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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.

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.

While scholars have found that undergraduate involvement in research is beneficial, the lack of such experiences in the social sciences and humanities is glaring. This paper analyzes how an emphasis on community through cohort models impacts undergraduate student experience in research, taking from the Emerging Scholars Program, an interdisciplinary research program where cohorts of undergraduates are matched with faculty and attend meetings, workshops, and presentations together. We find that the cohort model created a robust community that fosters positive relationships that develop professional skills and emotional support, allowing students to collaborate and aim more toward their professional goals. The results from this study offer valuable insights into how universities can ensure that students have meaningful research experience beyond the classroom.

This paper replicates models developed by previous research to study the effects of graduate education on new graduates' initial employment in the Japanese labor market. If education is the best investment for an individual's economic success, then graduate degrees are expected to provide an individual with higher-earning job opportunities. Despite this reasonable economic premise, previous research showed that master's degrees in the humanities or social sciences in Japan have, in fact, a negative impact on obtaining initial employment compared to those with only a bachelor's degree in the humanities or social sciences. This previous research, however, could not overcome omitted variable bias because of data limitations. Omitted variable bias is a key problem for research on education; therefore, this study uses new longitudinal data to overcome omitted variable bias and clearly demonstrate the robustness of these earlier findings. The empirical results of this study corroborate earlier work, showing that master's degrees in the humanities or social sciences do not provide graduate students with an advantage in obtaining initial employment, after controlling for potential bias. At the same time, this study also confirms that natural science majors have a higher probability of obtaining initial employment in comparison with humanities or social science majors. In other words, this paper offers a valid replication of existing research. This shows that the Japanese labor market structure for graduate students has, in essence, remained the same since previous research was completed.

In an uncertain labour market, the questions around the employability of graduate students take on a new urgency. Fears about the graduate market in the coming years are acute and are compounded by a sense that there is a large disconnect between a university education and what is expected in the workplace. Australian labour market trends clearly demonstrate that the skills most in demand by Australian graduate employers are precisely the transferrable skills which are honed by doing a HASS degree at the university. However, HASS academics do not usually talk about the skills and attributes students are gaining during their university studies and how this is useful in the workplace. Creating this awareness in both staff and students is immensely important for future graduates to survive and excel beyond university. Based on focus groups, interviews, and student-led projects over the last three years, this paper explores how to balance the need to engage with deep disciplinary knowledge with the understanding that this knowledge is only useful in the real world if accompanied by explicit skills. By using a case study, this paper showcases how to articulate skills and knowledge to HASS students to prepare for workforce. Furthermore, it focusses on how graduate attributes and learning outcomes can be connected from assessment tasks to classroom teaching.

In this paper, this theme of the open question is offered as a hermeneutical approach to problem-based learning. Most of the scientific literature on problem-based learning is in the realm of the behavioral-sciences. To the extent that the latter becomes the exclusive focus of research on problem-based learning, there is a risk of instrumentalization. The hermeneutical approach of this paper is meant to complement this field of research. The subjects of humanities research are not directly available to a humanities scholar, at least not in the way experimental subjects are to a natural scientist. This is Wilhelm Dilthey's epoch-making understanding of the humanities in a nutshell. Philosophical anthropologist Helmuth Plessner, drawing on Dilthey, extends this insight to the historicity of human existence as such, summarizing the latter as an 'open question' that is always impressing itself upon us as human beings, but which at the same time cannot be answered definitively. It is through this process of asking and answering that we leave behind a history in the first place. I use these arguments to show that the theme of the open question yields a series of interconnected educational insights: notably the importance of subjectification, the social and historical context within which education necessarily takes place, and the construction of new knowledge and experience. These educational insights are rendered explicit and put into practice in problem-based learning. I hope in this way to develop a research perspective on problem-based learning as not only a set of behaviors, but as the scene of meaningful action.

