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This paper focuses on exploring the intellectual basis for establishing an academic development program for international doctoral students in social sciences and humanities in Central Europe so as to cultivate a reflective scholarly approach to teaching early on in their academic career. The program conceptions and practices are embedded in the notion that a scholarly approach to teaching integrates the understanding and demonstration of knowledge about teaching and necessitates a continuous learning process about teaching through reflection and through conducting research on teaching in the various disciplines. In particular, taking on board the domains of teaching knowledge which derived from the kinds of reflections on teaching (cf. Kreber & Cranton, 2000; Mezirow, 1991), instructional, pedagogical and curricular knowledge and continuous reflection at the level of content, process as well as premise, are represented in an integrative manner in our overarching program principles and pedagogical strategies. As we see, professionalization of doctoral students' teaching practice in higher education (cf. Lueddeke, 2003) is particularly important in the context of enhanced faculty mobility and internationalization. Therefore, this paper aims to contribute to the literature and practice on establishing academic development programs, especially in academic environments with low institutional support for teaching and lack of formal requirements for professional development.

The kind of boredom experienced in academia is unique. Neither a purely subjective nor objective phenomenon, it is the product of the way research is organized into papers, seminars, and conferences, as well as of a deep implicit metaphor that academic argument is a form of warfare. In this respect, the concepts of boredom and rigour are closely linked, since there is a kind of rigour in the Humanities that stresses the war metaphor, and structures scholarship defensively. This is opposed to a different kind of rigour that eschews the war metaphor altogether, and considers rigorousness in the light of a work's usefulness to its audience.

This paper examines the PhD by publication in the humanities and social sciences in US, UK, Canadian and Australian universities. A set of PhDs by publication from each of these countries were collected for the study. The theses were analysed to see to what extent they fitted, or not, with discussions of thesis types described in previous research into the PhD by publication. Interviews with students and supervisors were carried out to investigate the choices that students made in their writing. University rules for the submission of PhDs by publication and related policy documents are also examined. The study found that there seems to be a preference for different types of PhD by publication in each of the countries. In the US they were all prospective PhDs with the work being especially written for the thesis. In the UK, by contrast, retrospective PhDs, the PhD by published work, largely dominate. Canada was similar to the US, at least in the area of study where the data were collected for the paper, Education. In Australia, both prospective and retrospective PhDs were found, although it was the former, the prospective PhD, which dominated.

A growing body of literature recognizes the importance of examining research article (RA) abstracts in particular disciplines. RA abstracts, after titles, are the first mini texts that readers may encounter in a scientific paper. Abstracts, therefore, determine the value of the paper and categorize them as good or vague. The present contrastive study aims to investigate the rhetorical organization of RA abstracts published in native and non-native English-speaking countries. It adopts Hyland's (2000) rhetorical structure model: introduction, purpose, method, product, and conclusion. A corpus of eighty RA abstracts written in the fields of humanities (education and sociology) and science (electronics and agronomy) and published in Ecuadorian and American journals between the periods of 2010-2016 constitutes the target data for the analysis. The results show rhetorical variation in the construction of RA abstracts across the four disciplines. These abstracts followed a non-hierarchical five move structure with three stable moves, as of M2, M3, and M4 sections. Research findings add to the claim that in academic writing, different discursive conventions and discourse community practices influence writers' preferred rhetoric and composing patterns.

The digital humanities (DH) remain a growing area of interest among researchers and a locus of new positions within libraries, especially academic libraries, as well as archives, museums, and cultural heritage organizations. In response to this demand, many programs that train information professionals have developed specific curricula around DH. This paper analyzes courses offered within two overlapping contexts: American Library Association (ALA) accredited programs and iSchools. In addition to documenting the scope and extent of DH courses in these settings, we also analyze their contents, relating our findings to previous research, including analysis of job ads and interviews with professionals.

