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The parts of a theoretical texts can be divided into three categories: theses, annotations and notions. We present an annotation workflow for the automatic classification of these segments in large corpora to prepare the extraction of structural concept maps that allow a distant reading of relations and distances between concepts.

This contribution presents a proposal for the demarcation of Digital Humanities (DH), that is, a systematic way to determine to what extent something (a project, a research group, a curriculum, etc.) can be considered as part of DH. For this purpose, a system of levels and thresholds is applied.

The ERC-funded ModERN project is investigating 18th-century authorship practices using data-rich computational techniques to examine the digital archive of the Enlightenment period. This paper explores the use of new large-scale text reuse detection and network analysis to identify intertextual 'influencers' in a large heterogeneous collection of 18th-century French texts.

Based on ongoing research in the collaborative Digital Theological Hobbes (DTH) project, this long presentation aims to showcase the benefits of a textometric approach to the elaboration and exploitation of a machine-readable model of Hobbes's Bible in the English political works relying on the TXM software platform.

Digital intellectual history should concern itself with the history of words or constellations of words rather than the history of 'concepts'. In fact, this is what digital historians of concepts are already doing. We should begin to acknowledge this explicitly.

The OTRA project attempts to describe connections between polemical texts in Christian-Muslim religious encounters. References, textual re-use, argumentation, and concepts are recorded with the help of an ontology and then analyzed to form a deeper understanding of this discourse. This presentation shows the basic idea and discusses first results.

BACKGROUND Computerized surveys present many advantages over paper surveys. However, school-based adolescent research questionnaires still mainly rely on paper-and-pencil surveys as access to computers in schools is often not practical. Tablet-assisted self-interviews (TASI) present a possible solution, but their use is largely untested. This paper presents a method for and our experiences with implementing a TASI in a school setting. METHODS A TASI was administered to 3907 middle and high school students from 79 schools. The survey assessed use of tobacco products and exposure to tobacco marketing. To assess in-depth tobacco use behaviors, the TASI employed extensive skip patterns to reduce the number of not-applicable questions that nontobacco users received. Pictures were added to help respondents identify the tobacco products they were being queried about. RESULTS Students were receptive to the tablets and required no instructions in their use. None were lost, stolen, or broken. Item nonresponse, unanswered questions, was a pre-administration concern; however, 92% of participants answered 96% or more of the questions. CONCLUSIONS This method was feasible and successful among a diverse population of students and schools. It generated a unique dataset of in-depth tobacco use behaviors that would not have been possible through a paper-and-pencil survey.

This paper has been inspired by Jacques Derrida’s statement revealing that his philosophical writings were mostly devoted to paper. “I have the impression,” he said, “(the impression! —what a word, already) that I have never had any other subject basically, paper, paper, paper” (Derrida 2005: 41). My paper addresses this thrice repeated noun as a name not so much of a material object on which we scribble, but as a space between the spirit and the letter, a space which turns out to be ineradicable even at the time of paper’s alleged eradication in the e-textual age, which may be called a fin de livre culture. This end of the book, I argue, is a highly provisional declaration of the beginning of a paperless era of digitized media, which are not quite capable of eradicating various traces and spectres of paper haunting their own theorizations.

Since the early 1990s, there has been a tremendous new interest at the international level for researches at the crossroad between philosophy and psychiatry. This interest has been supported and quite stimulated by the foundation of a dedicated association, as well as by the establishment of a journal and the promotion of a new collection. My aim in this paper is to trace the origins of the so-called "new philosophy of psychiatry" field and to reconstruct its global intellectual dynamics during the past two decades. I try to identify, through the big diversity of the individual contributions, its dominant theoretical orientations but also what may appear as some of its philosophical blind spots.

One of the most significant changes in modern healthcare delivery has been the evolution of the paper record to the electronic health record (EHR). In this paper we argue that the primary change has been a shift in the focus of documentation from monitoring individual patient progress to recording data pertinent to Institutional Priorities (IPs). The specific IPs to which we refer include: finance/reimbursement; risk management/legal considerations; quality improvement/safety initiatives; meeting regulatory and accreditation standards; and patient care delivery/evidence based practice. Following a brief history of the transition from the paper record to the EHR, the authors discuss unintended or contested consequences resulting from this change. These changes primarily reflect changes in the organization and amount of clinician work and clinician-patient relationships. The paper is not a research report but was informed by an institutional ethnography the aim of which was to understand how the EHR impacted clinicians and administrators in a large, urban hospital in the United States. The paper was also informed by other sources, including the philosophies of Jacques Ellul, Don Idhe, and Langdon Winner.

Hand washing is a primary means of infection control. The Centers for Disease Control and Prevention (CDC), the Association for Professionals in Infection Control and Epidemiology, and the World Health Organization all cite handwashing with soap and water as important in preventing the spread of infectious diseases.1-3 The CDC states that “keeping hands clean is one of the most important steps we can take to avoid getting sick and spreading germs to others.”3 Numerous studies have demonstrated that handwashing in the school setting reduces infectious diseases, particularly respiratory and gastrointestinal infections.4-7 Handwashing reduces absenteeism among students and staff.4,7 However, many barriers to handwashing in the school environment have been described that can reduce compliance with handwashing. These barriers include insufficient time for students to wash, lack of education and promotion around hand hygiene, and insufficient handwashing facilities.4,8 Maintaining adequate handwashing supplies in student bathrooms is made difficult by lack of money, limited staff time, student vandalism, and misguided efforts by school staff to prevent messes in bathrooms. One large school district in New Mexico began environmental inspections in the fall of 2006 to address issues of hygiene and safety and to make improvements when indicated in their schools. They reported initial inspection findings from 91 schools in September 2006. Within those schools inspected, 25% of student bathrooms lacked soap and 38% lacked paper towels or hand dryers.9 A pilot study was conducted to measure the availability of handwashing supplies for students in public schools in New Mexico. The study further aimed to determine whether scheduled school nurse inspections of handwashing supplies in school bathrooms, with reporting of findings to appropriate school officials, would result in improved availability of handwashing supplies for students.

Horizontal and vertical EOG recordings of eye movements were analyzed to determine the spatial and temporal distribution of blinks and the patterns of eye movements (saccades and fixation pauses) exhibited by six subjects during the reading of stories presented in two formats (on paper and on a VDT). The frequency and placement of blinks was not affected by the presentation condition. Blinks were determined to be non-randomly distributed during reading. Significantly more blinks (36%) occurred in conjunction with saccades than the proportion of time consumed by saccades (12%) would predict. Significantly more blinks (36%) occurred in the vicinity of line change saccades, which accounts for 15% of reading time, and with fixation pauses associated with regressions (42%), which accounts for 26% of reading time, than with fixation pauses during normal reading (22%), which accounts for 60% of reading time. The results of the study suggest that blink behavior during reading is under perceptual and cognitive control.