Статті в журналах: "Humanities, Arts, and Social Sciences"

1

FUJIGAKI, Yuko. "Liberal Arts Education for Bridging Natural Sciences, Social Sciences, and Humanities." TRENDS IN THE SCIENCES 19, no. 5 (2014): 5_34–5_37. http://dx.doi.org/10.5363/tits.19.5_34.

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2

Ho, Shirley S., Jiemin Looi, Yan Wah Leung, and Tong Jee Goh. "Public engagement by researchers of different disciplines in Singapore: A qualitative comparison of macro- and meso-level concerns." Public Understanding of Science 29, no. 2 (November 28, 2019): 211–29. http://dx.doi.org/10.1177/0963662519888761.

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Guided by neo-institutional theory, this study compares how researchers from science, technology, engineering, and math disciplines differ from researchers from the arts, humanities, and social sciences fields in terms of how macro- and meso-level concerns shaped their willingness to conduct public engagement. Focus group discussions conducted among researchers based in Singapore revealed that science, technology, engineering, and math and arts, humanities, and social sciences researchers held different macro-level concerns. Particularly, science, technology, engineering, and math researchers raised more concerns about media misrepresentation, while arts, humanities, and social sciences researchers were more concerned about receiving political repercussions and public backlash. With regard to meso-level considerations, researchers from all disciplines cited similar institutional constraints for public engagement; however they possessed varying public engagement competencies and held differing perceptions of their social duty to engage the public. Hence, researchers of different disciplines desired different kinds of media training. Policy and managerial implications as well as directions for future research were provided.

3

Rose M. Marra and Betsy Palmer. "Epistemologies of the Sciences, Humanities, and Social Sciences: Liberal Arts Students' Perceptions." Journal of General Education 57, no. 2 (2008): 100–118. http://dx.doi.org/10.1353/jge.0.0017.

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4

Kang, Liu. "Social Sciences, Humanities and Liberal Arts: China and the West." European Review 26, no. 2 (January 21, 2018): 241–61. http://dx.doi.org/10.1017/s1062798717000643.

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For the most part, modern China’s institutions and modes of knowledge have been shaped and predominantly influenced by the West. Since the modern Chinese knowledge system is an integral and inseparable part of that dominant western system, an immanent critique will view Chinese problems not as extraneous, but as intrinsic to modernity, to the world-system or globalization. This article traces the genealogy of modern European modes of knowledge under the rubrics of ‘liberal arts’, as the origin and basis for modern China’s institutions and modes of knowledge, and then examines China’s ‘liberal arts’ as institution and modes of knowledge from the early years of the twentieth century to the present. The paper’s objective is to question the relationship between (Eurocentric) universalism and Chinese exceptionalism within the dominant modern Western institutions and modes of knowledge today.

5

Bazeley, Pat. "Research dissemination in creative arts, humanities and the social sciences." Higher Education Research & Development 25, no. 3 (August 2006): 307–21. http://dx.doi.org/10.1080/07294360600793101.

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6

Bakhshi, Hasan, Jonathan Breckon, and Ruth Puttick. "Understanding R&D in the arts, humanities and social sciences." Journal of the British Academy 9 (2021): 115–45. http://dx.doi.org/10.5871/jba/009.115.

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Despite much discussion and debate, research and development (R&D) is still often considered as the domain of hard science and technology. Furthermore, it is not commonly known by industry and policymakers that the Organisation for Economic Cooperation and Development�s (OECD) Frascati Manual � the internationally accepted methodology for collecting and reporting data on R&D � formally recognises the arts, humanities and social sciences (AHSS) in R&D. The UK collects data on R&D using the Frascati Manual definition. However, arguably, what matters for the UK is how R&D is defined for policy purposes. For example, the UK tax authorities choose to explicitly exclude AHSS R&D from their definitions for the purpose of tax relief. This paper explores the role of AHSS R&D in UK business. Drawing upon a review of the policy literature and interviews with 13 businesses that undertake AHSS research, and an additional 14 interviews with policymakers and other stakeholders, the paper presents recommendations for government, funders and business, and it concludes that more inclusive definitions and data are important for evidence-informed policy. Without the right definitions and tools to measure it and effective policies in place to support it, the Government risks ignoring the full value of R&D in the UK economy, and missing out on incentivising investment in innovation in AHSS-related sectors and activities.

