selection practices and requirements of graduates; employer understandings of skills; the debate about competency-based reform; and material in related areas such as the debate about the university, the humanities, and the role of careers advisers. The bibliography provides a summary of the field in Australia as of early 1993. (Author/GLR)
- Published
- 1993
23. Navigating Controversial Topics in Required Diversity Courses
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Ryan A. Miller, Laura Struve, Morgan Murray, and Alex Tompkins
- Abstract
Required undergraduate diversity courses often expose students to topics and worldviews which may push them out of their comfort zones and prompt dissonance and even resistance. This paper reports on interviews with 68 faculty members across 16 humanities and social science disciplines at five predominantly white institutions in the Southern United States, detailing how they navigated discussion of controversial topics in required diversity courses. Most instructors aimed to expose students to critical social issues yet were concerned that resistance could disturb the learning process. We identified 20 unique strategies for handling controversial topics in class that included proactively establishing community and safety and normalizing conflict, and reactively acknowledging and surfacing multiple perspectives, as well as connecting content to students' lived experiences. Some instructors also reported a lack of controversy or conflict in their classrooms, which they variously attributed to student characteristics or their own disinclination to promote heated discussion - which, we argue, calls into question the breadth and criteria of many institutionally defined diversity course requirements. We conclude the paper with implications for faculty, educational developers, administrators, and institutions.
- Published
- 2024
24. The Social Role of the Community College: A Selection of Papers Presented at the Conference (Binghamton, New York, October 10-11, 1986). Reprint Series No. 1-87.
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Broome Community Coll., Binghamton, NY. Inst. for Community Coll. Research. and Romano, Richard M.
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This proceedings report contains 6 of the 12 papers presented at a conference on the social role of the community college. First, information on the event, a conference program, an ERIC bibliography, and opening remarks by Richard M. Romano, conference coordinator, are presented. Next, the following papers are reproduced: (1) "Community Colleges, Community and Regional Development, and the Concept of Communiversity," by S. V. Martorana; (2) "Determining the Economic Returns on Investment in Selected Occupational Educational Programs," by Edward Mills; (3) "An Economic Perspective on Financing the Community College," by Gary A. Moore; (4) "Mission and Images for SUNY [State University of New York] Community Colleges: A View from Within," by Barbara K. Townsend and responding comments by Gene Grabiner; (5) "The Humanities and the New Student: Some Possibilities for Social Transformation," by L. Steven Zwerling; and (6) SUNY's "Report of the Chancellor's Task Force on Community Colleges," which examines and offers recommendations concerning goverance, ties and relationships between community colleges and SUNY state-operated colleges, academic and general programmatic issues, and funding. (LAL)
- Published
- 1987
25. Deep Impact: A Study on the Impact of Data Papers and Datasets in the Humanities and Social Sciences
- Author
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Barbara McGillivray, Paola Marongiu, Nilo Pedrazzini, Marton Ribary, Mandy Wigdorowitz, and Eleonora Zordan
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data journals ,data papers ,data reuse ,humanities ,impact ,open data ,Communication. Mass media ,P87-96 ,Information resources (General) ,ZA3040-5185 - Abstract
The humanities and social sciences (HSS) have recently witnessed an exponential growth in data-driven research. In response, attention has been afforded to datasets and accompanying data papers as outputs of the research and dissemination ecosystem. In 2015, two data journals dedicated to HSS disciplines appeared in this landscape: Journal of Open Humanities Data (JOHD) and Research Data Journal for the Humanities and Social Sciences (RDJ). In this paper, we analyse the state of the art in the landscape of data journals in HSS using JOHD and RDJ as exemplars by measuring performance and the deep impact of data-driven projects, including metrics (citation count; Altmetrics, views, downloads, tweets) of data papers in relation to associated research papers and the reuse of associated datasets. Our findings indicate: that data papers are published following the deposit of datasets in a repository and usually following research articles; that data papers have a positive impact on both the metrics of research papers associated with them and on data reuse; and that Twitter hashtags targeted at specific research campaigns can lead to increases in data papers’ views and downloads. HSS data papers improve the visibility of datasets they describe, support accompanying research articles, and add to transparency and the open research agenda.