The Bologna Process represents the most significant extensive reform of higher education in Europe. The particular aspects of the Bologna Process still incite critical evaluations as regards the successfulness of its implementation. The theoretical part of the paper analyzes the fundamental principles defined in the Bologna Declaration, requirements and critical views of the Bologna Process, as well as the relevant research conducted on this issue used for the comparative analysis. The introduction of the Bologna Process into the Serbian university education has initiated numerous changes, the increase of the student mobility being the most striking one. The empirical part of the paper focuses on the study of the following problem: the manner in which students of social sciences and humanities perceive the Bologna Process fifteen years after its implementation into the Serbian university education. Consequently, the subject matter of the research is the observation and description of students' attitudes to this phenomenon with the purpose of acquiring relevant information "firsthand." The achievable objective of the presented research reviews the context and condition of the Bologna Process during 2019/2020 academic year and its feasible improvements, which can contribute to comparative study of similar researches in the time of the pandemics. The specific research tasks include the study of the Bologna requirements, attitudes to the Bologna Process, benefits and restrictions of this reform, and particularly the attempt to suggest the improvement of the Bologna Process realization from the perspective of students of social sciences and humanities. The research sample consisted of the Bachelor students of social sciences and humanities from the Faculty of Philosophy in Niš (N=150). The survey technique and the scaling technique with a rating scale questionnaire were used (BOL-JM-JOZ). The questionnaire had five closed-ended questions, while the Likert scale was comprised of 23 items. The test of the instrument consistency proved its reliability. The obtained results were shown by the chi square test, which proved a statistically significant difference in the respondents' answers as regards the year of study, p<0.05. The main factors were extracted from the assessment scale by the application of the factor analysis. These factors examined the students' perceptions of the Bologna Process, comparing the answers provided by the students of the first, second, third and fourth year of study of social sciences and humanities, p<0.05.

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

This paper critically reviews the research done in education faculties in Nigerian universities. This research, though categorized in postgraduate schools or colleges as mainly in the liberal arts/humanities and the social sciences, depends on the theories and methodologies from other disciplines. The arts and social sciences are disciplines where undergraduates in education take courses in teaching to earn bachelor's degrees, the postgraduate level offers varied opportunities for educational research to maximize the uniqueness of mixed method research for education.

The study deals with teaching Russian as a non-native language to Kazakh students from linguistic and cultural positions. The purpose of the study is to substantiate the efficiency of adapting the integrated technology of mastering a non-native language based on the psycholinguistic analysis of the basic values. As the research methods, the study employs the association experiment and Karaulov's matrix of the "semantic gestalt" along with the classic linguodidactic attitudes; based on these methods the study provides the commentary of the associative fields with the valuably marked incentives. Such material being used will promote the actual development of the basic ideological values with the students. The theoretical and experimental content of the paper testifies to the effectiveness of the integrative methods in teaching Russian as a non-native language. The materials of the Free Association Experiment are presented in the comparative commentary of the semantic gestalt stimulus "Azhe -- Grandmother"; the latter represents in the linguistic consciousness of Kazakhs and Russians the significance of the concept under study in the system of the basic human values in the lexical-semantic group "Kinship relations". The conclusion postulated in the paper is as follows: the heuristic potential of the complex usage of the psycholinguistic (associative) and linguodidactic innovations is included in the process of developing a non-native language. The results of the study allow speaking about the expediency and prospects of further integration of the selected material into the study of the humanities at school and university.

Initial Teacher Education (ITE) reform in Australia has mandated that graduating teachers demonstrate their practice and 'impact' through the completion of a Teaching Performance Assessment (TPA) prior to graduation. The requirement to analyse 'impact' in teaching, requires a nuanced understanding of what 'impact' is and how it manifests in varied contemporary classrooms. This paper reports on how a sample of high-performing pre-service teachers from one Australian ITE institution, within a framework devised by Australia's largest TPA consortium, appraised the impact of their teaching in the context of the disciplinary area of Humanities and Social Sciences (HASS). How 'impact' was articulated through GTPA submissions revealed data-informed and holistic interpretations layered to include opportunistic teaching moments and relational and affective impact as well as analysis of cognitive progress. The paper also identifies ways in which analysis of impact might be further finessed with greater attention to pedagogical content knowledge and discipline-specific progression.

