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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]

One of the more significant issues to have emerged from the discourse surrounding the Anthropocene has concerned the apparent incommensurability of human and natural history and the vastly different timescales involved. More generally, such discourse raises critical questions about the very different way time is conceptualized in the natural sciences as opposed to in the social sciences and humanities. In this article, I draw on my own disciplinary background in archaeology in order to contribute to these differences and build bridges between the two disciplinary domains by foregrounding the materiality of time. I use a partly allegorical approach inspired by Edwin Abbott's nineteenth‐century novel Flatland to investigate a notion of three‐dimensional of time, which I compare with Gilles Deleuze's three temporal syntheses. The article argues for the concept of Thick Time, which emphasizes the importance of time as constituted by things, whereby things make time rather than exist within it. A material time is one that foregrounds time as a mode of transmission, a "passing on," and of the persistence of the past in the present. [ABSTRACT FROM AUTHOR]

Health disparities education is an integral and required part of medical professional training, and yet existing curricula often fail to effectively denaturalize injustice or empower learners to advocate for change. We discuss a novel collaborative intervention that weds the health humanities to the field of health equity. We draw from the health humanities an intentional focus retraining provider imaginations by centering patient narratives; from the field of health equity, we draw the linkage between stigmatized social identities and health disparities. We describe a longitudinal health equity curriculum for the Hospice and Palliative Medicine fellowship in Memphis, Tennessee, to give trainees exposure to the concept of structural violence and how it affects clinical care. The curriculum was developed in partnership with humanities and social sciences faculty who staff a Health Equity academic program at a small liberal arts college in Memphis. This curriculum has been implemented for the past four years in support of 22 hospice and palliative medicine fellows. Group debriefs and a mixed methods survey have revealed widespread and lasting impact towards understanding health equity concepts, enhanced communication and treatment of patients, and empowerment to address the broader needs and policies affecting patients and the communities in which they live. Ultimately, we model an educational initiative that integrates equity across the full scope of healthcare practice and equips learners with skills for sustaining compassionate practices, focusing on equity-oriented, person-centered care across the full scope of healthcare practice. [ABSTRACT FROM AUTHOR]

Parkinson’s disease (PD) is a chronic and complex neurodegenerative disorder. Conventional pharmacological or surgical therapies alone are often insufficient at adequately alleviating disability. Moreover, there is an increasing shift toward person-centered care, emphasizing the concept of “living well”. In this context, arts-based interventions offer great promise, functioning as platforms for creative expression that could provide novel mechanisms to promote quality of life. Here we present a qualitative review of arts-based interventions for PD, including music, dance, drama, visual arts, and creative writing. For each, we discuss their applications to PD, proposed mechanisms, evidence from prior studies, and upcoming research. We also provide examples of community-based projects. Studies to date have had relatively small sample sizes, but their findings suggest that arts-based interventions have the potential to reduce motor and non-motor symptoms. They may also empower people with PD and thereby address issues of self-esteem, foster personal problem-solving, and augment holistic well-being. However, there is a paucity of research determining optimal dosage and symptom-specific benefits of these therapies. If art were a drug, we would have to perform appropriately powered studies to provide these data before incorporating it into routine patient care. We therefore call for further research with properly designed studies to offer more rigorous and evidence-based support for what we intuitively think is a highly promising approach to support individuals living with PD. Given the possible positive impact on people’s lives, arts-based approaches merit further development and, if proven to be effective, systematic inclusion within integrated management plans. [ABSTRACT FROM AUTHOR]

Hsueh M. Qu has recently argued that Hume's famed 'Separability Principle' from the Treatise entangles him in a contradiction. Qu offers a modified principle as a solution but also argues that the mature Hume would not have needed to avail himself of it, given that Hume's arguments in the first Enquiry do not depend on this principle in any form. To the contrary, I show that arguments in the first Enquiry depend on this principle, but I agree with Qu that Qu's solution to Hume's quandary frees him of the contradiction. Next, I compare Qu's solution to Hume's original position. By analysing the divergent forms of 'Hume's Dictum' that follow from them, I show that Qu's solution and Hume's original position have significantly different consequences in a range of domains, including Hume's modality. Generally, Qu's solution fits better with Hume's other commitments—even though Hume often fails to recognize it—thereby increasing its plausibility. [ABSTRACT FROM AUTHOR]