The International Baccalaureate Diploma Programme provides an academically challenging curriculum that when combined with moral and religious formation prepares graduates of Catholic secondary schools to succeed in college and to live as Christian citizens in an interconnected global society. Although the financial cost of the program is high, this paper will argue that the adoption of the International Baccalaureate Diploma increases academic rigor at the high school level and serves as an effective marketing tool to attract students to Catholic schools. Using examples from several Catholic high schools, this paper will also examine how the International Baccalaureate can help schools deepen the realization of Catholic identity and provide educators with an ordered, humanities-based curriculum that although secular in origin draws on Catholic intellectual tradition.

Higher education in the UK is in a state of flux and this is having particular impact on the humanities. On the one hand, the pressure to support a STEM agenda is seen by some as forcing higher education down a narrow economic agenda, while government requirements for assessing the social and economic impact of research have raised concerns about excessive utilitarianism and a downgrading of "disinterested enquiry". This paper argues that these concerns may be misplaced. The research impact agenda has the potential to promote more socially engaged research and more democratic engagement in the creation and dissemination of knowledge. In the US, concerns about the democratic role of higher education more often seem to focus on the student experience. By contrast, in the UK concerns about citizenship education and democratic participation more often focus on high school students, perhaps because university students are more likely to have a formal role in institutional governance. This paper concludes that the papers in this forum have a very American feel, but the issues they address resonate on a much wider scale.

This paper examines the neoconservative critique of the university and particularly the attack on multiculturalism and postmodernism that initiated the culture wars. It seeks to explain these developments by an analysis of the thought of Leo Strauss. The paper begins by providing an introduction to US neoconservatism and latest challenges to it from within signaling its end before reviewing the roles of Allan Bloom and Lynne Cheney in the neoconservative rewriting of history and the humanities which finds its source in Strauss' critique of radical historicism. (Contains 35 notes.)

The term "liberal arts" usually conjures up one central idea; that is, effective liberal arts education as strong academic achievement. A second, less dominant, and frequently neglected notion regards effective liberal arts education as producing intellectual interests and habits that endure throughout adult life. The two ideas are complementary and not in opposition. But they are different. The dominant idea associates the liberal arts with a collection of academic subjects or disciplines, most often divided into three broad and overlapping groups. For example, they are labeled by the National Center for Education Statistics as humanities, social and behavioral sciences, and natural sciences. The second idea about the liberal arts tradition is that what begins as a required activity assessed just after instruction should become voluntary behavior engaged in for curiosity and pleasure. The ultimate agenda of the liberal arts is how a person lives his or her life--what that person is like as an adult and not merely as a youth at the time school graduation requirements have been met. The ultimate product of an effective liberal arts education is active reflection about serious ideas. Enduring intellectual interests are to be created and pursued long after required courses and examinations are over and done with. This essay explores both the academic achievement side of the liberal arts tradition and the enduring intellectual interests side as they have played out in American high schools. The author discusses three historical windows that further illuminate the interplay among ideas about the liberal arts. First is the work of Charles W. Eliot at the end of the nineteenth century which crystallized ideas about the content and purpose of modern high school academics. Second is the reaction against Eliot's work by the professional custodians of the rapidly expanding American high school. A third window is the role of elite higher education, especially in the first half of the twentieth century, as guardian and primary generator of the liberal arts tradition. Comments by Jeffrey Mirel and Richard J. Murnane are presented. (Contains 64 notes.)

Introduction: In the last two decades, academic medical centers in the United States have faced a new challenge, dealing with breaches of medical professionalism in their staff, house staff, and medical students. Medical education settings have largely directed their professionalism efforts toward responding reactively to negative outliers., Discussion: This paper contends that the warrant of medical education mandates a transformative path forward. While negative behavior must be responded to meaningfully, so, too, must positive role models of professional behavior be publicly lauded for their consequential culture change in their institutions, and promoted as positive role models. Further, the promotion of medical professionalism must be part of this culture by proactively engaging all learners and health care providers with medical ethics and humanities-based knowledge, critical thinking skills, and role modeling., Conclusion: Professionalism programs should be vested with the authority to implement an affirmative educational program intended to nurture and promote medical professionalism in each medical student, resident, fellow, and attending and utilize methods to that end employing both virtue and care ethics.