The scholarship of teaching and learning (SoTL) defines itself as an inclusive field of study, and scholars have long lauded its ability to engage academics from each and every discipline. Yet SoTL's research culture has long been dominated by a narrow conception of social science. As a result, the lived experience of scholars from other disciplines, particularly the humanities, is one of engaged alienation. The borders created by SoTL's research paradigm are invisible to those within and somewhat impenetrable to those who are othered by virtue of their disciplinary identities. This paper interrogates the contradictions between SoTL's espoused values and values-in-use.

The paradigm on which a methodological approach is developed determines the situations in which its application will be most appropriate. The quantitative approach implies a positivist paradigm, the basis of which is cause-and-effect relationships, as well as the questioning and verifying of existing theories. Positivism aims to prove that phenomena from the field of social sciences and humanities are equally subject to measurement as natural phenomena. That assumption is also the epicenter of criticism directed at positivism, from which, in addition to its strengths, post-positivism developed, characterized by more flexible views on absolute objectivity. The aim of this paper is focused on the analysis of the basis of the quantitative approach, the possibilities and limitations of the positivist paradigm and the post-positivist paradigm that overcomes the limitations of positivism. The tasks are as follows: 1. Define the concept of paradigm and its role in pedagogical research, 2. Determine the connection between the positivist and post-positivist paradigms and the quantitative approach, 3. Analyze the strengths and limitations of positivism and post-positivism and the possibilities of overcoming its weaknesses. The authors applied the theoretical method with content analysis and accepted the facts and ideas of positivism as the primary paradigm for researching educational reality. They state that post-positivism is intuitive and holistic, flexible in research, while positivism is based on solid facts that are objective and do not depend on subjective interpretation.

Virtual Reality (VR) is a computer-generated environment with noteworthy didactic applications in different educational levels and areas of knowledge. The study of the perceptions of the agents involved about the use of VR in lectures is a fruitful line of research because it has implications in terms of the measures to be taken to improve the training and competence of professors in its use. In this paper, a quantitative, descriptive, and correlational research is carried out on the assessments of a sample of 1638 Latin American university professors on both (i) the didactic use of VR and (ii) the influence of the professors' area of knowledge on these assessments. For this purpose, a validated questionnaire was used, the responses to which were subjected to statistical analysis. As a result, it was found that the ratings of VR are very high, but professors believe that their digital skills for its use are insufficient. In addition, the professors' area of knowledge significantly influences their ratings, being higher in the areas of knowledge in which professors have a better self-concept of their digital skills. Furthermore, gender gaps have also been identified in the answers given, which behave differently according to the area of knowledge. Finally, some conclusions, implications, and recommendations are drawn from the results obtained.

The Australian Curriculum is a policy document that directly influences the lived realities of millions of students and teachers. However, navigating and understanding the Australian Curriculum can be confusing due to discipline-specific meta-language. This poses problems when attempting to access the Curriculum in research that extends beyond the Education discipline. In response, this paper proposes a novel model that facilitates the analysis of curriculum documents for those outside the Education discipline. To illustrate the method, the paper provides an example of how and where community gardens align with the content descriptions of the Australian Curriculum. A word frequency analysis suggests that community gardens are most closely aligned with the Humanities and Social Science's (HASS) and Health and Physical Education (HPE) learning areas. A word tree analysis thematically groups content descriptions and discusses how community gardens can support classroom implementation of both HASS and HPE. The method presented will benefit scholars outside the Education discipline who seek to engage with the curriculum. It also extends discussions surrounding how to best integrate gardens in schools.

