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The global knowledge asymmetries, dominated by academic centers in Western societies, have marginalized traditional non-Western knowledge. In line with the call for intellectual pluriversality, non-Western scholars in the humanities and social sciences (HSS) have witnessed a revitalization of traditional knowledge in research. Nonetheless, how they integrate their traditional knowledge into research lacks theoretical grounding and empirical substantiation. This study specifically examines the research agenda of contemporary Chinese HSS academics who are attempting to integrate traditional Chinese and modern Western knowledge. Through interviews, it seeks to understand their reasons, goals, principles, and strategies related to such knowledge integration. It first underscores the rationales stemming from global knowledge disparities and Chinese individuals’ limited exposure to their traditional knowledge. It then reveals guiding principles for understanding traditional Chinese knowledge. Last, it provides strategies for knowledge integration, including comparative analysis and the transformation of traditional Chinese knowledge into modern theories and methodologies. Such a research agenda transcends critical reflection on the hegemonic and inequitable global knowledge system, promoting tangible actions to facilitate HSS research in China and beyond. [ABSTRACT FROM AUTHOR]

In France, the social consequences of industrial development have long been questioned, but technological disasters of the last decades of the twentieth century led to a rethinking of Western ways of life and production. Engineering education has faced the challenge of taking these considerations into account via the humanities and social sciences (HSS) curricula, including themes ranging from work organizations to science and technology in society. Taking a sociohistorical approach, this article describes the apolitical stance of the integration of HSS into French engineering education. Following a problematization within the framework of curriculum sociology, the first part presents the sociohistorical context of French engineering education, with a particular focus on HSS. The second part highlights the difficulties of recognizing the scientific and critical nature of HSS in the larger engineering educational system. The article then presents the results of a review of current HSS curricula as posted on school websites, which reveals a pattern that HSS are taught in an apolitical stance, based in corporate themes rather than questioning the social order or science and technology in society. The review suggests that only a handful of schools have been able to break the boundaries between the engineering sciences and HSS. [ABSTRACT FROM AUTHOR]

Copyright of Psycho-Oncologie is the property of Tech Science Press 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.)

Scholars have conflicting views as to strategy choice between foreignization and domestication, and each view is supported by descriptive case analyses. So far, translation practitioners' voices on strategy use have not been heard. This study aims to explore translators' views on strategy choice, shaping factors, and justifications. The participants surveyed were translators of academic texts in Humanities and Social Sciences, a genre requiring substantial and creative interventions from translators in rhetorical norms and epistemological conventions. The results indicate that: domestication is used more often than foreignization; strategy use is translator-specific in that the translators are divided concerning the manipulation of the macro-level source-text features and content, though most of them agree to domesticate the micro-level features; eight factors (target readers' needs, authors, etc.) exert different degrees of impact on strategy use; and the current practices of justifying strategy use is invisible, harming the recognition of translators' contributions and their professional status. [ABSTRACT FROM AUTHOR]

In the last decades, area studies have been subject to substantial criticism by the most mainstream social sciences. Area specialists are perceived as lacking the knowledge of modern research methodology and rather following the interests of humanities than social sciences. At the same time, studying individual regions and countries certainly requires the accumulation of specific knowledge, which would most likely be lost without area studies research. This paper discusses the main directions of criticism of area studies and possible suggestions towards modernization of this research tradition. The criticism towards area studies can be linked to three issues: the excessive dominance of the humanities in most area studies communities; insufficient consideration of modern theoretical and empirical approaches; and implicit normativity, i.e., the substitution of scientific analysis with value assertions. The modernization of area studies as an academic field is related to the application of alternative approaches to regional and country studies within three research projects: Comparative Area Studies (CAS), Transregional Studies, and regional specialization within individual disciplines

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]

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With its rising number of publications and expanding international collaborations, China's humanities and social sciences (HSS) research is displaying its potential for global prominence. Researchers have been exploring the development of China's HSS from different perspectives. However, the examinations from the perspective of sentiment analysis are scanty. Our aim is then to examine the sentiment features in Chinese HSS academic writing, by analyzing a large-scale corpus with over 275 million characters and with a time span from 2000 to 2020. Considering that most studies only focused on abstracts, we examined both the abstracts and the full texts, as well as a direct comparison between them. We found that Chinese HSS academic writing has evolved to be more positively biased in the past two decades, showing an upward trend in the use of positive words and a slight downward trend in the use of negative words. However, the upward trend of positive words in the full texts is not that clear, resembling a fluctuating pattern. Regarding the comparison, the abstracts are more likely to use positive words while the full texts tend to use more negative words. These phenomena can be explained with the social cognitive theory, in that they may be shaped by a joint force of the nature of human beings, the nature of language, the particular socio-cultural background in China and the features of the academic genre. [ABSTRACT FROM AUTHOR]