Changes and needs in marine science (and natural science in general) training over the past six decades are discussed. Among these are: new technological advances; the loss of -ology courses; the loss of field courses and sense of place opportunities for students; the need for a more interdisciplinary approach to training natural science students; a need to better expose our students to threats to Earth's biocultural diversity; a need to include more humanities in our student training, including addressing diminished readership and appreciation of the great books; the nature of creativity; the perils of the internet; and university emphasis on faculty overhead dollars and high-profile publications at the expense of student training and more creative research. [ABSTRACT FROM AUTHOR]

While arguing a strong defense of the humanities, this paper highlights its spirit and makes clear some misunderstandings and errors regarding the humanities. Nonetheless, a history of the humanities is left aside, here. Quite ion the contrary, this paper claims that capitalism is the main detractor and enemy of the humanities; not the contradictors and opponents of the free market system. A number of arguments and justifications are provided. The humanities basically consist in reaching a voice of its own. Several arguments make clear what this consists of. [ABSTRACT FROM AUTHOR]

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

This article analyses performance-based research evaluation for the higher education sector in a postcolonial context through a Foucauldian lens. Using Hong Kong as an example, this paper examines the formulation of and receptions towards the Research Assessment Exercise (RAE). It is argued that Hong Kong academics, especially those working in the humanities and social sciences, associate the key concepts of 'world-leading' and 'internationally excellent' research in the RAE framework with Western knowledge that undermines local and regional research. They respond to RAE in four main ways: pragmatic compliance; refusal to conform to the demands of RAE; adoption of a dualistic strategy by publishing internationally and locally; and re-imagining of research assessment coupled with the promotion of indigenous knowledge. Two significant implications are highlighted in this article. First, the preservation of a research evaluation mechanism inherited from a colonial government perpetuates and entrenches external control and dominance in the former colony. Secondly, there is a need to re-construct the research appraisal apparatus as well as advance indigenous and hybrid knowledge in a postcolonial educational landscape. [ABSTRACT FROM AUTHOR]

This article focuses on the coauthoring experience of fifteen undergraduate college students and their English professor to write this article. We focus on figured world theory to explain the power dynamics we have encountered through our research about undergraduate coauthoring and how those power dynamics have come into play in writing this article. We also discuss what has worked well for us and what challenges we have faced. [ABSTRACT FROM AUTHOR]

Cinema has the ability to convey important messages in an engaging and interesting manner. Cine medicine also known as cinema medicine or Cinemeducation has the potential to teach medical students and healthcare professionals about various aspects of medical conditions and illnesses. It is an innovative approach that can enhance empathy among the students and understanding toward patients with various medical conditions. Indian cinema has played a significant role in promoting health awareness and educating people about various medical conditions. Cinemeducation/Cine medicine can be instrumental in inculcating ethics and professionalism among budding clinicians. Of late, medical educationists have understood its importance and have introduced this innovative method in teaching not only medical humanities but medicine per se. This article aims to summarize the strengths, weaknesses opportunities, and threats analysis of the cine medicine along with reviews of Indian cinema for emphasizing the medical condition depicted in these cinemas/movies. [ABSTRACT FROM AUTHOR]

The article focuses on two key developments within Religious Studies, the expansion of content boundaries and the integration of scientific perspectives. It explores how the discipline has broadened its scope to include diverse religious traditions and non-religious worldviews, while also discussing efforts to bridge the gap between the humanities and sciences through consilience.

Study Aims: The article aims at reiterating the importance of a biopsychosocial approach to mental health, taking stock of the critiques that have been raised and moving forward throughout a reconsideration of the theoretical background of systems thinking and emphasizing the relevance of the concept of thick description for the promotion of an adequate reflection on methodology and case formulation. Literature Review: It is our opinion that the biopsychosocial approach is still a powerful framework for making sense of the growing data collected in the different fields related to mental health and for designing proper treatment plans. A crucial challenge for mental health is that of surpassing the dichotomies and ideological disputes that still contaminate the field with detrimental effects on the advancement of knowledge and on the integration and continuity of different kind of interventions. Conclusions: The time is ripe for building bridges among neuroscience, humanities and social sciences, and this can only happen within the umbrella of a biopsychosocial perspective reinstated into its systems thinking background. [ABSTRACT FROM AUTHOR]