- Published
- 2022
- Full Text
- View/download PDF
26. Experiences, Motivations and Plans of Humanities Students Pursuing a Major in Information Systems in South Africa
- Author
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Masilo, Temoso L. R., Mwalemba, Gwamaka, Filipe, Joaquim, Editorial Board Member, Ghosh, Ashish, Editorial Board Member, Prates, Raquel Oliveira, Editorial Board Member, Zhou, Lizhu, Editorial Board Member, Barnett, Richard J., editor, le Roux, Daniel B., editor, Parry, Douglas A., editor, and Watson, Bruce W., editor
- Published
- 2022
- Full Text
- View/download PDF
27. Preparing Students to Write a Professional Philosophy of Recreation Paper
- Author
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Stevens, Cheryl, Schneider, Paige P., and Johnson, Corey W.
- Abstract
This paper describes a process for guiding students through the writing of a Professional Philosophy of Recreation Paper and a one-page philosophy statement suitable for use in students' professional portfolios. The authors describe how the review of recreation education literature, scholarship on teaching and learning, and assessment of student learning were used over a 12-year period to arrive at the present design for course content, delivery methods, and the Professional Philosophy of Recreation Paper assignment. Over time it was discovered that exposing students to the humanities (e.g., philosophy, literature, film) as a complement to science (e.g., positive psychology, social cognitive theory, evidence-based benefits) was more effective for meeting learning outcomes than merely philosophy and theory alone. The authors also describe how assessment of The Professional Philosophy of Recreation Paper provides evidence that students are meeting standard 7.01 for accreditation under the 2013 COAPRT Learning Outcomes Standards. (Contains 1 table.)
- Published
- 2012
28. Future Priorities of the Humanities in Europe. What Have the Humanities to Offer?: Report of a Round Table Conference Held to Draft a Manifesto for the European Commissioner and Working Papers for the EC Working Party on Future Priorities for Humanities Research
- Author
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Parker, Jan
- Abstract
Humanities-based speakers and delegates to the European Commission conference on "Social Sciences and Humanities in Europe: New Challenges, New Opportunities" gathered at the end of the meeting to develop a proactive Humanities special interest group. The result was a round-table conference organized by the Humanities Higher Education Research Group, the international group based in and supported by the Open University's Institute of Educational Technology, to which senior humanities scholars and members of the European Community (EC) Working Party on Future Priorities for the Humanities were invited. This article provides a brief overview of these discussions, which developed around two issues: (1) What should be said to Europe about the Humanities and what they can offer?; and (2) What "are" the distinguishing features of the Humanities? A major conclusion of the conference was to propose to the EC that the question of what distinguishes the Humanities should itself be a research strand earmarked for support. (Contains 1 note.)
- Published
- 2007
- Full Text
- View/download PDF
29. Centenary Paper: Down But Not Out: Fighting to Maintain Federico García Lorca in UK Higher Education.
- Author
-
BASTIANES, MARÍA
- Subjects
- *
UNIVERSITIES & colleges , *RHETORIC , *HUMANITIES , *MODERN languages - Abstract
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]
- Published
- 2024
- Full Text
- View/download PDF
30. Education for Justice. Occasional Papers on Catholic Higher Education. Volume V, Number 1. Summer 1979.
- Author
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Association of Catholic Colleges and Universities, Washington, DC.
- Abstract
The role of Catholicism in American higher education is addressed in this collection of papers. The historical tradition of the Catholic university is discussed as well as the problems they must face. Issues examined include: political and financial concerns of church-related colleges and universities, the role of the university in higher education, and the role of the Catholic colleges and universities. The governance of Catholic institutions, their relationship to the church hierarchy, and planning for the future are also considered. Included are: Toward a True University, Truly Catholic (Edmund D. Pellegrino); Toward a Theology of Learning (Thomas Trotter); The University and Change in the Catholic World (Sargent Shriver); Homily for a Baccalaureate Ceremony (John Tracy Ellis); The Catholic College: A Question of Identity (Xavier G. Colavechio); The Emerging Guardianship of American Catholic Higher Education (Martin J. Stamm); Institutional Vitality, Up Against the Eighties (James A. Ebben); and The NEH Christian Humanism Project at Saint John's Collegeville (R. W. Franklin). (SF)
- Published
- 1979
31. The Useful Humanists: Alternative Careers for Ph.D.'s in the Humanities. Working Papers.
- Author
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Rockefeller Foundation, New York, NY., Jacobs, Rita D., Jacobs, Rita D., and Rockefeller Foundation, New York, NY.