This paper provides a reflection on the way changes taking place in doctoral education are being perceived and internalized by doctoral students. The Doctoral perceptions are analyzed through Ph.D. candidates' motivations to enroll in the program and to their levels of satisfaction with the supervision experience. Comparisons between national and international students, as well as differences according to doctoral programs' scientific areas, i.e., between students enrolled in Science, Technology, Engineering and Mathematics (STEM) and in Social Sciences, Languages and Humanities (SSLH) are established. Based on a case study developed in a Portuguese university, conclusions point to the dominance of a romanticized, traditional view of doctoral education, with the academic profession at its core. This view is mostly shared by international students and those from SSLH scientific areas. In turn, national Ph.D. candidates and those from STEM areas have incorporated a more instrumental view of doctoral education, aiming for training participants to professions outside academia.

To appropriately react to the swift development and changes of technologies these days, the need for creative teaching and learning has been increased. Making learners equip digital literacy of intelligent information has become necessary. This paper focused on three promising technologies that artificial intelligence humanities, forensic science, and digital therapeutics from intelligent information technology. We designed educational programs and applied the programs to 596 elementary and secondary school students in Korea. The objective of these programs was to promote the creativity of learners by using numerous techniques in thinking creatively and exploring newly emerging careers in the fields of intelligent information technology. To find out the educational effect, we tested the study's subjects for their satisfaction with education and their creativity. As a result of the study, the scores regarding the satisfaction of students engaged in the programs was high (M=4.18, SD=0.48), and the score on their creativity was also high (M=4.05, SD=0.38). These educational programs also showed high satisfaction and creativity scores regardless of school level. Accordingly, we suggest that the learning contents and concepts of intelligent information technology might be worthy of being applied across elementary and secondary school practices. From the result that the satisfaction, we found that it was necessary to improve quality of the artificial intelligence humanities program. Also, supplementary and advanced related activities are needed toward enhancing learner motivation and satisfaction.

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

The 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.

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

This paper discovers the role of learner's needs analysis in English for academic purposes courses in higher education before designing any language curriculum. The research is essential as it can be used to support students to be aware of their motivation to learn and a basis for teachers in helping students improve their learning motivation. Students have either instrumental or integrative or both motivational orientations while studying EAP courses (locally called communicative English skills) for their present and target situation needs. Therefore, 308 first-year students (using systematic sampling) and 41 instructors (using census technique) from the Social Sciences and Humanities College in Wachemo University, Ethiopia, participated in the study. A mixed-methods research design was used to collect the data. Survey questionnaire and interview instruments were employed for data collection, analysis, and interpretation. The findings revealed that the students have instrumental and integrative orientations for learning English. However, instrumental motivation surpassed integrative motivation because most of the study participants thought that the students predominantly need English for practical reasons in the context of the present study than integrative orientations to pursue their academic courses at the university level. When the participants were asked about the students' reasons for learning English, they indicated many aspects related to instrumental and integrative motivation. For reasons related to instrumental motivation, students learn English because it is helpful in getting a good job in the future, studying or working abroad, and passing a test (an exam), while the students who are integratively motivated learn English because they like the language and the culture. Consequently, through thorough needs analysis, course designers and practitioners should identify learners' reasons for learning the EAP course before implementing the material in the EFL classroom.

Drawing on past and current scholarship on digitally mediated communication in language learning, this review article examines the evolution of identity research in computer-assisted language learning (CALL) from the 1990s to the present day. The article offers an in-depth overview of critical issues and topics associated with language learner identification in educational digital settings and non-institutionally situated online cultures. A chronological approach is followed, addressing three main historical periods broadly related to the major conceptual shifts in applied linguistics: early developments and the communicative turn (1995-2000), the social and intercultural turns (2000-2010), and the critical and multilingual turns (2010-2020). Thus, this paper seeks to link the research on digital identity in CALL to second language acquisition (SLA) theories and highlight key studies and their importance for the field and the shifting paradigm. The article concludes with a summary of newly emerging themes in digital identity studies and outlines new directions for research on language learner identity in digital spaces. Singling out identity research within the discipline of CALL as a historically evolving topic that reflects the ever-changing realms of the digital world contributes to strengthening interdisciplinary ties between broadly conceptualized digital humanities, digital humanistic pedagogies, and computer-assisted language learning sciences.