Working in healthcare can be fulfilling, meaningful, and sometimes exhausting. Creative endeavors may be one way to foster personal resilience in healthcare providers. In this article, we describe an annual arts and humanities program, the Ludwig Rounds, developed at a large academic children's hospital. The event encourages staff to reflect on resilience by sharing their creative work and how it had an impact on their clinical careers. The multidisciplinary forum also allows staff to connect and learn about each other. We discuss the development of the program, its format and logistics, and lessons learned over the past 15 years. [ABSTRACT FROM AUTHOR]

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

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

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

Theoretical studies and perspectives have argued that humanities positively influence art and design learning performance, yet little study has tested this argument empirically. Further than testing the impact of humanities on art and design learning performance, the present study explores how humanities influence art and design learning performance. The present study investigates the influence of humanistic knowledge (e.g., history and literature) and skills, capabilities (e.g., innovation and narrative) and spirits on art and design learning performance (e.g., professional course marks) empirically via a survey. The moderations of age and gender are also tested. The results showed that humanistic knowledge and skills and humanistic spirits increase the art and design learning performance of visual communication and industrial design students, respectively. Humanistic capabilities increase art and design learning performance for all subjects. Besides, we found the individual difference that the effects of humanistic capabilities and humanistic spirits are stronger in male visual communication students than in female visual communication students. The pedagogical strategy of humanistic education for improving art and design learning is discussed based on the results. [ABSTRACT FROM AUTHOR]

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

Differences between science writing and humanities writing often appear as glosses in guidebooks, but empirical studies comparing these two genres of writing are uncommon. This study investigated the use of a highlighting mechanism – the Hallidayan notion of the marked Theme (MT) – to understand how the sciences and humanities foreground contextual information, and what this implies about the nature of writing in these two broad disciplines. The corpus comprised 80 research articles, 40 each from the sciences and humanities. MTs were analyzed for their grammatical forms and functions using the Hallidayan framework. The findings revealed that while both genres of writing had roughly the same proportions of MTs used, they differed in their use of thematized clauses. More non-finite clauses were found in science writing, and more finite clauses in humanities writing. Science writing favored the use of Cause MTs, whereas humanities writing used more Contingency and Angle MTs. These findings suggest that science writing values brevity and authorial presence. Humanities writing, by contrast, prefers a more elaborate writing style, with a focus on establishing the conditions needed for the authors’ interpretations, and integrating the viewpoints from other scholars. Suggestions for further research involving other disciplines and multi-disciplinary fields of study are recommended. [ABSTRACT FROM AUTHOR]

The article analyses the impact of the development studies (DS) programme at Zimbabwean higher education institutions on development work in Zimbabwe. It describes how development studies became one of the most popular subjects in the humanities, offered by more than 10 universities and colleges in Zimbabwe. More than two decades later, there is convincing evidence that the programme’s influence on the development sector in Zimbabwe is diminishing. The article contends that the programme has been essential in sparking policy debates and incubating development theory among students and academics. However, the discipline has provided little in terms of actual practice and expertise in development work and community implementation. Therefore, development studies in Zimbabwe is an academic discipline with limited relevance to community development on the ground. This research is qualitative in nature. Qualitative data collected using purposive sampling is used to illustrate the rise of the discipline and its disparate effects on development activities in Zimbabwe. The article recommends a revision of the DS curriculum so that it fits the practical requirements for development work in Zimbabwe. [ABSTRACT FROM AUTHOR]

The reflective article examines the nature of contemporary humanities in the context of the digital and globalized era. Emphasis is placed on their ability to integrate diverse cultural and technological perspectives, reflecting their significance in constructing a critical and contextualized understanding of reality. Despite facing challenges such as utilitarian pressure and the prioritization of disciplines, contemporary humanities can leverage these pressures as opportunities to address ethical and social issues. Additionally, the shift towards a transdisciplinary approach in contemporary humanities is highlighted, breaking traditional barriers to address complex problems that transcend conventional academic boundaries. Furthermore, the crucial role of the humanities today is underscored by providing a profound understanding of the human condition and its complexities, fostering empathy and cross-cultural understanding. Finally, the transgressive and undisciplined nature of the humanities is emphasized as a driving force to maintain their dynamism and relevance by challenging existing norms and expanding the boundaries of knowledge. [ABSTRACT FROM AUTHOR]