- Abstract
Addressing the current employment crisis in the humanities fields, this paper examines employment opportunities for Ph.D. graduates outside the university environment. The report notes that humanities graduates have learned skills of research, problem solving, and writing, and that graduate training emphasizes the ability to penetrate underlying assumptions beyond the immediate situation. These skills may be easily transferred to non-academic pursuits. Hypothetical projects are outlined for humanities specialists and the American Studies Internship Program designed to place its graduates in business and government. Suggested areas in which Ph.D. graduates would make effective contributions include organizational development, human resource programs, career development, and public affairs. Recommendations are that humanists realize that non-academic jobs are not second rate and that interdisciplinary studies, career counseling services, and internships be established. Sections of the paper discuss the current crisis, provide unemployment statistics, and examine academic and institutional stereotypes. A list of associations and a bibliography relevant to humanists seeking non-academic jobs are provided. (KC)
- Published
- 1977
32. Advisory Committees to the Humanities: A Handbook. Topical Paper, Number 74.
- Author
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ERIC Clearinghouse for Junior Colleges, Los Angeles, CA., Brawer, Florence B., and Gates, Allen
- Abstract
This handbook offers guidelines to community colleges interested in the formation of advisory committees to the humanities. It begins by outlining the purposes and functions of such groups. It then emphasizes the importance of faculty and administrative support for advisory committees and suggests evidence that can be presented to promote this support. After several examples are cited of ways in which lay advisory committees have been initiated at community colleges, the paper identifies several components of effective planning efforts and discusses the functions of a planning group made up of concerned faculty and administrators. Next, the selection, characteristics, membership rotation, and size of the advisory committee are discussed, and the roles and functions of key committee members are examined, including the chairperson, secretary, and community college representative. The next sections of the guide suggest questions that should be addressed as the committee establishes its annual program of work and recommend possible committee activities in the areas of student recruitment, follow-up, and continuation; instruction; instructor quality; and community outreach. Next, guidelines are presented for conducting effective committee meetings and criteria are recommended for evaluating the meetings. In conclusion, the paper recommends additional bases for judging the effectiveness of advisory committees. Sample agendas and a list of additional resources are appended. (AYC)
- Published
- 1981
33. Arts and Humanities Research Infrastructure. Report to the HEFCE by JM Consulting. Issues Paper.
- Author
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Higher Education Funding Council for England, Bristol.
- Abstract
This report reviews the requirements for infrastructure for research in the arts and humanities in United Kingdom universities and colleges. It assesses the extent of remedial investment required and sets out the conditions needed to manage this research infrastructure on a sustainable basis. The requirements for arts and humanities research that are the focus of this report are only part of a broader picture. The report is primarily concerned with current needs, but looks at trends and developments and their implications for the infrastructure required to support them. The sections are: (1) Introduction; (2) Research in the Arts and Humanities; (3) The Funding and Management of this Research; and (4) Findings on Infrastructure Needs. Appendixes contain terms of reference and a list of members of the advisory group and a report on responses to consultation. A glossary is also attached. (SLD)
- Published
- 2002
34. Functional Potential: A New Approach to Viewing Faculty. Topical Paper No. 57.
- Author
-
ERIC Clearinghouse for Junior Colleges, Los Angeles, CA. and Brawer, Florence B.
- Abstract
This paper reports the results of a study of two-year college faculty relative to Functional Potential (FP), a personality variable forming the core of a model of the person, which describes the degree to which a person is able to tolerate ambiguity, delay gratification, exhibit adaptive flexibility, demonstrate goal directedness, relate to self and others, and have a clear sense of personal identity. Subjects of the study were 1,493 two-year college humanities faculty, representing a nationwide sample. Based on responses to specific survey items, respondents were assigned to either high, medium, or low FP groups. Results showed that more people in the high FP group tend to become involved in activities, are more concerned about students and faculty, and are more related. Statistically significant associations were found between the FP groups and Research Orientation, Curriculum/Instruction, University as a Reference Group, Preference for Further Preparation, Concern for Students, and Concern for the Humanities. For a control group of 505 non-humanities faculty, significant associations pertain to FP and Satisfaction, Research Orientation, Curriculum/Instruction, Concern for Students, and Concern for the Humanities. Because of notable differences between high and low FP groups in certain areas, it is felt that the hypothesis of FP as a basic and almost pervasive personality dimension holds clearly. (Author/JDS)
- Published
- 1976
35. Satisfaction and Humanities Instructors in Two-Year Colleges. Topical Paper No. 56.
- Author
-
ERIC Clearinghouse for Junior Colleges, Los Angeles, CA. and Brawer, Florence B.