In this Photoarticle, we survey what we will call the post-historical U.S. postage stamps of the last third of the twentieth century. We focus on stamps depicting the space race and space travel, as well as the linkage of some of those stamps to the 1992 Olympic games, to analyze the iconographic and narrative consequences of an increasing turn toward the commercialization of postal services. The stamps we consider coincide with a series of new commercial strategies on the part of the United States Postal Service (USPS) and a broad resurgence in public interest in space travel. While many critics during the 1960s considered the space race to be a distraction from more pressing political concerns—such as urban poverty or the war in Vietnam—by the 1980s and 1990s, space travel had become a less controversial endeavor (perhaps due to its large-scale defunding), and astronauts, especially the Apollo 11 astronauts, were widely lauded as heroes. We have chosen this "topical" focus (as stamp collectors say) for two reasons. First, the iconography of space exploration is dominated by one specific moment, when the lunar module Eagle touched down on the moon on July 20, 1969. Despite an ongoing history of space exploration before and after 1969, the moon landing, we will argue, was treated in postal iconography as a timeless event —a climactic technological triumph that seemed to announce what Francis Fukuyama, in an influential essay, called "the end of history." [ABSTRACT FROM AUTHOR]

The paper discusses the concept of interdisciplinarity from the perspective of humanities and social sciences. As both an idea and practice, interdisciplinarity is understood within the context of the complex dynamics of creating and reshaping institutional arrangements that regulate the processes of knowledge production, distribution, and instrumentalization in Western society, with universities, research centers, and departments at its core, organized according to separate academic disciplines. The paper questions the understanding of disciplines as closed, homogeneous, and static structures of knowledge organization. Instead, it reflects on the complex, multiple, and topological relationships of mutual interpenetration and constitution of disciplines, emphasizing their inherent hybridity, especially within the context of the synoptic identity of humanities disciplines. Furthermore, the paper highlights the moral assumptions underlying interdisciplinary research initiatives. The productivity of the conceptual framework concerning the centralistic, pluralistic, and integralistic models of interdisciplinarity is highlighted in analyzing the possibilities and outcomes of interdisciplinary approaches in social and humanities studies.

Der vorliegende Beitrag beleuchtet den Ansatz des scholar-led publishing und zeigt auf, welche Zusammenhänge zwischen scholar-led Initiativen und der 'klassischen' Open Access-Bewegung bestehen. Nach einer kurzen Diskurseinordnung leitet der Beitrag diachron ab, wie scholar-led Initiativen aus den Geistes- und Sozialwissenschaften schon früh und parallel zu den weithin rezipierten Entwicklungen aus dem medizinisch-naturwissenschaftlichen Bereich der 1990er Jahre auf eigene Weise wichtige Impulse zur Öffnung von Publikationskulturen setzten. Dazu werden exemplarisch eine Vielzahl von medien- und kulturwissenschaftlichen scholar-led Journals, Buchverlagen sowie weiterreichenden Netzwerk- und Infrastruktur-Initiativen entlang der größeren Entwicklungen der letzten vier Jahrzehnte hin zur Digitalisierung von wissenschaftlichen Publikationspraktiken und dem sich daraus ergebenden Potential eines alternativen Publikationssystems, welches gemeinschaftliche Kollaboration unter den Vorzeichen von Gemeinnützigkeit über kommerzorientierten Wettbewerb stellt.