Previous studies about writing assignments in higher education have explained that the library research paper, report on experiment, summary, and article/book review were the most common writing assignment tasks assigned across disciplines. No previous studies have explored writing tasks in the TESOL discipline at a national level. In this study information on 120 writing assignments, gathered directly from TESOL professors in the United States, with 28 available online, were analyzed to (a) explore the writing tasks frequently assigned to TESOL master's students; (b) examine the importance of the writing assignments for course evaluation; and (c) compare TESOL assignments with those in social sciences, humanities, and the arts. The study results will help to interpret characteristics of writing assignments in TESOL programs and to infer skills required for the writing assignments in the TESOL field. Also, the study will help instructors of English for academic purposes in TESOL programs guide and prepare nonnative-English-speaking students. [ABSTRACT FROM AUTHOR]

"Profession 2005" begins with a series of essays titled "The Future of the Humanities." Without exception, the authors contend that literary studies must reaffirm, or in some cases reassert, its connection with the humanities in order to retain viability for the foreseeable and distant future in American higher education. In the words of Robert Scholes, the humanities serve to "[remind] us that we have a responsibility to the great works of the past and to those students who may benefit from coming to know and appreciate them." While they stop short of proclaiming that primary texts of literature would share the level of "first order discourse" that many in English Studies afford to theory, these voices insist that the humanities must remain viable in higher education and that they must be emphasized in scholarship, teaching, and even in evaluations for tenure and promotion. They offer no long-term prescriptions as to the curricular or scholarly formulation of the humanities in the contemporary university, but they do set the table for such reflection and discussion. In this essay the author hopes to augment the critical reflection on these matters with a focus on their implications for Composition Studies. Even though many scholars in this field have distanced themselves from literary studies, and not without good rationale and fair-minded intentions, the discipline may benefit from cultivating a relationship with the meta-discipline of the humanities. When viewed as a set of interacting, historically contextualized discourses, the humanities offers a focus of inquiry that is more broadly contoured, more open to revision, and more critically accessible than has been recognized by many voices eager for a more autonomous definition of Composition Studies. The author contextualizes this point in reference to some notable voices in the discipline, then incorporates genre theory in order to foster a connection between Composition Studies and the humanities. Thus, the author hopes to answer the call of the essayists mentioned above and in so doing enhance the positions of both fields of academic inquiry. (Contains 17 notes.)

This article is a response to recent revealing political attempts to set a political and social function for the Arts through the establishment of performance criteria. A long-standing feature of the historical development of government policy in the UK has been attempts to judge the effectiveness and efficiency of public activity (health, education, social welfare and so on) by invidious comparison to effectiveness and efficiency in so-called "private" industry. This tendency requires continuous critical scrutiny.

The purpose of this paper is to provide a brief overview of Looking Back at the Lawsuit That Transformed the Chiropractic Profession, which is a series of 8 research papers that explore the historical events surrounding the Wilk v American Medical Association lawsuit and how these events may have had an influence on the chiropractic profession. [ABSTRACT FROM AUTHOR]

People toss around the phrase "publish or perish" without thought these days, especially in the humanities. Certainly, professors tell their master's and doctoral students that, should they pursue an academic career, they will be expected to present papers at conferences, publish journal articles, and, to receive tenure, produce a monograph before their sixth year as a faculty member. While it is true that "publish or perish" applies at some institutions, most professors at most institutions do no publish nearly as much as people might think. In this article, the author contends that it is time for professors to stop telling graduate students that all jobs have the same publishing expectations. Professors need to tell their students that they can find jobs at smaller, liberal arts colleges and other institutions that cater to specific niches in higher education.