In his 2016 article published in this journal, Dr. William Winters described Selma and Lois DeBakey as "icons of medical communication" who believed that "nothing hinders communication as much as words, when they are used badly or incorrectly."1 This article bookends Winters' description by explaining how Selma and Lois DeBakey were also "icons of medical preservation" who asked, "Shall we nourish the biomedical archives as a viable and indispensable source of information, or shall we bury their ashes and lose a century or more of consequential scientific history?" In addressing this question posed by Selma and Lois DeBakey and spotlighting their answers in their own engaging words, we highlight the relevance of their advocacy for the medical humanities and its influence to inform humanistic approaches to science and medicine. More broadly, their advocacy inspires us to appreciate the historical record as we think critically about how we communicate the experience of medicine and science, learn from it today, and preserve it for tomorrow. [ABSTRACT FROM AUTHOR]

Copyright of Er(r)go: Teoria, Literatura, Kultura is the property of Wydawnictwo Uniwersytetu Slaskiego and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Studia Universitatis Babes-Bolyai, Philologia is the property of Babes-Bolyai University, Cluj-Napoca, Romania and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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

Background: Chiropractic, osteopathy, and physiotherapy (COP) professionals regulated outside the United States traditionally incorporate hands-on procedures aligned with their historical principles to guide patient care. However, some authors in COP research advocate a pan-professional, evidence-informed, patient-centered approach to musculoskeletal care, emphasizing hands-off management of patients through education and exercise therapy. The extent to which non-Western sociocultural beliefs about body representations in health and disease, including Indigenous beliefs, could influence the patient–practitioner dyad and affect the interpretation of pillars of evidence-informed practice, such as patient-centered care and patient expectations, remains unknown. Methods: our perspective paper combines the best available evidence with expert insights and unique viewpoints to address gaps in the scientific literature and inform an interdisciplinary readership. Results: A COP pan-professional approach tends to marginalize approaches, such as prevention-oriented clinical scenarios traditionally advocated by osteopathic practitioners for patients with non-Western sociocultural health assumptions. The Cynefin framework was introduced as a decision-making tool to aid clinicians in managing complex clinical scenarios and promoting evidence-informed, patient-centered, and culturally sensitive care. Conclusion: Epistemological flexibility is historically rooted in osteopathic care, due to his Indigenous roots. It is imperative to reintroduce conceptual and operative clinical frameworks that better address contemporary health needs, promote inclusion and equality in healthcare, and enhance the quality of manual therapy services beyond COP's Western-centered perspective. [ABSTRACT FROM AUTHOR]

The goal of this bibliometric analysis is to summarize publications on the contributions of a higher education university in arts, humanities, and social sciences and evaluate their citation status. Ninety-one publications were indexed in Scopus and WOS databases between 2018 and 2022. All publications appeared in 69 different journals, books, and conferences. About 51.6% of all studies were single-authored. The median number of publications per author was 27.01 6 48.0 and that of citations was 223.0 6 764.0. Positive correlations were observed between the journal's CiteScore and authors' count with citation number (r² = .625 and .207 respectively; p\.005). Publications written by ø3 authors with international collaboration received the maximum number of citations (p\.005). Moreover, the mean number of citations for publications written by associate or assistant professors was significantly higher than those composed by their peers (p = .033). Defining the field of arts and humanities remains a difficult exercise, because of its blurry theoretical background. Thus, a repetitive evaluation of its current status remains essential. [ABSTRACT FROM AUTHOR]

This paper evaluates the impacts of income inequality on life expectancy in African countries. The empirical analysis has been performed on a panel dataset of 52 African nations covering the period of 1995 to 2018. For estimating the inequality-health relationship, I have used Two-Stage Least Squares (2SLS) technique and a Panel Error Correction Model (PECM). The longrun cointegrating relationship was estimated using a Panel Dynamic Ordinary Least Square (PDOLS) estimator. The outcomes suggest that income inequality has negatively affected life expectancy at birth in the African continent overall. Though income inequality seems to have improved health in the short-run, in the long-run, income inequality had deleterious effects. A series of steps has been followed to check the soundness of the result of the main empirical examination and it is confirmed that the results are robust. [ABSTRACT FROM AUTHOR]