7

Griffin, G. "Balancing Agendas: Social Sciences and Humanities in Europe." Arts and Humanities in Higher Education 5, no. 3 (October 1, 2006): 229–41. http://dx.doi.org/10.1177/1474022206067619.

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8

Wilkinson, Nicholas. "Editorial." Open House International 36, no. 4 (December 1, 2011): 4. http://dx.doi.org/10.1108/ohi-04-2011-b0001.

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Three years ago Maarten Cleeren from Elsevier in the Netherlands wrote about Open House International as a fine journal stating that “ in recognition of the high quality and relevance to the scientific community of Open House International we are pleased to inform you that your publication has been selected for coverage in the Elsevier Bibliographic Database Scopus as of 2007”. This was therefore added to our two other database connections namely EBSCO PUBLISHING and Thomsons ISI database including all their products, The Social Science Citation Index, (SSCI,) the Arts & Humanities Citation Index, (A&HCI), Social Scisearch, Current Contents/Social & Behavioral Sciences,(CC/S&BS) and the Current Contents/Arts & Humanities, (CC/A&H) and Journal Citation Reports/Social Sciences Edition.

9

Ahlzén, Rolf. "Medical humanities — arts and humanistic science." Medicine, Health Care and Philosophy 10, no. 4 (July 11, 2007): 385–93. http://dx.doi.org/10.1007/s11019-007-9081-3.

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10

Ballard, Heidi Renate. "The Theory Toolbox: Critical Concepts for the Humanities, Arts, and Social Sciences." Contemporary Sociology: A Journal of Reviews 34, no. 2 (March 2005): 206–8. http://dx.doi.org/10.1177/009430610503400263.

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11

Larrègue, Julien, Philippe Mongeon, Jean-Philippe Warren, Cassidy R. Sugimoto, and Vincent Larivière. "Reciprocity in Book Reviewing among American, British and Canadian Academics." Canadian Journal of Sociology 44, no. 1 (March 31, 2019): 95–114. http://dx.doi.org/10.29173/cjs29549.

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Books and their reviews have been historically central to knowledge dissemination in the social sciences and humanities. Despite this perceive importance, few studies have assessed the relative importance of these document types in the dissemination of knowledge. This paper aims at better understanding the place of book reviews in the scholarly communication system and to shed light--through the analysis of books on Canada, United Kingdom and United States and their reviewers--on the international circulation of ideas in the social sciences and humanities. Based on 1,675,999 book reviews indexed in the Social Science Citation Index and Arts and Humanities Citation Index over the 1975-2016 period, our results show that book reviews are decreasing in importance in all disciplines—especially those where books have historically been peripheral. We also observe a high rate of homophily between reviewers and reviewed books, with researchers being primarily interested in the books that have been written by someone from their own country. Hence, despite the now widely held assumptions of the globalization of science, social science and humanities remains a highly localized activity.

12

Bastmeijer, Kees. "Humanities and social sciences and the Polar Regions." Polar Journal 8, no. 2 (July 3, 2018): 227–29. http://dx.doi.org/10.1080/2154896x.2018.1542860.

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13

Schubert, András, and Sándor Soós. "A folyóiratcikkek súlya a különféle tudományterületek szakirodalmában: az elmúlt két évtized trendjei." Orvosi Hetilap 156, no. 24 (June 2015): 985–87. http://dx.doi.org/10.1556/650.2015.30142.

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Trends of preferred publication channels in selected categories of Sciences, Social Sciences and Arts & Humanities were studied by determining the percentage share of references in reviews to serials (journals) in all references. It was found that in the period 1995–2014, the fraction of articles published in journals was increasing in all selected areas of science and scholarship. The most dynamical increase was found in Social Sciences. Orv. Hetil., 2015, 156(24), 985–987.

14

Anwaruddin, Sardar M. "Neoliberal Universities and the Education of Arts, Humanities and Social Sciences in Bangladesh." Policy Futures in Education 11, no. 4 (January 2013): 364–74. http://dx.doi.org/10.2304/pfie.2013.11.4.364.