This study aims to establish what lexical factors make it more likely for dictionary users to consult specific articles in a dictionary using the English Wiktionary log files, which include records of user visits over the course of 6 years. Recent findings suggest that lexical frequency is a significant factor predicting look-up behavior, with the more frequent words being more likely to be consulted. Three further lexical factors are brought into focus: (1) age of acquisition; (2) lexical prevalence; and (3) degree of polysemy operationalized as the number of dictionary senses. Age of acquisition and lexical prevalence data were obtained from recent published studies and linked to the list of visited Wiktionary lemmas, whereas polysemy status was derived from Wiktionary entries themselves. Regression modeling confirms the significance of corpus frequency in explaining user interest in looking up words in the dictionary. However, the remaining three factors also make a contribution whose nature is discussed and interpreted. Knowing what makes dictionary users look up words is both theoretically interesting and practically useful to lexicographers, telling them which lexical items should be prioritized in lexicographic work. [ABSTRACT FROM AUTHOR]

The aim of this paper is to offer a philological analysis about the concept "common good" based on the contents of Enrique de Villena's Los doze trabajos de Hércules, capital work of the first peninsular Humanism. The analysis will be articulated around the fields of moral, science and politics, constantly present in the work studied, and in whose discourses this concept converges. [ABSTRACT FROM AUTHOR]

The article focuses on the multifaceted concept of adab, which encompasses literary ideals, cultural erudition, moral comportment, and social norms. Topics include the historical evolution of adab from a broad range of genres to its codification as "literature," its interdisciplinarity, and its role in shaping literary practices and critical perspectives.

In the context of the present experiment in philosophy of psychotherapy, psychotherapeutic practice is interpreted across modalities as a healing art related to text. This attempt at a general functional paradigm, which is intended as an offer for discussion, is based on the premise that the psychotherapeutic subject is «subjective experience», which is articulated in both verbal and non-verbal «text», which in turn needs to be understood. Before doing so, however, it is necessary to outline the philosophical discourse context, which for over 100 years has revolved around the contentious question of what kind of research psychotherapy represents: science or humanities? After all, the text hermeneutical reading of psychotherapy can only be coherently understood against this background, as it is embedded in this discussion. [ABSTRACT FROM AUTHOR]

This article explores the crisis in Israel Studies and the ethical considerations of academic research in the humanities and social sciences. It highlights the impact of the October 7th Hamas massacre on the conflict and the need for scholars to reexamine their assumptions. The author emphasizes the importance of methodologies and their connection to ethical and aesthetic beliefs, as well as the role of the humanities in understanding and shaping humanity. The text also critiques textbooks that present certain narratives as historical truth and discusses the ideological and methodological approaches of scholars studying Jewish and Palestinian identities and the Israel-Palestine conflict. It calls for a new historiography that prioritizes rigor, honesty, and humanistic ethics. [Extracted from the article]

How can philosophers incorporate the Digital Humanities into their classrooms? And why should they? In this paper, I explore answers to these questions as I detail what I have dubbed "The Monuments Project'' and describe how this project engages with Digital Humanities and teaches students to connect theoretical philosophical concepts with their lives. Briefly, the Monuments Project asks students to apply concepts discussed in our philosophy class (in my case, a Global Aesthetics class) with a monument in their environment. Instead of a traditional paper, students upload MP3s of their observations, pictures and/or drawings of the monument, and text-based responses. The goal of the Monument Project is twofold: to get students to connect what they have learned to a sense of place - the place where they live, and to introduce them to the Digital Humanities. [ABSTRACT FROM AUTHOR]

In this article we look into the ways of appropriation of the Human Sciences Support Project (PROHUM) in three Argentine national universities: those of La Plata, General Sarmiento and Luján. A collective case study of instrumental type was developed at a micro-social scale, triangulating data from institutional documents and in-depth interviews with authorities. The research sought to determine the degree of autonomy of these actors in the institutional definitions reached. Among the common measures, priority was given to the strengthening of positions assigned to pedagogical training subjects in teaching programs in the disciplines included in the PROHUM. The measures for the consolidation of teams for the initial stages of the careers also had a prominent place. Among the differences, the criteria that guided the decisions in each case stand out: the massiveness or the situation of dropout in the first years. In all three cases, a high degree of autonomy in defining improvements in teacher training was evident. [ABSTRACT FROM AUTHOR]

