Articoli di riviste: "Humanities and the Arts"

1

Gordon, Jill. "Arts and humanities". Medical Education 39, n. 10 (ottobre 2005): 976–77. http://dx.doi.org/10.1111/j.1365-2929.2005.02259.x.

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Cheon, Seon-Ja. "Arts educations with Humanities". Korean Literature and Arts 8 (30 settembre 2011): 103. http://dx.doi.org/10.21208/kla.2011.09.8.103.

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Schich, Maximilian, Isabel Meirelles e Albert-László Barabási. "Arts | Humanities | Complex Networks". Leonardo 43, n. 3 (giugno 2010): 212. http://dx.doi.org/10.1162/leon.2010.43.3.212.

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Bruderle, Elizabeth R. "The arts and humanities". Holistic Nursing Practice 9, n. 1 (ottobre 1994): 68–74. http://dx.doi.org/10.1097/00004650-199410000-00011.

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Boyd, Brian. "Arts, Humanities, Sciences, Uses". New Literary History 44, n. 4 (2013): 575–94. http://dx.doi.org/10.1353/nlh.2013.0041.

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Taşkın, Zehra, e Güleda Doğan. "Arts and Humanities and the others: Why can’t we measure arts and humanities". ITM Web of Conferences 33 (2020): 02003. http://dx.doi.org/10.1051/itmconf/20203302003.

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Abstract (sommario):

The use of numbers (publications and citations) to evaluate research/er performances are widespread since ease of use. However, disciplinary differences must be considered to evaluate research/ers accurately without misjudgments in tenures and incentives. The most different filed from others in terms of publications and citation patterns is Arts & Humanities. The main aim of this study is to reveal the main differences between Arts & Humanities and the other fields by considering publications, citations, and collaboration. For this aim, the main statistics for 59,728,700 papers published between 1980-2018 are gathered from InCites in terms of the 251 Web of Science subject categories. The data confirmed that Arts & Humanities is considerably different from other fields. We showed the degree of these differences using statistical measures. The huge difference found out that underline the indispensability for evaluating Arts & Humanities separately from the others.

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Hurwitz, Brian. "Medicine, the arts and humanities". Clinical Medicine 3, n. 6 (1 novembre 2003): 497–98. http://dx.doi.org/10.7861/clinmedicine.3-6-497.

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KOMATSU, Sanzo. "Arts & Humanities Citation Index." Journal of Information Processing and Management 41, n. 12 (1999): 989–97. http://dx.doi.org/10.1241/johokanri.41.989.

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Acik, Tansu. "Humanities, Classics and Liberal Arts". International Journal of the Humanities: Annual Review 7, n. 2 (2009): 145–50. http://dx.doi.org/10.18848/1447-9508/cgp/v07i02/42628.

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YOUNG-MASON, JEANINE. "Health, Humanities, and the Arts". Clinical Nurse Specialist 15, n. 5 (settembre 2001): 210–11. http://dx.doi.org/10.1097/00002800-200109000-00012.

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Hocutt, Max. "Humanities? No. Liberal arts? Yes". Academic Questions 4, n. 1 (marzo 1991): 59–67. http://dx.doi.org/10.1007/bf02682951.

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Anderson, Sheila, Tobias Blanke e Stuart Dunn. "Methodological commons: arts and humanities e-Science fundamentals". Philosophical Transactions of the Royal Society A: Mathematical, Physical and Engineering Sciences 368, n. 1925 (28 agosto 2010): 3779–96. http://dx.doi.org/10.1098/rsta.2010.0156.

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The application of e-Science technologies to disciplines in the arts and humanities raises major questions as to how those technologies can be most usefully exploited, what tools and infrastructures are needed for that exploitation, and what new research approaches can be generated. This paper reviews a number of activities in the UK and Europe in the last 5 years which have sought to address these questions through processes of experimentation and targeted infrastructure development. In the UK, the AHeSSC (Arts and Humanities e-Science Support Centre) has played a coordinating role for seven projects funded by the Arts and Humanities e-Science Initiative. In Europe, DARIAH (Digital Research Infrastructure for the Arts and Humanities) has sought to develop a deeper understanding of research information and communication in the arts and humanities, and to inform the development of e-infrastructures accordingly. Both sets of activity have indicated a common requirement: to construct a framework which consistently describes the methods and functions of scholarly activity which underlie digital arts and humanities research, and the relationships between them. Such a ‘methodological commons’ has been formulated in the field of the digital humanities. This paper describes the application of this approach to arts and humanities e-Science, with reference to the early work of DARIAH and AHeSSC.