This is the third paper in a series that explores the historical events surrounding the Wilk v American Medical Association (AMA) lawsuit in which the plaintiffs argued that the AMA, the American Hospital Association, and other medical specialty societies violated antitrust law by restraining chiropractors' business practices. The purpose of this paper is to provide a brief review of the history of the growth of chiropractic, its public relations campaigns, and infighting that contributed to the events surrounding the Wilk v AMA lawsuit. This historical research study used a phenomenological approach to qualitative inquiry into the conflict between regular medicine and chiropractic and the events before, during, and after a legal dispute at the time of modernization of the chiropractic profession. Our methods included obtaining primary and secondary data sources. The final narrative recount was developed into 8 papers following a successive timeline. This paper is the third of the series that explores the growth the chiropractic profession. By the 1930s, the AMA was already under investigation for violation of antitrust laws and the National Chiropractic Association was suggesting that the AMA was establishing a health care monopoly. Chiropractic schools grew and the number of graduates rose quickly. Public relations campaigns and publications in the popular press attempted to educate the public about chiropractic. Factions within the profession polarized around differing views of how they thought that chiropractic should be practiced and portrayed to the public. The AMA leaders noted the infighting and used it to their advantage to subvert chiropractic. Chiropractic grew rapidly and established its presence with the American public through public relations campaigns and popular press. However, infighting would give the AMA material to further its efforts to contain and eliminate the chiropractic profession. [ABSTRACT FROM AUTHOR]

Researchers and educators in humanities such as computational linguists, digital humanists, and those doing historical reconstructions are increasingly heavy users of computational and/or data resources. Many know about activities, working groups, and initiatives around the findable, accessible, interoperable, reusable (FAIR) principles and are a driving force for improving the sharing of data and software. However, it seems humanities researchers are less aware of the science gateways community and the end-to-end solutions that science gateways could provide, therefore lacking a driving force for adoption of this technology. This small-scale exploratory study will clarify some of the challenges and needs faced by computational researchers in the humanities that may explain their relatively low participation in the science gateways community. For this paper, we present the results of 19 interviews with seven women, 11 men, and one nonbinary individual from seven states and DC in the United States with a range of professional backgrounds and roles. [ABSTRACT FROM AUTHOR]

This innovation project seeks to provide an example of practical application of the development of critical thinking skills in the Humanities and specifically, in the Degree of English Studies. It is framed in the research group Studies on Intermediality and Intercultural Mediation (SIIM) of Complutense University of Madrid and it aims at responding to the current emphasis in the European Higher Education Area (EHEA) on competences for lifelong learning able to guarantee employability, social inclusion and citizen's participation in a globalized and changing world, a world suffering from systematic inequalities and social divisions. Many of these social and ethnic confrontations (for example, the systematic racism in the United States against the African American population which has generated the global movement "Black Lives Matter") have their origin in historical and literary periods that are covered in the curricular contents of the subjects in which this project is implemented. Thus, by bringing awareness into the functionality and relevance the subject curricula have in order to understand the historical and literary roots of many social problems, this project promotes the acquisition of critical thinking skills to contribute to these social debates by providing an objective and contrasted discussion on the origin of these social divisions. Moreover, by putting their academic knowledge at the service of an informed societal conversation, through their own learning outcomes (verified infographics, podcasts, and academic papers), students become active agents of social transformation, contributing in the fight against the disinformation, manipulation, and ignorance that so deeply harms us today as a global community. [ABSTRACT FROM AUTHOR]

This paper is the second in a series that explores the historical events surrounding the Wilk v American Medical Association (AMA) lawsuit in which the plaintiffs argued that the AMA, the American Hospital Association, and other medical specialty societies violated anti-trust law by restraining chiropractors' business practices. The purpose of this paper is to provide a brief review of the history of how the AMA rose to dominate health care in the United States, and within this social context, how the chiropractic profession fought to survive in the first half of the 20th century. This historical research study used a phenomenological approach to qualitative inquiry into the conflict between regular medicine and chiropractic and the events before, during, and after a legal dispute at the time of modernization of the chiropractic profession. Our methods included obtaining primary and secondary data sources. The final narrative recount was developed into 8 papers following a successive timeline. This paper is the second of the series that explores the growth of medicine and the chiropractic profession. The AMA's code of ethics established in 1847 continued to direct organized medicine's actions to exclude other health professions. During the early 1900s, the AMA established itself as "regular medicine." They labeled other types of medicine and health care professions, such as chiropractic, as "irregulars" claiming that they were cultists and quacks. In addition to the rise in power of the AMA, a report written by Abraham Flexner helped to solidify the AMA's control over health care. Chiropractic as a profession was emerging and developing in practice, education, and science. The few resources available to chiropractors were used to defend their profession against attacks from organized medicine and to secure legislation to legalize the practice of chiropractic. After years of struggle, the last state in the US legalized chiropractic 79 years after the birth of the profession. In the first part of the 20th century, the AMA was amassing power as chiropractic was just emerging as a profession. Events such as publication of Flexner's report and development of the medical basic science laws helped to entrench the AMA's monopoly on health care. The health care environment shaped how chiropractic grew as a profession. Chiropractic practice, education, and science were challenged by trying to develop outside of the medical establishment. These events added to the tensions between the professions that ultimately resulted in the Wilk v AMA lawsuit. [ABSTRACT FROM AUTHOR]