This address was given in-person at the 2023 annual conference of the Australian Association for the Study of Religion, hosted by the Institute for Ethics and Society at the University of Notre Dame, Sydney. The purpose of the address was to raise the question about the fundamental aspects of our thinking about religion, and via this process of inquiry to underline the importance of our relationship to words, ideas, and their meaning. So as not to take for granted our existing relationship to the language we use, but to recognise that we are always and already in such a relationship. Thinking about religion, therefore, becomes not only the process but the nature of our being in relation to what we understand about religion. The talk drew upon my reflection on the philosophy of Martin Heidegger, the mysticism of Meister Eckhart, and Zen Buddhism-the cross section of which was made particularly significant for me in reading Caputo's The Mystical Element in Heidegger's Thought. All of this, however, is underpinned by the methodological remarks made by Trompf about religious studies in In Search of Origins; something that has stayed with me since my time studying at the Department of Studies in Religion at the University of Sydney [ABSTRACT FROM AUTHOR]

Incentivizing academic publications in internationally-indexed journals is a current topic of national debate especially in non-anglophone countries. To boost the dissemination of Chinese research results, the central government and higher education institutions had introduced various schemes to encourage international publications. However, a significant policy change took place when the Chinese government recently announced a break with SSCI supremacy conventions in research evaluation systems. Based on semi-structured interviews with five university managers and 30 academics in humanities and social sciences in five universities in China, this study examines the responses of both institution managers and individual scholars to the latest national guidelines. A qualitative analysis shows mixed attitudes among both HSS managers and individual academics towards the policy change: supportive but with doubts about the policy practicality as well as concerns about ensuing pressures to be generated by new evaluation systems. The findings suggest the policy change will not significantly affect HSS academics' pursuit of international publishing in a short term. It will, however, lead to some adjustments in the existing institutional evaluation regulations. The findings can contribute to the understanding of HE policy influence on academics as well as its potential implications for the global trend of anglicized academic publishing. [ABSTRACT FROM AUTHOR]

English medium instruction (EMI) has become popular among students in humanities and social sciences around the world due to the perceived benefits of EMI. A similar tendency can be observed in Sri Lanka too. In particular, faculties of humanities and social sciences of Sri Lankan universities have also introduced their degree programmes in English. However, limited studies have been conducted to investigate the factors that influence students' selection of EMI in these disciplines. Thus, employing non-probability sampling techniques the present study selected seventy-one (N-71) humanities and social sciences students from a state university in Sri Lanka. The data was collected through a Google form questionnaire to investigate the factors that influenced them to select EMI. Qualitative data obtained through the questionnaire were analyzed using directed content analysis approach. Employment prospects, developing English language skills, increased access to study materials, higher study prospects, upward social mobility and promotion of local culture were identified as the key determinants in selecting EMI among the participants. These findings are useful for various stakeholders including content teachers involved in EMI in universities, English language teaching staff, material designers and university administration to make appropriate decisions regarding English medium degree programmes and introduce appropriate English language programmes to enhance these students' English language skills. [ABSTRACT FROM AUTHOR]

Global citizenship education (GCE) plays an important role in preparing citizens with the competencies to tackle existing and emerging challenges brought on by globalization. Yet, determining the desired purposes of GCE is contested as it is shaped by different perspectives on globalization, and conceptualized through different discourses in different contexts. This article uses Biesta's three purposes of education – qualification, socialization and subjectification as a theoretical framework to examine the purposes that the K-6 geography curriculum in the Australian Curriculum serves in relation to developing global citizenship competencies through an analysis of the curriculum policy. Our analysis shows that without a clear purpose for global citizenship in the curriculum policy, global understanding is consistently related to Australia as a nation state when represented at all, limiting learning opportunities to develop global thinking that supports a critical democratic discourse of global citizenship through the subjectification purpose of GCE. Instead, the K-6 geography curriculum is largely invested in socialization towards neo-liberal ends and a passing qualification function that prepares students to be 'knowledgeable' as they enter the world. [ABSTRACT FROM AUTHOR]

Social progress is largely determined by the degree to which digital reality is mastered by society as well as by the development and implementation of innovative technologies related to the use of artificial intelligence. Of particular relevance are issues related to the training of a new generation of specialists, who will be able not only to harmoniously fit into the current digital contexts of social life but also purposefully improve, develop and transform their professional digital tools. It is required to set and solve the tasks of developing students’ competences at a high-quality level, which implies pedagogical specification of the modern educational content. The aim of the study is to elaborate a didactic apparatus for revising the modern educational content for students majoring in the humanities and social sciences, taking into account the current contexts of professional activity in digital reality. The authors have formulated a hypothesis that, in order to prepare humanities students to solve the ever more complex tasks of professional activity and communication in digital reality, it is necessary to update the educational content on an interdisciplinary basis, bringing it into line with the digital contexts of professional activity in this field and introducing a new content outline. This can be done if the following tasks are solved: (1) to define the current areas of work of a specialist in the humanities and social sciences in digital reality and, on this basis, create a digital profile for such a specialist, i.e., an invariant set of tasks relevant in the context of digitalization as well as the corresponding competences; (2) to determine a set of disciplines that have the greatest potential for implementing the digital profile of such a specialist; (3) to substantiate the project of changes in the educational content for students majoring in the humanities and social sciences; and (4) to conduct an experimental test of the draft changes in this educational content. The nominal data comparison method, namely the McNemar test, was used. The solution of the above tasks allowed us: in theoretical terms, to lay the conceptual foundations for selecting the actual educational content for students majoring in the humanities and social sciences in digital reality and, in practical terms, to propose specific tools for updating the subject content. The obtained results confirmed the hypothesis of the study and ways to update the educational content on an interdisciplinary basis, taking into account the current contexts of the professional activity in the social and humanitarian sphere in digital reality.