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Schich, Maximilian, e Isabel Meirelles. "Arts, Humanities and Complex Networks: Introduction". Leonardo 47, n. 3 (giugno 2014): 265. http://dx.doi.org/10.1162/leon_e_01054.

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Schich, Maximilian, e Isabel Meirelles. "Arts, Humanities and Complex Networks: Introduction". Leonardo 49, n. 5 (ottobre 2016): 445. http://dx.doi.org/10.1162/leon_e_01334.

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Statler, Matt, e Pierre Guillet de Monthoux. "Humanities and Arts in Management Education". Journal of Management Education 39, n. 1 (13 gennaio 2015): 3–15. http://dx.doi.org/10.1177/1052562914560169.

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Bolton, Gillie. "Medicine, the arts, and the humanities". Lancet 362, n. 9378 (luglio 2003): 93–94. http://dx.doi.org/10.1016/s0140-6736(03)13894-9.

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Evans, H. M. "Medical humanities among the healing arts?" Medical Humanities 28, n. 2 (1 dicembre 2002): 57–60. http://dx.doi.org/10.1136/mh.28.2.57.

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Edwell, Jennifer, Sarah Ann Singer e Jordynn Jack. "Healing Arts: RhetoricalTechneas Medical (Humanities) Intervention". Technical Communication Quarterly 27, n. 1 (2 gennaio 2018): 50–63. http://dx.doi.org/10.1080/10572252.2018.1425960.

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Ahlzén, Rolf. "Medical humanities — arts and humanistic science". Medicine, Health Care and Philosophy 10, n. 4 (11 luglio 2007): 385–93. http://dx.doi.org/10.1007/s11019-007-9081-3.

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20

Shim, Yerin, Louis Tay, Michaela Ward e James O. Pawelski. "Arts and Humanities Engagement: An Integrative Conceptual Framework for Psychological Research". Review of General Psychology 23, n. 2 (4 aprile 2019): 159–76. http://dx.doi.org/10.1177/1089268019832847.

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Psychologists are increasingly interested in studying the psychological effects of engaging with various forms of the arts and humanities because of their significance and ubiquity in human life. There is, however, a lack of a robust conceptual framework to support a systematic and integrative approach to the study of the psychological effects of the arts and humanities. Through an extensive review of the extant literature on conceptual and operational definitions of the arts and humanities engagement from historical, institutional, and disciplinary perspectives, the present article further expands an initial conceptualization of the arts and humanities presented in Tay, Pawelski, and Keith. The implications and limitations of the integrative conceptual framework of arts and humanities engagement, as well as directions for future research, are discussed.

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D’Angelo, Barbara J. "Arts and Humanities Data Service (AHDS)9891Arts and Humanities Data Service (AHDS). info@ahds.ac.uk: Arts and Humanities Data Service URL: http://ahds.ac.uk/". Electronic Resources Review 2, n. 9 (settembre 1998): 101–2. http://dx.doi.org/10.1108/err.1998.2.9.101.91.

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22

Thelwall, Mike, e Maria M. Delgado. "Arts and humanities research evaluation: no metrics please, just data". Journal of Documentation 71, n. 4 (13 luglio 2015): 817–33. http://dx.doi.org/10.1108/jd-02-2015-0028.

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Purpose – The purpose of this paper is to make an explicit case for the use of data with contextual information as evidence in arts and humanities research evaluations rather than systematic metrics. Design/methodology/approach – A survey of the strengths and limitations of citation-based indicators is combined with evidence about existing uses of wider impact data in the arts and humanities, with particular reference to the 2014 UK Research Excellence Framework. Findings – Data are already used as impact evidence in the arts and humanities but this practice should become more widespread. Practical implications – Arts and humanities researchers should be encouraged to think creatively about the kinds of data that they may be able to generate in support of the value of their research and should not rely upon standardised metrics. Originality/value – This paper combines practices emerging in the arts and humanities with research evaluation from a scientometric perspective to generate new recommendations.