This paper presents an overview of the LL(O)D and NLP methods, tools and data for detecting and representing semantic change, with its main application in humanities research. The paper's aim is to provide the starting point for the construction of a workflow and set of multilingual diachronic ontologies within the humanities use case of the COST Action Nexus Linguarum, European network for Web-centred linguistic data science, CA18209. The survey focuses on the essential aspects needed to understand the current trends and to build applications in this area of study. [ABSTRACT FROM AUTHOR]

In this paper, we are concerned about the nature of information and how to gather and compose data with the help of so called FAIR digital objects (FDOs) in order to transform them to knowledge. FDOs are digital surrogates of real objects. The nature of information is intrinsically linked to the kind of questions one is asking. One might not ask a question or get philosophical about it. Answers depend on the data different disciplines gather about their objects of study. In Statistical Physics, classical Shannon entropy measures system order which in equilibrium just equals the heat exchanged with the environment. In cell biology, each protein carries certain functions which create specific information. Cognitive science describes how organisms perceive their environment via functional sensors and control behavior accordingly. Note that one can have function and control without meaning. In contrast, psychology is concerned with the assessment of our perceptions by assigning meaning and ensuing actions. Finally, philosophy builds logical constructs and formulates principles, in effect transforming facts into complex knowledge. All these statements make sense, but there is an even more concise way. Indeed, Luciano Floridi provides a precise and thorough classification of information in his central oeuvre On the Philosophy of Information (Floridi 2013). Especially, he performs a sequential construction to develop the attributes which data need to have in order to count as knowledge. Semantic information is necessarily well-formed, meaningful and truthful. Well-formed data becomes meaningful by action based-semantics of an autonomous-agent solving the symbol grounding problem (Taddeo and Floridi 2005) interacting with the environment. Knowledge is created then by being informed through relevant data accounted for. We notice that the notion of agency is crucial for defining meaning. The apparent gap between Sciences and Humanities (Bawden and Robinson 2020) is created by the very existence of meaning. Further, meaning depends on interactions & connotations which are commensurate with the effective complexity of the environment of a particular agent resulting in an array of possible definitions. In his classical paper More is different (Anderson 1972) discussed verbatim the hierarchical nature of science. Each level is made of and obeys the laws of its constituents from one level below with the higher-level exhibiting emergent properties like wetness of water assignable only to the whole system. As we rise through the hierarchies, there is a branch of science for each level of complexity; on each complexity level there are objects for which it is appropriate and fitting to build up vocabulary for the respective levels of description leading to formation of disciplinary languages. It is the central idea of causal emergence that on each level there is an optimal degree of coarse graining to define those objects in such a way that causality becomes maximal between them. This means there is emergence of informative higher scales in complex materials extending to biological systems and into the brain with its neural networks representing our thoughts in a hierarchy of neural correlates. A computational toolkit for optimal level prediction and control has been developed (Hoel and Levin 2020) which was conceptually extended to integrated information theory of consciousness (Albantakis et al. 2019). The large gap between sciences and humanities discussed above exhibits itself in a series of small gaps connected to the emergence of informative higher scales. It has been suggested that the origin of life may be identified as a transition in causal structure and information flow (Walker 2014). Integrated information measures globally how much the causal mechanisms of a system reduce the uncertainty about the possible causes for a given state. A measure of "information flow" that accurately captures causal effects has been proposed (Ay and Polani 2008). The state of the art is presented in (Ay et al. 2022) where the link between information and complexity is discussed. Ay et al single out hierarchical systems and interlevel causation. Even further, (Rosas et al. 2020) reconcile conflicting views of emergence via an exact information-theoretic approach to identify causal emergence in multivariate data. As information becomes differentially richer one eventually needs complexity measures beyond {R }. One may define generalized metrices on these spaces (Pirró 2009) measuring information complexity on ever higher hierarchical levels of information. As one rises through hierarchies, information on higher scale is usually gained by coarse graining to arrive at an effective, nevertheless exact description, on the higher scale. It is repeated coarse graining of syntactically well-ordered information layers which eventually leads to semantic information in a process which I conjecture to be reminiscent of renormalization group flow leading to a universal classification scheme. Thus, we identify scientific disciplines and their corresponding data sets as dual universality classes of physical and epistemic structure formation, respectively. Above the semantic gap, we may call this process quantification of the qualitative by semantic metrics. Indeed, (Kolchinsky and Wolpert 2018) explored for the first time quantitative semantic concepts in Physics in their 2018 seminal paper entitled Semantic information, autonomous agency and non-equilibrium statistical physics. Their measures are numeric variants of entropy. Semantic information is identified with 'the information that a physical system has about its environment that is causally necessary for the system to maintain its own existence over time'. FDOs are employed in these processes in two fundamental ways. For practical implementations of FDO technology, see accompanying abstract (Wittenburg et al. 2022). First, the FAIR principles (Wilkinson et al. 2016) ensure that unconnected pieces of data may be percolated into an integrated data space. Percolation creates the information density needed to feed AI-driven built up of semantic space. Without FDOs we wouldn't have the gravity for this to occur. Second, the very structure of FDOs, capable of symmetry preserving or breaking fusion events into composed entities, makes them homologous to mathematical categories. This will proof to be a powerful tool to unravel the nature of information via analyzing its topological structure algebraically, especially when considering our conjecture concerning universality, classes of information and their possible instantiations on vastly different length and time scales, in effect explaining analogous structure formation. [ABSTRACT FROM AUTHOR]