Purpose – The aim of this paper is to identify the benefits for individuals with dementia from participating in highly creative engagement activities. It also aims to analyse the ways of promoting access for this generation in settings such as museums and galleries, identifying the various ways the USA and UK differ when providing new opportunities for this generation. It also seeks to depict how the USA measures and acknowledges creativity, alongside the decrease of cognitive ability. Design/methodology/approach – The Winston Churchill Travelling Fellowship study was carried out in six cities across the USA; these were Milwaukee, Chicago, Minneapolis, New York, San Francisco and Washington, DC. Data, observations and knowledge were gathered from various access programmes in museums and galleries, creative access organisations and in alternative environments from hospitals, to day centres and residential care. Findings – This article highlights the benefits of coordinating creative activities within a healthcare setting, looking at ways of changing cultural views and improving the health service. Research limitations/implications – The research was limited to the USA and its six biggest cities. The results presented are predominantly qualitative and the results rely on extensive evaluation. Practical implications – Collaboration between health staff and artists can prove difficult so it is essential to utilize practitioners that share the same values and visions of the end goal. Both leadership and job roles need to be discussed in great detail before beginning any access project. Social implications – Arts in a healthcare context will bridge the gap between age and ability, altering the views of today's general culture. Instead the "elderly" will be seen as creative, innovative and pro-active. The arts can transform the stereotypical views that today's culture have of the elderly, from negative to positive. The arts will inspire intergenerational collaboration between the young and old which will enhance self-esteem, respect and knowledge for both age groups. Originality/value – This paper will promote the arts as a positive tool to improve the quality of life for individuals with dementia. Providing guidelines, insight and access programmes to health care staff, carers and individuals with dementia. This information and support will boost dementia care, lowering medical costs and allow for a better environment for the third age to be a part of. [ABSTRACT FROM AUTHOR]

Background: Human knowledge and innovation are recorded in two media: scholarly publication and patents. These records not only document a new scientific insight or new method developed, but they also carefully cite prior work upon which the innovation is built. Methodology: We quantify the impact of information flow across fields using two large citation dataset: one spanning over a century of scholarly work in the natural sciences, social sciences and humanities, and second spanning a quarter century of United States patents. Conclusions: We find that a publication's citing across disciplines is tied to its subsequent impact. In the case of patents and natural science publications, those that are cited at least once are cited slightly more when they draw on research outside of their area. In contrast, in the social sciences, citing within one's own field tends to be positively correlated with impact. [ABSTRACT FROM AUTHOR]

Literature on business information literacy primarily focuses on business students. This paper instead explores business information literacy for students in liberal arts colleges: aside from career preparation, are there reasons to teach them to grapple critically with business information? This paper brings together survey findings, concepts from critical information theory, and the "Framework for Information Literacy for Higher Education" developed by the Association of Colleges and Research Libraries to bear on this question. It argues that business information is a powerful genre for teaching core concepts central to both information literacy and liberal arts: critical inquiry, authority, access, incentives, rhetorical practices, and more. [ABSTRACT FROM AUTHOR]

Thirteen articles that discuss use of computer assisted instruction (CAI) in humanities education specifically cover CAI use in philosophy, musicianship training, rhetoric, foreign language, English as a second language, and writing instruction; CAI authoring systems; videodisc technology; educational history; computer simulations; videodisc players; and CAI in the United Kingdom. (MBR)

Compares differences in the use of technology, attitudes toward it, and educational experiences of librarians between libraries in Europe and the United States, and between countries within Europe. The issues discussed include decentralization, bureaucratic versus professional staff, the use of technology for scientific versus humanities information, and information policy formation. (CLB)