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Mallery, Mary. "Arts-Humanities.Net: Guide to Digital Humanities & Arts http://www.arts-humanities.net/". Technical Services Quarterly 29, n. 4 (ottobre 2012): 340–42. http://dx.doi.org/10.1080/07317131.2012.705747.

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ROBEY, DAVID. "E-SCIENCE IN THE ARTS AND HUMANITIES". International Journal of Humanities and Arts Computing 1, n. 1 (marzo 2007): 1–3. http://dx.doi.org/10.3366/e1753854807000050.

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ROBEY, DAVID. "E-SCIENCE IN THE ARTS AND HUMANITIES". International Journal of Humanities and Arts Computing 1, n. 1 (marzo 2008): 1–3. http://dx.doi.org/10.3366/e1753854808000050.

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Ferrell, Betty, Rose Virani, Hollye Harrington Jacobs, Pam Malloy e Kathe Kelly. "Arts and Humanities in Palliative Nursing Education". Journal of Pain and Symptom Management 39, n. 5 (maggio 2010): 941–45. http://dx.doi.org/10.1016/j.jpainsymman.2009.11.314.

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27

King, Nancy. "Can the Arts and Humanities Survive Technology?" Arts Education Policy Review 94, n. 1 (ottobre 1992): 2–9. http://dx.doi.org/10.1080/10632913.1992.9940916.

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28

Brown, S., e M. Greengrass. "Research portals in the arts and humanities". Literary and Linguistic Computing 25, n. 1 (5 ottobre 2009): 1–21. http://dx.doi.org/10.1093/llc/fqp032.

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29

Belling, Catherine. "Arts, Sciences, Humanities: Triangulating the Two Cultures". Journal of Literature and Science 10, n. 2 (1 dicembre 2018): 19–25. http://dx.doi.org/10.12929/jls.10.2.03.

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30

Saunders, Clare. "Developing Researchers in the Arts and Humanities". Discourse: Learning and Teaching in Philosophical and Religious Studies 7, n. 2 (2008): 31–66. http://dx.doi.org/10.5840/discourse20087220.

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31

Kálmán, Tibor, Danah Tonne e Oliver Schmitt. "Sustainable Preservation for the Arts and Humanities". New Review of Information Networking 20, n. 1-2 (3 luglio 2015): 123–36. http://dx.doi.org/10.1080/13614576.2015.1114831.

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32

Graf, Ann, Crystal Fulton, Amy Jackson, Kathryn La Barre, John Walsh, Carol Tilley, Shannon Lucky e Tim Gorichanaz. "Everyday documentation of arts and humanities collections". Proceedings of the Association for Information Science and Technology 55, n. 1 (gennaio 2018): 680–83. http://dx.doi.org/10.1002/pra2.2018.14505501080.

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33

BErubE, M. "The Utility of the Arts and Humanities". Arts and Humanities in Higher Education 2, n. 1 (1 febbraio 2003): 23–40. http://dx.doi.org/10.1177/1474022203002001003.

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Berube, Michael. "The Utility of the Arts and Humanities". Arts and Humanities in Higher Education 2, n. 1 (1 febbraio 2003): 23–40. http://dx.doi.org/10.1177/1474022203002001737.

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35

Hemlin, S., e M. Gustafsson. "Research production in the arts and humanities". Scientometrics 37, n. 3 (novembre 1996): 417–32. http://dx.doi.org/10.1007/bf02019256.

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Toepler, Stefan, Cara Seitchek e Theresa Cameron. "Small organization mergers in arts and humanities". Nonprofit Management and Leadership 15, n. 1 (2004): 95–115. http://dx.doi.org/10.1002/nml.55.

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37

Thelwall, Mike. "Do Mendeley reader counts indicate the value of arts and humanities research?" Journal of Librarianship and Information Science 51, n. 3 (19 settembre 2017): 781–88. http://dx.doi.org/10.1177/0961000617732381.