Every classroom teacher's task is to create an environment where learners figure out their goals, learning paths, processes, and products. The learner is at the center of the learning process rather than the teacher or the curriculum. Having that in mind, the Researcher investigated the impact of online Filipino and English diary writing on Grade 12 Humanities and Social Sciences students in their Creative Non-Fiction subject. The Researcher employed a qualitative study using an exploratory case study design to attain the main objective. A focus group discussion was conducted with ten volunteer Grade 12 Humanities and Social Sciences Culiat High School students currently enrolled for S.Y. 2021-2022. It was concluded in the study that the use of online Filipino and English diary writing provided a learning experience to the students that catered to the development of proficiency in the Filipino and English language. It provided an avenue for them to express themselves, which is valuable in improving their personal and professional growth. It positively impacted students' heutagogy as their need for autonomy, competence, and connection/relatedness has been satisfied. [ABSTRACT FROM AUTHOR]

Copyright of Revista Maracanan is the property of Revista Maracanan 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.)

Objectives: The objective of the present study was to explore the views and experiences of Shiraz University’s Humanities and Social Sciences faculty members who are associate or full professors and have membership in Shiraz University Promotion Committees; it focused on four dimensions of challenges and weaknesses, strengths, consequences of implementing the regulation and the proposed implications.Methodology: In this qualitative descriptive phenomenological study, data were collected through semi-structured interviews with 14 professors in Humanities and Social Sciences faculties. After transcribing the audio files of the interviews, the data were coded through three stages of open coding, axial coding and selective coding. Finally, 114 open codes, 21 axial codes, and 4 selective codes concerning the Promotion Regulation were discovered.Findings: Findings showed that the challenges of Promotion Regulation include the victimization of the humanities, great emphasis on research and exclusion of other aspects, especially education, emphasis on quantity and lack of attention to quality, taste of committees concerning the Promotion Regulation, and a uniform regulation for all fields. Conclusion: Previous research on Promotion Regulation in Iran have been quantitative research and most of them addressed the viewpoints of faculty members generally; However, the present study was a qualitative one and, more importantly, the Promotion Regulation was inspected in terms of humanities and social sciences experts’ perspectives

Copyright of Social Sciences & Humanities Studies / Društvene i Humanističke Studije (DHS) is the property of Faculty of Humanities & Social Sciences, University of Tuzla 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.)

We present a series of workflows that aim to support research in lexical semantic change, i.e. the phenomenon by which words change their meaning over time. The workflows each consist of a series of steps required to detect words that have undergone semantic change as evidenced by a corpus and cover a range of user scenarios, including lexicology, historical research, and legal studies. The workflows were created following the model adopted by the Social Sciences and Humanities Open MarketPlace and were designed in the context of a project on CLARIN resource families supported by CLARIN ERIC. In this paper, we present a use case for the workflow on lexicology, referring to resources for Latin and ancient Greek.

The Réseau national des Maisons des sciences de l'homme (Rn-MSH), set up in 22 French universities, launched a reflection on interdisciplinarity practices and policies. Two stages were defined. The first, the 'Interdisciplinarity/ies' conference, took place in September 2021. During the workshops, experiences and projects carried out within the MSH were examined and discussed with the focus on interdisciplinarity in action. Then, in January 2022, reflections were broadened to assess the contribution of interdisciplinary dynamics to the redefinition of the knowledge regime. Non-academic forms of knowledge and the involvement of science in social issues were taken into consideration. We refer here in particular to the organisational arrangements that allow to reach a subtle balance between lowering the limitations imposed on scientific discipline structures while preserving the intellectual resources of disciplinary communities. [ABSTRACT FROM AUTHOR]