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

From a disability studies perspective, the article seeks to contextualize the attainment of cultural and social capital within the Enlightenment. This work situates itself as part of the disability studies scholarship on cognitive impairment and neurological differences in the eighteenth century that has emerged in the last two decades as well as within the growing field of academic studies of autism and the humanities. Building on this recent work, the article analyzes Charlotte Lennox's representation of Arabella's atypical sociability in The Female Quixote (1752) alongside the court case of Hugh Blair of Borgue (1708–1760s), who was deemed an "idiot" within the discourse of the eighteenth century. In doing so, the article examines the emerging rhetoric of what we now term neurotypical privilege and its intersection with gender and social position. The conclusion is that while Hugh's and Arabella's perceived shortage of cultural capital affects their "value" on the market, their unconventional social skills can be interpreted as subversive. [ABSTRACT FROM AUTHOR]

Se presenta un editorial a la revista que discute los estudios postseculares en literatura, el papel de la religión en las sociedades industrializadas modernas, las prácticas de ética del autocuidado, hermenéutica bíblica y las teologías políticas en filosofía. La editorial también se centra en investigaciones en el campo de las Humanidades y estudios sobre la relación entre religión y literatura.

In the year since ChatGPT was released by OpenAI, librarians, instructors, and higher education administrators have grappled with generative artificial intelligence (AI) and its implications for teaching, learning, research, and writing. Drawn from informal conversations, professional observations, discussion groups, and professional development events, this article reports on the experience of learning about generative AI at one university. This article considers ways that educators may use AI tools and reasons to resist adopting generative AI tools, situating uses on a spectrum of acceptability. [ABSTRACT FROM AUTHOR]

The article offers information on the 41st issue of Eidos, a philosophy journal from the Department of Humanities and Philosophy at the University of Norte in Barranquilla, Colombia. This issue comprises nine research articles and reviews. Topics include Anaxágoras and the meteorite of Egospótamos, examining Anaxágoras' preference for natural explanations over religious ones for astronomical phenomena, and the possible impact of the meteorite collision in 467 BCE on his life.

In his book Why Study Religion? ethicist and philosopher Richard B. Miller criticizes the discipline of religious studies for being negligent about the fundamental goal of its academic pursuits. In this review essay, the authors challenge Miller's diagnosis by arguing that scholars of religion do share a common goal and that the state of affairs bemoaned by Miller is healthier than he admits. The essay raises doubts concerning his selection of six "methodologies" that supposedly represent the field and it challenges Miller's interpretation of Jonathan Z. Smith's famous comparative analysis of the Jonestown massacre. The essay proposes a different distinction between goals and values in research and critically reviews the four goals/values proposed by Miller, three of which appear to represent business as usual. The essay argues that Miller's proposed teleology is suspicious, not as innovative as he seems to think, and maybe even a retrogression. Finally, the essay faults Miller's undertheorized conception of religion. [ABSTRACT FROM AUTHOR]

The article presents the discussion on addiction and the humanities. Topics include drawing attention to the range of fields from history, literature, and critical race studies to theology, philosophy, and creative writing; and bringing greater visibility to the addict community reaching out beyond the singular figure for locating addiction in a group, culture, or nation.

Scientific research on mobile learning and its implications on humanistic education has grown tremendously. Within the context of an overview of its forerunners (i.e. educational technology) and critical characteristics concerning the humanistic perspective in education, bibliometric findings on mobile learning publications in humanistic education are explained. Between 2000 and 2021, the phrase mobile learning was given attention in education databases through bibliometric analysis of 766 peer-reviewed works on mobile learning in humanistic education. This study takes a novel analytical approach, classifying the most significant authors, publications, and journals into seven theme clusters: pedagogy, learning approach, learning tools, support, real-time learning, technology acceptance, and self-directed learning. This bibliometric analysis uses four metrics: citation analysis, co-citation analysis, bibliographic coupling, and co-occurrences of keywords. The most significant contributions are addressed in each cluster. Current knowledge gaps, promising future research fields, and directions are discussed. [ABSTRACT FROM AUTHOR]

The article focuses on the power of controlling the social narrative surrounding environmental issues, highlighting the role of arts and humanities, particularly film, in shaping perceptions and influencing policy. Topics include the evolution of eco-cinema, the relevance of environmental media in Ireland's agricultural economy, and the examination of contemporary Irish films like "The Banshees of Inisherin," "The Wonder," and "An Cailín Ciúin" in the context of eco-identity and land ethics.

In the article, the author discusses the challenges and issues facing liberal arts and humanities education in the U.S. Also cited are the claim by U.S. Secretary of Education Miguel Cardona that students should focus on courses that align with industry demands to prepare them as the workforce of the future, and how humanities and liberal arts can contribute to the training and education of said students.