- Abstract
This paper reports the results of a study designed to answer questions regarding job satisfaction among two-year college faculty and its relationship to common demographic variables. Respondents to a nationwide survey of 1,493 humanities faculty and 505 non-humanities faculty in 156 two-year colleges were grouped into high, medium, or low satisfaction groups, based on responses to certain questionnaire items which allowed construction of a Satisfaction Index. Among the findings of the study with regard to humanities faculty were: (1) ethnicity and satisfaction seem unrelated, although age is related; (2) sex has little bearing on degree of satisfaction; (3) very little difference exists between full- and part-time faculty relative to satisfaction; and (4) more members of high satisfaction groups are found in public colleges, fewer in private institutions. Study findings with regard to non-humanities faculty are also reported and discussed. It is suggested that the construct of satisfaction is a function of the person (personality correlate) as much or perhaps to a greater degree than it is a reaction to the work place (situational response). A review of the literature on job satisfaction and a bibliography are included. (Author/JDS)
- Published
- 1976
36. Appreciating Human Accomplishments. A Guide to the Analysis and Interpretation of EQA Scores and Related Intervention Techniques. Guide to Strategies for Improvement, Goal 9. PDE Working Papers.
- Author
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Pennsylvania State Dept. of Education, Harrisburg. Bureau of Planning and Evaluation. and Hojak, Joseph L.
- Abstract
Goal IX of the Educational Quality Assessment (EQA) deals with appreciating human accomplishments. The assessment instruments concentrate on attitudes that measure the degree of value students place on areas of human accomplishment and the willingness of students to explore environments where firsthand experiences are available. The purpose of this paper is (1) to provide school districts concerned about the improvement of student attitudes as they relate to Goal IX with clues to strategies and programs that may effect change, (2) to help school districts utilize the EQA School Report as a diagnostic tool for the design and implementation of curriculum change, and (3) to provide suggested strategies and sources of literature specifically designed to focus on Goal IX. Two distinct approaches are presented. The indirect approach analyzes the condition variables that have significant correlation coefficients to Goal IX scores. The direct approach analyzes the student response patterns to the questionnaire items to determine areas or subscales that can serve as a point of focus for investigating educational research and implementing intervention strategies. The document also discusses intervention techniques and ongoing programs. An extensive bibliography and appendixes that provide a sample school report and describe available information packets are included. (Author/IRT)
- Published
- 1975
37. Graduate Education in the Humanities: The Need for Reaffirmation, Connection, and Justification. An Occasional Paper.
- Author
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Council of Graduate Schools in the U.S., Washington, DC. and Pellegrino, Edmund D.
- Abstract
A human society that aspires to more than survival must search continuously for new knowledge; we are all the beneficiaries of the scholar's insatiable desire to know. Graduate study must be nurtured, and cannot ever be the sole preoccupation of academe. Today the crucial balance of things and humans is threatened by the erosion of support for and interest in graduate study of the humanities. The professions, such as medicine, are turning more and more to the humanities as part of professional study, seeking three things the humanities can uniquely contribute to human endeavor: (1) to serve as preferred vehicles for teaching the liberal arts; (2) to provide sources of knowledge not susceptible to scientific method; and (3) to enrich the lives of humans as humans. It is important to reassert these seemingly obvious uses of the humanities, even for the humanists. The liberal arts are indispensable to the survival of democratic societies, which survive on the strength of their citizens who possess a critical intelligence. As a result of changes external and internal to the humanities, humanists have retreated too swiftly before the popularity and successes of the sciences and the professions. Scholarship and research do not exhaust the value of the humanities to society, and it is the university's responsibility to prepare humanists who can cultivate the closer engagement of the humanities with practical affairs. (MSE)
- Published
- 1981
38. What Portion in the World: New Essays on Public Uses of the Humanities. Papers Presented at the National Conference of State Humanities Councils, 1981.