As the number of medical and health humanities degree programs in the United States rapidly increases (Berry, Lamb and Jones 2016, 2017), it is especially timely to consider the range of specific disciplinary (and multidisciplinary) perspectives that might benefit students enrolled in these programs. This paper discusses the inclusion of one such perspective from the field of Science and Technology Studies (STS.) The author asserts that STS benefits students in the medical and health humanities in four particular ways, by: (1) challenging the "progress narrative" around the advancement of biomedicine as scientific practice, (2) evaluating the meaning of technology, especially in how technology orients us towards sickness and how health technology is in turn shaped by social and cultural values, (3) assessing the plurality of biomedical epistemologies, rather than assuming biomedicine is one, cohesive body of knowledge that does not differ across contexts, and (4) critiquing bias in biomedical practice and science, especially in the marginalization of women's voices and in the racial and postcolonial trajectories of contemporary biomedicine. The paper discusses the theoretical importance of these four trajectories to the medical and health humanities, as well as the venues for inclusion of STS within coursework and programming at Case Western Reserve University. The paper also comments on how programming at other institutions might be adapted to incorporate STS scholarship. By drawing on numerous examples of research in the anthropology, sociology, history, and the philosophy of science, this article seeks to open a conversation about the value of science and technology studies to health humanities pedagogy.

This paper argues that cultural policy analysts should turn theft analytical attention towards the cultural policies of sub-national levels of government. State level cultural policy has become an increasingly important locus of interest for those who are concerned with the health and stability of the arts, culture, and humanities in American life, and the same is undoubtedly true elsewhere. This rise in the importance of cultural policy at the state level has not been accompanied by a similarly evolving understanding of the cultural policy system that has developed at this sub-national level. Cultural policy at the level of an American state has been the sum total of the more or less independent, uncoordinated activities of a variety of state agencies and allied organizations and institutions. This paper lays out a number of hypotheses concerning what we might he likely to find in such an inquiry and reports some preliminary findings from a cultural policy mapping project in the State of Washington. [ABSTRACT FROM AUTHOR]

Discusses papers submitted in the 26th Annual Conference on Social Theory, Politics and the Arts which was held in Washington, D.C. from October 12 to 15, 2000. Main challenges for the arts and humanities; Central topic of the event; Topics of the papers.

This paper explores the rise of programs in television instruction in the USA during broadcasting’s postwar expansion period. Beginning in professional schools, television training entered the university first through extension school courses, then in full degree programs. This transition to institutions of higher learning entailed key shifts in demographics, pedagogical orientation, and legitimation strategies, while embroiling television in larger struggles over the shifting boundaries of the postwar humanities. Studying the education of early television workers, I argue, raises key questions about processes of worker professionalization vital for developing research on media industries and media labor. [ABSTRACT FROM PUBLISHER]

In the past, humanists and scientists have held very different views about the role of collaboration in scholarly research. From the point of view of a Principal Investigator in a scientific laboratory, this article examines the increasingly dominant role of collaboration in scientific research. In contrast to the ‘consensus research’ model of the sciences, humanists have often viewed the role of collaboration in research with considerable skepticism and have placed greater value on the traditional model of the solitary scholar pursuing knowledge and truth. An examination of some of the distinctive cultural differences between the humanities and sciences suggests that the benefits of collaboration may come to play an increasingly significant role in the future of humanistic research. [ABSTRACT FROM PUBLISHER]