Since the introduction of research assessment systems at institutional level in the 1980s, the ongoing debate on the roles and functions of peer review and bibliometrics has been vivid and lively. In the first part of the article, the main lines over time of this debate are traced, and a reflection on the epistemic functions of peer review and citations is proposed. In Italy, the first research assessment exercise (VTR) was based on peer review only, while the following ones (VQR) were based on different methods for bibliometric disciplines and non-bibliometric disciplines, namely bibliometric indicators and peer review. Starting from a data analysis on Italian publications, and using as a sample data from M-STO/08 (Archival science, bibliography and library science) area, the essay shows some trends and changes in publication habits in HSS. Conclusions open a perspective on revitalization of peer review as a solid qualitative method for research assessment. [ABSTRACT FROM AUTHOR]

Copyright of Social Psychology / Psihologie Socială is the property of Alexandru Ioan Cuza University 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 Práxis Educativa is the property of Revista Praxis Educativa 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 Al-Adab / Al-ādāb 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.)

In the entrepreneurial university, epistemic governance is exerted through external pressures of market competition, funding, university rankings and research assessment and internal processes of organisational restructuring and mechanisms of corporate governance to re/produce epistemic injustices. Data from a study of three Australian universities illustrate the implications of these for the Humanities and Social Sciences, numerically feminised fields of research and practice and how, in the Australian context, political conservatism aligns with a particular Anglophone sensibility regarding science and society. Excluding the social and critical knowledge practices of the humanities and social sciences is dangerous to both the academy and democracies, particularly in post-truth times. [ABSTRACT FROM AUTHOR]

Identifying the factors contributing to quality of academic research in humanities and social sciencesAbstract, identifying the factors contributing to quality of academic research, especially in humanities and social sciences, deserves special attention. Given differences in research quality criteria in different fields, the present study adopted the methods of systematic literature review and thematic analysis to identify the dominant values and themes relevant to research quality in humanities and social sciences. Within the systematic literature review, all the related researchers were retrieved from international and national databases and then filtered. The criteria and themes influencing research quality were extracted from a select number of related researches. The extracted criteria were coded in three stages. This yielded three categories, namely inclusive themes, organizing themes, and basic themes. The themes were validated through consultation with the experts in humanities and social sciences. According to the results, inclusive themes included the research infrastructure, organizational climate, accurate scientific plan, scientific desirability, research productivity, scientific influence and authority, innovative visualization. The results are expected to help researchers conduct quality research. Moreover, the findings can help enhance academic research management systems in their accurate evaluation of researches, particularly in humanities and social sciences.Keywords: academic research quality, humanities and social sciences, systematic literature review, thematic analysis

Copyright of Investigación Bibliotecológica is the property of UNAM, Centro Universitario de Investigaciones Bibliotecologicas 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 contends that the inclusion of meso- and micro-level perspectives has been under exploration in the study of the internationalization of humanities and social sciences, in particular, in a state-mandated system where policy interventions in higher education and knowledge production have typically been aligned with state construction and national development. It argues that institutional and individual responses to state policies on the internationalization of humanities and social sciences should be investigated due to their respective roles in policymaking and implementation. It has, therefore, retrieved recent and historical policy documents during the post-WTO period and collected empirical data from two Chinese universities. A constructivist-interpretivist qualitative approach and a qualitative case study strategy were adopted for this investigation. Based on an in-depth analysis of the empirical data, this paper reveals the gap between the macro-level ambition of achieving outward-oriented diffusion of innovations and the local-level realities, as well as institutional dilemmas and conflicts in facilitating the internationalization. [ABSTRACT FROM AUTHOR]

Copyright of VertigO is the property of La Revue Electronique en Sciences de l'Environnement VertigO 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 article explores the relationships between supervisor–supervisee gender difference and the scientific impact of doctoral dissertations. We use the China Doctoral Dissertations Full-text Database and pay special attention to the fields of Humanities and Social Sciences in China in our empirical study. By establishing regression models, we find that the ranks of the scientific impact regarding doctoral dissertations are female–female (first), female–male (second), male–male (third) and male–female (fourth) pairs (sequence: student gender and then supervisor gender). The finding has many interesting implications for science policy and gender inequality. [ABSTRACT FROM AUTHOR]