- Author
-
National Federation of State Humanities Councils, Minneapolis, MN. and Buckingham, Cynthia
- Abstract
Five essays on public uses of the humanities from the 1981 National Conference of State Humanities Councils are presented. After a foreword by Donald Gibson and an introduction by Steven Weiland, "The Uses and Status of Literature" by Catherine Stimpson is presented. She recommends that public programs in the humanities address the quarrels about literature itself. In "Quality in History Programs: From Celebration to Exploration of Values," Michael H. Frisch considers the "quality gap" in contemporary public history programming. As illustration, some issues and opportunities in community-based oral history projects are addressed. In "Scholarly Standards and Public Humanities Programs," William C. Havard discusses problems of inducing humanities scholars to participate in National Endowment for the Humanities' public programs, and the universities' role. In "Applied Humanities: Utility as Standard of Value in Public Programs" Barbara Hillyer Davis examines humanist in residence programs, while in "The Humanities and the State Councils: Retooling in the 1980s," Abraham Edel discusses the needs and values of programs of state humanities councils, self-assessment, and criticisms of the programs. (SW)
- Published
- 1982
39. The Humanities in the Schools. ACLS Occasion Paper, No. 20.
- Author
-
American Council of Learned Societies, New York, NY.
- Abstract
Designed to serve as a record of the initial public activity of the American Council of Learned Societies (ACLS) Program in Humanities Curriculum Development, this collection of three articles offers different perspectives on the humanities in the schools. In the first article, "The Humanities and Public Education," Stanley N. Katz discusses the need to determine how the humanities can increase the range of knowledge necessary to the intellectual development and social acculturation of young people from elementary through university education and how some of the new humanities research and teaching techniques can be made to work for school teachers. In the second article, "Cultural Equity," Henry Louis Gates, Jr. conveys the message that an equilibrium needs to be established between an untenable celebration of diversity and monochrome homogeneity. Although no guarantee exists, Gates proposes that the mistake would be not to try. A question and answer segment follows his paper. The final article, "The Women's Studies Movement," by Catherine R. Stimpson, describes women's studies as a pioneer in multicultural research, teaching, and governance in its exploration of divisive differences. A question and answer segment appears after the article. The agenda for the August 31-September 2, 1992 American Council of Learned Societies Conference as well as lists of speakers and advisory board members conclude the document. Attached to the main document is "ACLS Education Newsletter, volume 1, number 2, Summer 1993." It contains program site news from Cambridge-Brookline (Massachusetts), San Diego (California), Los Angeles (California), and Minneapolis (Minnesota) for the ACLS Program in Humanities Curriculum Development. (CK)
- Published
- 1993
40. Literary Texts in an Electronic Age: Scholarly Implications and Library Services. Papers presented at the Clinic on Library Applications of Data Processing (Graduate School of Library and Information Science, University of Illinois at Urbana-Champaign, April 10-12, 1994).
- Author
-
Illinois Univ., Urbana. Graduate School of Library and Information Science. and Sutton, Brett
- Abstract
The 12 papers in this volume explore the development of electronic texts in the humanities and describe the possible roles for libraries as electronic books take the place of printed ones. The diverse perspectives of librarians, publishers, system administrators, scholars, readers, and writers are brought into conjunction, and a number of significant themes emerge. The papers are: "Authors and Readers in an Age of Electronic Texts" (Jay David Bolter); "Electronic Texts in the Humanities: A Coming of Age" (Susan Hockey); "The Text Encoding Initiative: Electronic Text Markup for Research" (C.M. Sperberg-McQueen); "Electronic Texts and Multimedia in the Academic Library: A View from the Front Line" (Anita K. Lowry); "Humanizing Information Technology: Cultural Evolution and the Institutionalization of Electronic Text Processing" (Mark Tyler Day); "Cohabiting with Copyright on the Nets" (Mary Brandt Jensen); "The Role of the Scholarly Publisher in an Electronic Environment" (Lorrie LeJeune); "The Feasibility of Wide-Area Textual Analysis Systems in Libraries: A Practical Analysis" (John Price-Wilkin); "The Scholar and His Library in the Computer Age" (James W. Marchand); "The Challenges of Electronic Texts in the Library: Bibliographic Control and Access" (Rebecca S. Guenther); "Durkheim's Imperative: The Role of Humanities Faculty in the Information Technologies Revolution" (Robert Alun Jones); and "The Materiality of the Book: Another Turn of the Screw" (Terry Belanger). (MAS)
- Published
- 1994
41. Interdisciplinary Curricula, General Education, and Liberal Learning. Selected Papers from the Annual Conference of the Institute for the Study of Postsecondary Pedagogy (3rd, Lake Mohonk, New York, November 10-12, 1993).