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Mendeley reader counts are a good source of early impact evidence for the life and natural sciences articles because they are abundant, appear before citations, and correlate moderately or strongly with citations in the long term. Early studies have found less promising results for the humanities and this article assesses whether the situation has now changed. Using Mendeley reader counts for articles in 12 arts and humanities Scopus subcategories, the results show that Mendeley reader counts reflect Scopus citation counts in most arts and humanities as strongly as in other areas of scholarship. Thus, Mendeley can be used as an early citation impact indicator in the arts and humanities, although it is unclear whether reader or citation counts reflect the underlying value of arts and humanities research.

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Shim, Yerin, Andrew T. Jebb, Louis Tay e James O. Pawelski. "Arts and Humanities Interventions for Flourishing in Healthy Adults: A Mixed Studies Systematic Review". Review of General Psychology 25, n. 3 (2 agosto 2021): 258–82. http://dx.doi.org/10.1177/10892680211021350.

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The arts and humanities have enriched human life in various ways throughout history. Yet, an analysis of empirical research into the effects of arts and humanities engagement remains incomplete, calling for a systematic and integrative understanding of the role of arts and humanities in promoting human flourishing. The present study used a mixed studies systematic review approach to integrating recent evidence from 27 intervention studies on the effectiveness of arts and humanities interventions on psychological flourishing of healthy adults. Our final dataset both represented quantitative and qualitative data on real-world interventions that encompassed a range of arts and humanities domains, including music, theater, visual arts, and integrative arts. A separate quantitative and qualitative data synthesis on study characteristics and psychological flourishing outcomes and a meta-integration of both types of evidence were conducted. Overall, arts and humanities interventions were associated with positive changes in a range of psychological flourishing outcomes, with overlapping quantitative and qualitative evidence for emotional, social, and sense of self outcomes. A secondary analysis explored key contextual and implementation features that contributed to effectiveness. Recommendations for future research and practice are provided based on our review.

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Bolton, G. "Boundaries of Humanities: Writing Medical Humanities". Arts and Humanities in Higher Education 7, n. 2 (1 giugno 2008): 131–48. http://dx.doi.org/10.1177/1474022208088643.

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Hanna, Gay P., Pamela Saunders e Niyati Dhokai. "CREATING STRENGTH IN AGE: HARNESSING THE POWER OF ARTS AND HUMANITIES NETWORKS". Innovation in Aging 3, Supplement_1 (novembre 2019): S29. http://dx.doi.org/10.1093/geroni/igz038.110.

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Abstract Arts and Humanities networks harness social capital in the service of older populations creating strength in age. This symposium will feature presentations in aging, arts, education, health and humanities exemplifying enormous and often underutilized resources readily available to engage older people across the spectrum of aging to combat decline and frailty at cognitive and physiological levels. Presenters will describe innovative partnership projects such as Sound Health, an initiative developed by the National Institutes of Health and the John F. Kennedy Center for the Performing Arts to expand knowledge and understanding of how listening, performing, or creating music could be harnessed for health and well-being; hybrid arts and humanities in health programs based within medical systems such as the Center for Performing Arts in Medicine at Texas Medical Center: Houston Methodist promoting research/evaluation of arts inventions to improve overall quality of patient care; and, MedStar Georgetown Lombardi Arts and Humanities Program providing a continuum of support for older patients and their caregivers from diagnoses through treatment processes. A Georgetown University case study will be presented on how arts, ethics and humanities are necessary and ideal components of an interdisciplinary master’s degree program in aging studies to ensure understanding a diverse and inter-generational cohort and student’s cultural value systems. The symposium will conclude with a presentation from the National Endowment of the Arts describing program service infrastructures across the country supporting arts engagement of older people, their families and caregivers focusing on lifelong learning; health and well-being; and age friendly design

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41

Svensson, Patrik. "The digital humanities as a humanities project". Arts and Humanities in Higher Education 11, n. 1-2 (1 dicembre 2011): 42–60. http://dx.doi.org/10.1177/1474022211427367.