Work immersion is a required subject to grade 12 senior high school in the Philippines leading to graduation. It aims to expose the students to the workplace to apply the acquired competencies from specialization and applied subjects. However, due to the health crisis experienced around the world, school attendance or industry-based immersion was prohibited, but education will never stop even in a health crisis. The students must experience the work immersion despite the present scenario. This was done by bringing work immersion into the comfort of their home. This study was practical action research that aimed to explore compliance, difficulties, and evaluation of the Humanities and Social Sciences (HUMSS) students in work immersion at home. The participants were grade 12 HUMSS students who participated voluntarily. The data were collected through teachers' records, results of summative tests, survey questionnaires, and semi-structured interviews to elicit multiple data. The survey questionnaire and interview guide questions were validated by three headteachers and pilot tested to another school that offered the HUMSS strand. Based on the findings, the students complied with the portfolio and work immersion guide as required outputs by the end of the implementation. Also, students performed well in two summative tests. However, they experienced difficulties in terms of work habits like unstable internet connection, noise distraction at home, time management, and difficulty in answering the learning task. Also, they receive less parental assistance in accomplishing tasks because their parents were busy with their work, but they were expected to perform household duties. Furthermore, they evaluated work immersion at home as an excellent experience wherein their competencies as HUMSS graduates were developed.

The review of the 15th Congress of the International Society for Ethnology and Folklore (SIEF), one of the first virtual events of such a scale, highlights modern tendencies in anthropology, ethnology, and folklore. The authors of the review observe the growing interdisciplinarity, the use of adjacent disciplines, and the politization and socialization of the traditional academic research. The Congress’s eighteen streams included topics customary for the SIEF congresses (“Archives & Sources”, “Narratives”, “Food”, “Material Culture and Museums”, etc.) as well as new ones (“Posthumanism”, “Intersectionality”), with over 1000 presentations in total. There is a detailed overview of several panels and streams, including those dedicated to the new folklore and changes in rituals due to the pandemic. The authors note the broadening geography of the participants and, as a result, the increasing number of academic traditions covered at the Congress, which was possible partly thanks to the virtual format. [ABSTRACT FROM AUTHOR]

[Purpose/Significance] Analyzing the process and development achievements of the research on Humanities and Social Sciences carried out by UNESCO in recent years will help to promote China's international participation and research level, and enhance China's discourse power in the field of Humanities and Social Sciences. [Method/Process]Using the methods of informetrics and scientific knowledge graph, this paper analyzes the topic structure, hotspot areas, evolution trend and international cooperation of UNESCO research in the field of Humanities and Social Sciences from 2011 to 2020. [Results/Conclusions]The research on Humanities and Social Sciences of UNESCO has obvious interdisciplinary characteristics. Ecological environment, educational research and political ecology are its hot research fields, and sustainable development is the core topic throughout. In the international cooperation of UNESCO, European countries occupy the leading position. China should rely on its advantages, pay attention to interdisciplinary research and hot field research, promote international cooperation, and enhance its influence and voice.

Book review of Análisis del Discurso en la Era Digital. Una Recopilación de Casos de Estudio, a collection of eight samples of the research currently in progress in Spanish universities

Copyright of China Terminology is the property of China Terminology Magazine 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.)

[Purpose/Significance] This paper aims to study relationships between the "four only" elements in Humanities and Social Sciences and compare the seriousness of the "four only" problem. It will help to grasp the key issues, so as to provide targeted policy recommendations for solving the "four only" problem. [Method/Process] This article analyzes relationships between the "four only" elements to find the key elements, then compares and analyzes the elements in terms of reward and scarcity, and further analyzes the severity of the "four only" problem. [Results/Conclusions] The study found that: thesis and works are the most important meta-research results of researchers in Humanities and Social Sciences; the rewards of different research elements are heterogeneous; "hats" is the most important research factor; the "only hats" is more serious than the other elements. Finally, the following policy suggestions are put forward: academic evaluation should pay more attention to the reward of publishing thesis and works; solving "only papers" problem can solve the "four only" problem; we must properly solve the "only hats" problem.