- Author
-
State Univ. of New York, New Paltz. Inst. for the Study of Postsecondary Pedagogy. and Kelder, Richard
- Abstract
This collection of 26 papers focuses on interdisciplinarity and its impact on the core or general education curriculum at postsecondary institutions. The papers include: "Professing or Instructing: Outstanding Challenges in the Task of Facilitating Student Reflection on Identity as Individual, as Family Member, and as Citizen" (Steve R. Gordy and others); "An Integrated Humanities Base: The Results of a Pilot Study" (Stephen Wilhoit); "Putting the Culture into Multicultural Education: Toward a Critical Model of Cultural Literacy" (Stanton W. Green and Stephen Perlman); "Making Connections: Interdisciplinary Senior Capstones for a Core Curriculum" (Beth Daugherty and others); "The Process of General Education Reform: An Impossible Dream...Almost!" (Thomas Curran and others);"Revolutions in Science: Making Connections across the Core Curriculum" (Frank T. Kuserk and others); "Evaluating Two Liberal Arts Curricula: An Initial Assessment of Comparative Performance" (Peter Von Allmen and others); "Teaching Literature and Medicine: Unequal Marriage?" (Gayle Whittier); "Theoretical Models of Curriculum Integration for Postsecondary Curriculum: A Historical Perspective" (Rose A. Rudnitski); "Writing To Learn: Learning To Write" (Joel Wingard and others); "Initiating Change in College Classrooms Through Stories and Collaborative Discourse" (Jere R. Holman and Mary A. Jensen); "Scientific Literacy and Quantitative Thinking" (Michael I. Sobel); "Innovative Approaches to Teaching Introductory Geology to Urban Students in the New York Metropolitan Area" (Howard R. Feldman); "In Response to Conflict: An Innovative and Practical Application of Interpersonal Communication Courses" (Dudley D. Cahn and Barbara Geider); "The 'New' Rhetoric Across the Disciplines" (Alison Warriner); "The Teaching of Critical Thinking through Adolescent Literature" (Sheila Schwartz); "Faculty Development for Critical Thinking Across the Disciplines" (Mark Weinstein and Wendy Oxman); "Global Origins of U.S. Society: Manhattan College's Multidisciplinary Course: Its Inception, its Syllabus, the Burdens of Success" (June Dwyer); "Values and Diverstiy: Towards a Critical Multiculturalism" (Scott Brophy and Steven Lee); "Cultural Encounters: Interdisciplinary Faculty Development for an Intercultural Core Curriculum; (Judith DeGroat and others); and "Global Issues, An Interdisciplinary Core Course" (Clarke Chapman and others). (MDM)
- Published
- 1994
42. Technology and the Nature of Man: A View from the Humanities. An Occasional Paper on Man/Society/Technology.
- Author
-
West Virginia Univ., Morgantown. Coll. of Human Resources and Education., Stasny, John F., Stasny, John F., and West Virginia Univ., Morgantown. Coll. of Human Resources and Education.
- Abstract
The author reflects on the declining appreciation of the humanities in light of the major role which technology plays in our lives today. Three issues related to this problem are identified: what educators should do about the loss of our literary heritage, what values operate in our technological society, and whether faith in man's unconquerable spirit is an adequate source of hope. Answers, or "a little good news," are sought in three 19th-century poems which present solutions to despair and pessimism. The author concludes that technology provides a means of transmitting traditional values, but in formats other than traditional literary style. He finds characteristics of wisdom and rationality in the Graeco-Roman humanist tradition and sees them as being more useful today than private selfish provision. The spirit of Don Quixote's quest illustrates that faith in man's spirit can triumph over despair. (AV)
- Published
- 1976
43. The Decline of Transfer Education. Topical Paper Number 70.
- Author
-
ERIC Clearinghouse for Junior Colleges, Los Angeles, CA. and Lombardi, John
- Abstract
As enrollment in transfer programs and the relative number of students who transfer to four-year institutions decrease, transfer education is losing its preeminence as the principal function of the community college. From 1907 to 1940, transfer education comprised 60-70% of enrollment and maintained its preeminence through the mid 1960's. By 1973, however, its share of total enrollment dropped to 43%. Although college and state board studies rarely explore the question of the ideal percentage of transfers, they do indicate that the growth rate for transfers has been lower than that for enrollment and that full-time students are more likely to enroll in transfer programs than part-timers. Therefore, states with a high proportion of part-time students, as well as low selective admission policies and large minority populations, will have a lower percentage of transfer students. Other forces detrimental to transfer education are: (1) the increasing demand for vocational education, (2) the growth of new curricular functions such as continuing education, (3) the need to provide remedial education, (4) the competition for students with four-year institutions, and (5) the aging of the student body. However, the reluctance of educators to break their ties with higher education and the increased demands for improved humanities curricula will assure transfer education a vital, though smaller, role at the community college. (JP)
- Published
- 1979
44. Conservation and Preservation of Humanities Research Collections. Essays on Treatment and Care of Rare Books, Manuscripts, Photography, and Art on Paper and Canvas.