The aim of this paper was to assess secondary education teachers' burnout in the Thessaloniki area. More specifically, the teachers of humanities (THs) and the teachers of sciences (TSs) were examined. In these groups, a comparative approach to burnout was performed. The sample consisted of 142 THs and 108 TSs. The Maslach and Jackson burnout measurement scale and the burnout sources questionnaire, as adapted by Mouzoura, were used to collect data. Based on the results of the survey, moderate burnout level was found in the teachers as a whole. It was also proved that between the two groups, there was no difference in the degree of burnout. In addition, THs record lower rates of depersonalization than TSs. Thus, it seems that demographic characteristics, level of education, and type of school differentiate burnout levels. Moreover, both groups of teachers' specialties identified issues related to educational organization and administration as the most important cause of burnout. Individually, however, THs appear to be more exhausted emotionally due to professional obligations that magnify the workload and time pressure compared to TSs, who are particularly "affected" by the lack of material teaching resources. Moreover, this paper explores and records several dimensions of burnout faced by the participants in the survey and reports certain recommendations that can practically influence their workplace. [ABSTRACT FROM AUTHOR]

Higher education in Australia is in a period of crisis and transition. While COVID-related events and their impacts have made it difficult for all areas of university academic endeavour, among the hardest hit have been humanities. Drawing on live interviews with professors in a range of humanities disciplines, the paper elucidates various elements of the crisis, which includes a summary of the impacts of the last three decades' rise in neoliberalist imperatives within the university sector. The paper then argues that a robust defence of the humanities needs to be made and uses literary studies as its focus. Today, we are more in need of the humanities than ever. But this is a complex undertaking as research in higher education and live interviews reveal; the dictates of measurement, accountability, and questions of value within the humanities remain vexed; and while the aims and requirements of humanities studies may be at odds with neoliberalist demands and corporatisation, the humanities themselves may also be contributing to their own demise. Therefore, I offer future directions: I argue for the urgent need for the humanities to reinvigorate their ethical and critical functions, the need to demonstrate the connections between the humanities and wellbeing, the imperative to slow down and to eradicate the over-casualisation of academia, and the necessity for the humanities to articulate more clearly their connections with employment outcomes for a dynamic and evolving future. [ABSTRACT FROM AUTHOR]