In the article, the author discusses issues and challenges in French and Francophone studies in the U.S. and how expanding the profession can help address them. Also cited are the need to reach out and attract students to enroll in said courses, and how the study of language and literature could transport students to new places.

This article aims at a comparative analysis of the prefaces in Lim Hak-Su's translations of the Iliad. Lim published three translations of the Iliad, the first in 1940 during the Japanese colonial period, and later in North Korea in 1963 and 1989. The differences between the prefaces in these three editions are noteworthy. While the 1940 preface begins with high praise for the Iliad and the emotional and romantic tone is maintained until the end, the 1963 preface attempts to focus on an objective narrative. Lim defined Homer's Iliad as an "inmin epic." The most noteworthy point of this preface is that Lim cites Engels and Marx to support his evaluation of the Iliad. Finally, in the preface to the 1989 translation, the perspectives of Marx and Engels are gone and Kim Ilsung's teachings appear instead. Such changes show that the communism of Marx and Engels, which can be called a foreign ideology, had finally been overcome in North Korean society and that Kim Il-sung's Juche ideology had been established as the absolute state policy with the highest authority. The case of Lim's prefaces allows us to think about how literary criticism is influenced by national ideologies and what it means to study literature and humanities in North Korea. [ABSTRACT FROM AUTHOR]

Objective: To illustrate the value of reading fiction as a group supervision practice focused on supporting recovery-oriented psychotherapy for individuals experiencing serious mental illness (SMI). Method: Detailed practical description of the practice and conceptual analysis of the proposed value of using fiction as a group supervision method. Findings: Authors suggest that the supervisory practice is a novel component of clinical supervision, and offers value in its ability to promote reflective practice, to establish intersubjectivity among peers and supervisory relationships, and may serve for some to counter risks of clinician burnout. Conclusions and Implications for Practice: Participating in a book club that reads fiction as an adjunctive experience to supervision can promote recovery-oriented psychotherapy in four key ways: including its promotion of reflection on self, patients, and the experience of therapy for psychosis, its promotion of reflection on recovery and barriers to recovery, its ability to offer an experiential model of intersubjectivity, and its value in supporting peer consultation and helping offset clinician burnout. Impact and Implications: Reading fiction as a component of group supervision offers value to clinicians practicing psychotherapy with individuals experiencing serious mental illness. This study offers a conceptual analysis highlighting key benefits of this supervisory practice that could be developed and implemented in other settings interested in cultivating and supporting recovery-oriented mental health service provision. [ABSTRACT FROM AUTHOR]

Objective: This article describes the rational, methods, implementation, and effectiveness of Identity Development Evolution and Sharing (IDEAS), an evidence-supported, narrative theater-based training that reduces stigma among health care providers to increase health care equity in psychiatric rehabilitation. Method: The IDEAS model has been used to reduce provider bias toward patients. From May 2017 to January 2020, we interviewed people from three patient groups who have been harmed by stigma, including Black women, transgender, and gender-diverse people, and people with substance use disorders. These interviews informed the creation of three theatrical scripts that were performed by professional actors for audiences of health care providers from January 2020 to May 2022. The performances aimed to raise conscious awareness of implicit provider biases and to provide a reflective opportunity to ameliorate these biases. The purpose of IDEAS is to improve experiences in health care settings such as psychiatric rehabilitation of patients from groups who have been harmed by stigma. We used paired-samples t tests to compare pre/postprovider stigma, measured via the Acceptance and Action Questionnaire–Stigma (AAQ-S). Results: Sociodemographic factors for providers who viewed IDEAS were similar across all three performances. IDEAS significantly decreased AAQ-S scores (t = 11.32, df = 50, M = 13.65, 95% confidence limit: [11.32, 15.97], p <.0001). Conclusions and Implications for Practice: IDEAS reduces provider stigma to support positive clinical encounters with diverse patient populations. These findings are relevant for psychiatric rehabilitation settings, which seek to establish positive rapport between providers and patients. Impact and Implications: We found evidence that Identity Development Evolution and Sharing (IDEAS) significantly reduces provider stigma. Given the longstanding history and impact of stigma toward mental illness, substance use, and bias toward people with other intersecting minoritized identities, this article is important for clinicians and policy makers wishing to engender stigma reduction and positive change. [ABSTRACT FROM AUTHOR]