- Author
-
Texas Univ., Austin. Harry Ransom Humanities Research Center., Oliphant, Dave, Oliphant, Dave, and Texas Univ., Austin. Harry Ransom Humanities Research Center.
- Abstract
The 10 essays in this collection describe conservation and preservation projects conducted at the Harry Ransom Humanities Research Center at the University of Texas at Austin. Eight of the 10 essays, each of which is written by a member of the Center's staff, address conservation treatments and issues. Two essays deal with preserving materials by housing and handling them appropriately. The essays are introduced by James Stroud, the Center's Chief Conservator, and all them are accompanied by photographs relating to the problems or processes described. The essays are entitled: (1) "Conservation Treatment of a Bound Manuscript in the Byron Collection" (Karen Pavelka); (2) "'D. H. Lawrence's The First Lady Chatterly': Conservation Treatment of a Twentieth-Century Bound Manuscript" (Carol Sue Whitehouse); (3) "Conservation of the Burned Fragments in the William Faulkner Collection" (Ellen Weir) (4) "A Summer Internship in Paintings Conservation" (Jill Whitten); (5) "Treatments of Five Nineteenth-Century Cloth Case-Bound Books" (Mary C. Baughman); (6) "Conserving Art for Traveling Exhibition: Treatment of a Storyboard" (Sue Murphy); (7) "The K-118' Binding Structure: A 500-Year-Old Experiment for Modern-Day Book Conservation" (Bruce Levy); (8) "Henry Peach Robinson's 'Bringing Home the May': Conservation Treatment of a Nineteenth-Century Albumen Print" (Barbara Brown) (9) "Housing, When and Why" (Frank Yezer); and (10) "The General Libraries Preservation Program: A Preliminary Report" (Ellen Cunningham-Kruppa). Notes on the contributors and a list of recent publications of the Harry Ransom Humanities Research Center are included. (KRN)
- Published
- 1989
45. In Close Association: Research, Humanities, and the Library. Buch, Bibliothek, und Geisteswissenschaftliche (The Book, the Library, and Research in the Humanities). Occasional Papers No. 208.
- Author
-
Illinois Univ., Urbana. Graduate School of Library and Information Science. and Fabian, Bernhard
- Abstract
Based on Bernhard Fabian's "Buch, Bibliothek, und geisteswissenschaftliche Forschung (The Book, the Library, and Humanistic Research)," this study is a commentary on the relationship between library and user. Discussing the characteristics and requirements of research in the humanities, it stresses the interrelationship between humanities research and the library. The work's ultimate purpose is to call attention to major gaps and shortcomings in Germany's bibliographical institutions with a view toward amelioration. The following chapters are featured: "The Library: Essential Institution for Research in the Humanities"; "Germany: An Example of Divided Bibliographic Responsibility"; "Since No Library Can Own Every Original Record..."; "Meeting the Assault on National Literary Resources"; and "Book and Journal as Media for the Humanities." (Includes and epilogue and 153 references.) (AEF)