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This article argues that the digital humanities can be seen as a humanities project in a time of significant change in the academy. The background is a number of scholarly, educational and technical challenges, the multiple epistemic traditions linked to the digital humanities, the potential reach of the field across and outside the humanities, and the ‘digital’ as a boundary object. In the article, four case studies are used to exemplify the digital humanities as a humanities project, and it is suggested that the field can be seen as a trading zone and meeting place rather than a strained ‘big tent’. In this way, the digital humanities can accept scholarly and technological challenges in relation to the digital as well as being an important place for thinking about, experimenting with and rethinking the humanities.

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42

Moniz, Tracy, Maryam Golafshani, Carolyn M. Gaspar, Nancy E. Adams, Paul Haidet, Javeed Sukhera, Rebecca L. Volpe, Claire de Boer e Lorelei Lingard. "The prism model: advancing a theory of practice for arts and humanities in medical education". Perspectives on Medical Education 10, n. 4 (29 aprile 2021): 207–14. http://dx.doi.org/10.1007/s40037-021-00661-0.

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Abstract Introduction The arts and humanities have transformative potential for medical education. Realizing this potential requires an understanding of what arts and humanities teaching is and what it aims to do. A 2016 review of exclusively quantitative studies mapped three discursive positions (art as intrinsic to, additive to or curative for medicine) and three epistemic functions (art for mastering skills, perspective taking, and personal growth and activism). A more inclusive sample might offer new insights into the position and function of arts and humanities teaching in medical education. Methods Informed by this 2016 framework, we conducted discursive and conceptual analyses of 769 citations from a database created in a recent scoping review. We also analyzed the 15 stakeholder interviews from this review for recurring themes. These three analyses were iteratively compared and combined to produce a model representing the complex relationship among discursive functions and learning domains. Results The literature largely positioned arts and humanities as additive to medicine and focused on the functions of mastering skills and perspective taking. Stakeholders emphasized the intrinsic value of arts and humanities and advocated their utility for social critique and change. We offer a refined theory of practice—the Prism Model of four functions (mastering skills, perspective taking, personal insight and social advocacy)—to support more strategic use of arts and humanities in medical education across all learning domains. Discussion The Prism Model encourages greater pedagogical flexibility and critical reflection in arts and humanities teaching, offering a foundation for achieving its transformative potential.

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Calman, Kenneth C. "The arts and humanities in health and medicine". Public Health 119, n. 11 (novembre 2005): 958–59. http://dx.doi.org/10.1016/j.puhe.2005.08.006.

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44

Wynne, Martin. "Evaluation in the Arts and Humanities Data Service". VINE 34, n. 4 (dicembre 2004): 196–200. http://dx.doi.org/10.1108/03055720410570993.

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Schich, Maximilian, e Isabel Meirelles. "Arts, Humanities and Complex Networks Reach Critical Threshold". Leonardo 50, n. 5 (ottobre 2017): 440. http://dx.doi.org/10.1162/leon_e_01484.

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46

Edwards, Kenneth. "Virtual Versus Classical Universities: Liberal Arts and Humanities". Higher Education in Europe 26, n. 4 (dicembre 2001): 603–7. http://dx.doi.org/10.1080/03797720220141942.

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47

Kivnick, H. Q., e R. Pruchno. "Bridges and Boundaries: Humanities and Arts Enhance Gerontology". Gerontologist 51, n. 2 (15 marzo 2011): 142–44. http://dx.doi.org/10.1093/geront/gnr007.

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Phipps, A. a., J. Parker e E. Chambers. "Editorial: Knowledge Transfer in the Arts and Humanities". Arts and Humanities in Higher Education 6, n. 3 (1 ottobre 2007): 235–36. http://dx.doi.org/10.1177/1474022207080828.

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Ball, E. L. "Place-Based Pedagogy for the Arts and Humanities". Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture 6, n. 2 (1 aprile 2006): 261–87. http://dx.doi.org/10.1215/15314200-2005-004.

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Blanton, Sarah, Nancy Kirsch, Gail Jenson, Bruce Greenfield e Emma Goldberg. "Arts and the Health Humanities: Intersections, Inquiry, Innovations". Archives of Physical Medicine and Rehabilitation 98, n. 10 (ottobre 2017): e34. http://dx.doi.org/10.1016/j.apmr.2017.08.106.

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Articoli di riviste sul tema "Humanities and the Arts"

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