This paper explores the landscape of research data in the humanities in the European context, delving into their diversity and the challenges of defining and sharing them. It investigates three aspects: the types of data in the humanities, their representation in repositories, and their alignment with the FAIR principles (Findable, Accessible, Interoperable, Reusable). By reviewing datasets in repositories, this research determines the dominant data types, their openness, licensing, and compliance with the FAIR principles. This research provides important insight into the heterogeneous nature of humanities data, their representation in the repository, and their alignment with FAIR principles, highlighting the need for improved accessibility and reusability to improve the overall quality and utility of humanities research data. [ABSTRACT FROM AUTHOR]

Copyright of Er(r)go: Teoria, Literatura, Kultura is the property of Wydawnictwo Uniwersytetu Slaskiego and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Er(r)go: Teoria, Literatura, Kultura is the property of Wydawnictwo Uniwersytetu Slaskiego and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Er(r)go: Teoria, Literatura, Kultura is the property of Wydawnictwo Uniwersytetu Slaskiego and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Originally written in French in 1946 and translated by the author himself, Samuel Beckett's Mercier and Camier tells the story of a pseudo-couple wandering through an unnamed city. Despite the narrator's mocking tone, this quest narrative gradually reveals a search for meaning, punctuated by crises and revealed through the nonsensical dialogues between characters. By means of the disjunctions, verbal irrelevancies, and gaps in thought found in these dialogues, the narrative registers affective transitions and passages of feeling. This kind of narrative disjunction is determined, produced, and reproduced within a particularly affective milieu where social encounters become catalysts for emotional disorientation. This paper will examine how the novel's use of casual conversation explores affect's infiltration into ways of acting and speaking in everyday encounters. The novel's investment in an excessive amount of random talk solicits a host of questions around the idea of affect not only as state of mind but also as a narrative mood determining the conditions of meaningfulness. Focusing on theories of affect, I will explore the link between affective experience and verbal expression in Mercier and Camier, particularly in the absence of narrative logic and reflective coherence. [ABSTRACT FROM AUTHOR]

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

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

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

This research aims to conceptualize cognitive liberty and the psychedelic humanities by examining their constitutive elements. The importance of this study lies in the fact that it is widespread to talk about psychedelic science nowadays, but there is a significant gap in the research. For instance, the role and importance of the humanities need to be acknowledged. Regarding cognitive liberty, this research considers that people have the right to use or refrain from using emerging neurotechnologies and psychedelics. People’s freedom of choice vis-à-vis these technologies must be protected, in particular with regard to coercive and non-consensual uses. Firstly, an analysis will be carried out of the constitutive elements of cognitive liberty, especially within the context of a philosophical approach. Secondly, this research will address some arguments for the philosophical uses of psychedelics. Finally, this paper will discuss the scope and significance of psychedelic humanities as a vein of research. Cognitive liberty is a crucial concept for the psychedelic humanities, likely to broaden our understanding of consciousness studies and reflect on ethical and social issues related to scientific research. Cognitive liberty is an update of freedom of thought according to the challenges of the 21st century. In addition, this paper will highlight the possible philosophical uses of psychedelic substances to broaden the research scope since, at present, the ritual and therapeutic uses of psychedelics have the most significant legitimacy. Recognition of philosophical uses demonstrates that learning from non-clinical uses of psychedelics is possible. The psychedelic humanities represent an underexplored avenue of research that can contribute to a better understanding of the interplay between science and culture. [ABSTRACT FROM AUTHOR]

Heidegger's philosophy has influenced largely the humanities and arts and has also been a source of interest in architecture. Although Heidegger has written on architecture, this paper will argue that one of the key topics in his philosophy, intertwined with architecture, is the concept of home (das Heim). In Heidegger's philosophy, the homely (das Heimische) was intertwined with its opposition, the uncanny (das Unheimliche). This paper discusses the different understandings of home in Heidegger's seminal works. The paradoxical structure of home in Heidegger's philosophy is discussed, as home in Heidegger's philosophy is impossible for modern man with his horrifying nature, perpetuated by the uncanny. [ABSTRACT FROM AUTHOR]

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

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

Copyright of Alustath is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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

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