- Published
- 1998
46. Truth without Facts. Selected Papers from the First Three International Conferences on Adult Education and the Arts.
- Author
-
Elias, Willem and Elias, Willem
- Abstract
The following papers are included: "Values in the Arts and Education" (Jones); "Conditions of Art Confrontations" (Wijdenes, Haanstra); "Arts, Aesthetics and Values in Adult Education" (Greene); "Arts for All" (Milton); "Importance of Culture as Mirrored in the Arts" (Debra); "Arthur Lismer, Canada's Artist/Adult Educator" (Barer-Stein); "Cultural Development or Cultural Stasis" (Jones); "'Aesthetization' of Adult Education" (van Gent); "Between Utility and Uniqueness" (Haanstra); "Adult Education & Contemporary Art" (Elias); "Emperor's Spectacles" (Everitt); "Audible Voices" (Fisk); "Arts and Adult Education in Fife" (McConnell); "Cultural Career of the Citizen" (van der Hoeven); "Adult Education and the Visual Arts in the Netherlands" (van Gent); "Adult Art Education as a Subversive Activity" (Yeomans); "What If Grandma Moses Attended Night School?" (Edelson); "Art, Education, and Ordinary Canadians" (Mullen); "Arts, Access and Adult Continuing Education" (Davies); "Behind the Screen" (Calvano); "Research Works of CEDE [European Centre of Education] in the Field" (Branchesi); "Visual Aids for Music Listeners" (Davison); "Never Too Late" (De Clercq); "Artists in Educational and Social Fields?" (Fuchs); "Arts Activities in Prisons" (Peaker, Vincent); "'Dialogare' (to Hold a Conversation) with the Arts" (Branchesi); "Arts & Social Action" (England); "Art of Popular Education" (Moller); "Omanut Laam (1)" (Alter); "Omanut Laam (2)" (Alter); "Educational Innovations in AETV [Adult Education Television] Programmes for National Development" (Rajamani); "Museum Adult Education and the Challenges of Western Society" (Dufresne-Tasse, Wetizi-Fairchild, Lepage); "Education artistique et l'apprentisage de l'adulte au musee" (Dufresne-Tasse); "English Abstract: Artistic Education and Adult Education/Schooling in the Museum" (Dufresne-Tasse); "Museum Programming in a Multi-cultural Society" (Solinger); "Multiculturalism, New Audiences and Programs at the National Gallery of Art, Washington, D.C." (Russell); and "Introduction to the Ministry of the Flemish Community's 'School en Museum' Service" (Laureys). (MN)
- Published
- 1995
47. Alan Cole. Patriarchs on Paper: A Critical History of Medieval Chan Literature
- Author
-
Heine, Steven
- Subjects
Patriarchs on Paper: A Critical History of Medieval Chan Literature (Nonfiction work) -- Cole, Alan ,Books -- Book reviews ,History ,Humanities ,Regional focus/area studies - Abstract
Alan Cole. Patriarchs on Paper: A Critical History of Medieval Chan Literature. Oakland, CA: University of California Press, 2016. xvii, 320 pp. Hardcover $85, ISBN 978-0-520-28406-7. Paperback $ 29.95, ISBN [...]
- Published
- 2019
48. The Discourse Structure and Linguistic Features of Research Article Abstracts in English by Indonesian Academics
- Author
-
Arsyad, Safnil
- Abstract
To effectively teach university lecturers or students to write a good research article (RA) abstract for publication in international journals, instructors need to know the present characteristics of abstracts written published in such journals. This study examines the discourse structure and linguistic features of RA abstracts written in English by Indonesian academics published in national journals. The corpus for this study consists of 30 selected RA abstracts published mainly in university-based journals in Indonesia in social science and humanities disciplines. Analyses were conducted using genre-based procedures with a clause or a simple sentence as the smallest unit of analysis. The results show 1) unlike the common discourse structure of English abstracts found in RAs published in international journals, the majority English RA abstracts written by Indonesian speakers have only three moves (i.e. purpose, method and results); 2) the abstracts are mostly written in active sentence using present tense except for Move 3 (methods) in which a half of them are written in past tense and that-complement sentences are mostly found in Move 4 (results or findings); and 3) the use of interactional metadiscourse devices are dominated by hedges found in Move 4 while the use of attitudinal stance markers of the writers and self-reference words is rarely found in the abstracts.
- Published
- 2014
49. Student Reflection Paper: Enhancing the Humanities in Schools Like Ours
- Author
-
Brokaw, Everett
- Abstract
This issue's humanities reflection presents a student's argument for attention to the humanities in a math, science, and technology program. Everett Brokaw, a senior at the Illinois Mathematics and Science Academy, recognizes that his specialized school experience has been enriched by personal journeys through literature and through encounters with faculty who integrate math, science, technology, and the arts in their daily instruction.
- Published
- 2007
50. Teachers’ Thoughts About How Critical Thinking Is a Part of Their Classes
- Author
-
Dumitru, Daniela, Barbosa, Simone Diniz Junqueira, Editorial Board Member, Filipe, Joaquim, Editorial Board Member, Ghosh, Ashish, Editorial Board Member, Kotenko, Igor, Editorial Board Member, Yuan, Junsong, Editorial Board Member, Zhou, Lizhu, Editorial Board Member, Tsitouridou, Meni, editor, A. Diniz, José, editor, and Mikropoulos, Tassos A., editor
- Published
- 2019
- Full Text
- View/download PDF
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