The paper suggests that among reasons for the difficulties collegiate foreign language (FL) programs in the United States (and most likely elsewhere) encounter in assuring that their students attain the kind of upper-level multiple literacies necessary for engaging in sophisticated work with FL oral and written texts may be the fact that prevailing frameworks for capturing FL performance, development, and assessment are insufficient for envisioning such textually oriented learning goals. The result of this mismatch between dominant frameworks, typically associated with communicative language teaching, and the goals of literary cultural studies programs as humanities programs is that collegiate FL departments and their faculty members face serious obstacles in their efforts to create the kind of coherent, comprehensive, and principled curricula that would be necessary for overcoming what are already extraordinary challenges in an educational environment that provides little support for long-term, sustained efforts at language development toward advanced multiple literacies. The paper traces these links by examining three such frameworks in the United States: the Proficiency framework of the 1980s, based on the ACTFL oral proficiency interview, the Standards framework of the 1990s, part of a more general standards movement in U.S. education, and the most recent document, by the Modern Language Association (MLA), which focuses on the need for new curricular structures in collegiate FL education. Specifically, it provides an overview of the U.S. educational landscape with an eye toward the considerable influence such frameworks can have in the absence of a comprehensive language education policy; lays out key characteristics that would be necessary for a viable approach to collegiate FL education; probes the complex effects the three frameworks have had in collegiate FL programs; and explores how one department sought to counter-act their detrimental influence in order to affirm and realize a humanistically oriented approach to FL education. The paper concludes with overall observations about the increasing power of frameworks to set educational goals and ways to counteract their potentially unwelcome consequences. [ABSTRACT FROM AUTHOR]

Features the thirty-second Annual Meeting of the Western Society for French History in Lubbock, Texas. Speakers and their topics; Consideration for papers on all topics related to French history, culture and society; Submission of a short description of the proposed paper by prospective participants.

This paper describes a flaw in the teaching of issues related to market economics and social justice at American institutions of higher learning. The flaw we speak of is really a gap, or an educational disconnect, which exists between those faculty who support market-based economies and those who believe capitalism promotes economic injustice. The thesis of this paper is that the gap is so wide and the ideas that are promoted are so disconnected that students are trapped into choosing one or the other position (or neither) and are left unable to link the two sides of the discussion. Such an educational process is not one that produces free and reasoned discernment. In this paper, we briefly relate how we came to be aware of the disconnect and its harms. We present evidence that a pedagogical gulf exists within the teaching of markets and capitalism at American universities – faculty interviews, course syllabi, portions of the corpus of material generally referred to as Catholic Social Thought, as well as references to traditional, mainstream economic theory. Further, we give evidence of the confusion and frustration among students this gulf causes. We suggest possible reasons for the gulf–primarily through an investigation of the differences in underlying assumptions and misperceptions that exist between two divisions within universities. We conclude by suggesting a set of curricular changes designed to improve teaching. The authors’ aim is not to change people’s minds. It is to change their teaching. The authors believe that these curricular changes will leave students less frustrated and better prepared for a life of significant service – with improved critical thinking skills. [ABSTRACT FROM AUTHOR]

This paper presents an intensive analysis of 61 Northwest Washington State (USA) elder family care providers and their stories of choice, challenge and wisdom as they care for their aged and chronically ill spouses, parents and other loved ones. Family caregivers typically experience crisis conditions in their efforts to deal with their chronically ill relatives or friends. Overall, they lack the skill, knowledge and familiarity with elderly illness conditions to provide the level of care demanded of them. Additionally, they face inadequate financial, social and emotional resources for coping with the extended care of their chronically ill loved ones. The result? Caregivers succumb to depression, illness, financial upheaval and even death long before their work is done. Through their stories, we capture the fundamental imbalances of a society that ignores the needs of the very elderly and those confronting the end of life, as well as those who care for them. As the number of persons living in their 80s, 90s and beyond continues to grow in the U.S. and abroad, so, too, does the need to revamp ill-conceived social policies that fail to address the needs of both the frail elderly and their family caregivers. The stories and experiences of the caregivers will be analyzed using both caregiver data derived from the closed-ended interview schedule, and caregiver narratives, drawing on the responses of the women to open-ended questions. After a description of the sample, the paper explores the ‘caregiver burden’ concept, as an integral part of a descriptive model. This model explores a twofold approach to managing stress among these caregivers: negative emotions, experiences, and outcomes versus positive emotions, experiences and outcomes. As our interview data reveal, these women display high levels of compassion that enable them to overcome their unexpected challenge of care, despite severe self sacrifices. The paper concludes with recommendations for a transformation to a humanistic policy of care that addresses various issues raised by the plight of these overburdened and largely unskilled—although life-affirming—caregivers struggling with their family crisis. [ABSTRACT FROM AUTHOR]