Since February 2020, the Humanities & Social Sciences (HSS) and Pesticides Network has contributed to structuring a community of researchers from the humanities and social sciences conducting research on pesticide-related issues. The annual symposium of the network reflects the diversity of approaches on the topic, and enables confronting various disciplinary perspectives and disseminating HSS research to a large audience. We start from the idea that crossing disciplinary views on pesticides allows to better respond to the health, social and environmental challenges they raise. The second symposium, held in May 2021, on which we offer a brief overview in this article, provided a review of HSS research conducted by French researchers and examined three dimensions in greater depth: alternatives to pesticides, social movements around pesticides, and issues of temporality in pesticide governance. The network is beginning to structure itself; it allows a better dissemination of the HSS work on the topic within the research community, but also towards public policymakers and/or the not-for-profit sector. [ABSTRACT FROM AUTHOR]

Incentives for improving research productivity at universities prevail in global academia. However, the rationale, methodology, and impact of such incentives and consequent evaluation regimes are in need of scrutinization. This paper explores the influences of financial and career-related publishing incentive schemes on research cultures. It draws on an analysis of 75 interviews with academics, senior university administrators, and journal editors from China, a country that has seen widespread reliance on international publication counts in research evaluation and reward systems. The study focuses on humanities and social sciences (HSS) as disciplinary sites, which embody distinct characteristics and have experienced the introduction of incentive schemes in China since the early 2000s. Findings reveal tensions between internationalization and indigenization, quality and quantity, integrity and instrumentalism, equity and inequity in Chinese academia. In particular, we argue that a blanket incentive scheme could reinforce a managerial culture in higher education, encourage performative objectification of academics, and jeopardize their agency. We thereby challenge 'one-size-fits-all' policymaking, and suggest instead that institutions should have the opportunity to adopt an ethical and 'human-oriented' approach when developing their research incentives and evaluation mechanisms. [ABSTRACT FROM AUTHOR]

El presente Editorial analiza algunos aspectos poco abordados acerca de las “formas admitidas” por las revistas científicas en la producción de textos. El trabajo, circunscripto a la subjetividad de la opinión personal, no pretende poner en duda las morfologías discursivas de los artículos académicos ni las prácticas y usos de presentar las investigaciones. Por el contrario, a partir de la consolidación de dichas “formalidades”, se plantea la necesidad de no ceñirse con exclusividad a esas expresiones del discurso, con el objetivo de recrear la escritura académica desde otros ángulos que han sido parcialmente abordados o no tenidos en cuenta. Se señala, entonces, la posibilidad de apelar a otras formas retóricas y discursivas no tan fuertemente estructuradas en su redacción y que pueden aportar novedosas aproximaciones a los objetos de estudio de las Humanidades y las Ciencias Sociales. = The following editorial analyzes some aspects that have been little addressed about the "accepted forms" by scientific journals in the production of texts. The present article, circumscribed to the subjectivity of personal opinion, is not intended to question the discursive morphologies of academic articles, neither the practices nor the uses of publishing researches. On the contrary, based on the consolidation of these "formalities", the need arises not to adhere exclusively to those expressions of discourse with the aim proposed to recreate academic writing from other angles that have not been considered so far. Therefore, it is suggested the possibility of appealing to other rhetorical and discursive forms not so strongly structured in their wording, which can provide novel approaches to the objects of study of the Humanities and Social Sciences.

The article is aimed at the theoretical substantiation and practical application of the transdisciplinary paradigm and innovative transformations of the economic environment as a fundamental basis for managing the security of development of metallurgical enterprises. The publication notes that metallurgical enterprises also experience the conditions of crisis, unpredictability of socio-economic development, volatility of situation at all levels of the national economy. The author has determined that, in order to overcome the current situation, for the secured development of metallurgical enterprises, innovative transformations must take place, first of all in the system of management of an individual enterprise, taking into account the existing corporate culture and using elements of the innovative culture of communication, which is possible only by combining scientific research of various orientations, competencies, qualifications and practical experience of persons on whom the adoption of a particular management decision depends. According to the results of the research, it is determined that the transdisciplinary paradigm is inherently a scientific and philosophical platform for the development and justification of the hypothesis of the research, creating a basis for the formation of communicative management practices of interaction of the attracted social agents representing different socio-economic interests and values. Therefore, the transdisciplinary paradigm of management of the security of development of a metallurgical enterprise, as the integration and differentiation of the sciences of different fields of knowledge for the study of the same object, can be considered as a triangle, the tops of which are: philosophy, humanities and social sciences (sociology, political science, psychology, etc.) and the system of management of the security of development of enterprise in the appropriate period of time, – thus forming a new interdisciplinary instrumentarium for managing the security of development of metallurgical enterprise.