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15

Lloyd, Natalie, and Jane Mulcock. "Human-animal studies in Australia: perspectives from the arts, humanities and social sciences." Australian Zoologist 33, no. 3 (June 2006): 290–94. http://dx.doi.org/10.7882/az.2006.002.

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16

Cunningham, Stuart. "University and Discipline Cluster Ranking Systems and the Humanities, Arts, and Social Sciences." Higher Education in Europe 33, no. 2-3 (July 2008): 245–58. http://dx.doi.org/10.1080/03797720802254056.

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17

Dorow, Sara, and nicole Smith Acuña. "Community Engagement in the Humanities, Arts, and Social Sciences: Academic Dispositions, Institutional Dilemmas." Engaged Scholar Journal: Community-Engaged Research, Teaching and Learning 1, no. 1 (April 30, 2015): 51–68. http://dx.doi.org/10.15402/esj.2015.1.a03.

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18

Linton, Jonathan. "Quiet Contributors: The Role of the Arts, Humanities and Social Sciences in Innovation." Foresight and STI Governance 12, no. 3 (September 30, 2018): 6–12. http://dx.doi.org/10.17323/2500-2597.2018.3.6.12.

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19

Bennett, Nathan J., and Robin Roth. "Realizing the transformative potential of conservation through the social sciences, arts and humanities." Biological Conservation 229 (January 2019): A6—A8. http://dx.doi.org/10.1016/j.biocon.2018.07.023.

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20

Reznick, Jeffrey S. "Embracing the Future as Stewards of the Past: Charting a Course Forward for Historical Medical Libraries and Archives." RBM: A Journal of Rare Books, Manuscripts, and Cultural Heritage 15, no. 2 (September 1, 2014): 111–23. http://dx.doi.org/10.5860/rbm.15.2.424.

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In June 2013, the American Academy of Arts and Sciences (AAAS) released The Heart of the Matter, a report on the continuing indispensable role of the humanities and social sciences in meeting major global challenges and urgent national goals. Commissioned by a bipartisan group of senators and representatives and involving more than fifty AAAS members from various sectors—including academia, business, government, the arts, and the media—the report called for renewed commitment to the humanities and social sciences. More specifically, it called for leadership collaborations across a wide array of sectors to meet the urgent goals of: educating Americans . . .

21

Wadada Nabudere, Dani. "Cheikh Anta Diop: The social sciences, humanities, physical and natural sciences and transdisciplinarity." International Journal of African Renaissance Studies - Multi-, Inter- and Transdisciplinarity 2, no. 1 (July 2007): 6–34. http://dx.doi.org/10.1080/18186870701384269.

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22

Feuerhahn, Wolf, and Olivier Orain. "For an inclusive history of the humanities and social sciences." Revue d'histoire des sciences humaines, no. 34 (June 13, 2019): 11–14. http://dx.doi.org/10.4000/rhsh.2943.

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23

Krieger, M. H. "Research Policy and Review 11. New Tools for a Planner's Toolkit." Environment and Planning A: Economy and Space 18, no. 9 (September 1986): 1181–87. http://dx.doi.org/10.1068/a181181.

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After a flirtation with pure science and the liberal arts, professional education in all fields is once again tool-and-craft oriented. Still, the main tools come from high-status science and humanities. But the sciences now advocate design, holism, purpose, choice, emergentism, anima, history, and discontinuity; whereas the humanities stress ambiguity, incommensurability, impurity, and perversion. What is in prospect is a richer, less reductionistic, view of human nature, social organization, and history. And this in turn will alter the culture and practice of planning and design.

24

Kistner, Kelly, Erin M. Sparck, Amy Liu, Hannah Whang Sayson, Marc Levis-Fitzgerald, and Whitney Arnold. "Academic and Professional Preparedness: Outcomes of Undergraduate Research in the Humanities, Arts, and Social Sciences." Scholarship and Practice of Undergraduate Research 4, no. 4 (August 10, 2021): 3–9. http://dx.doi.org/10.18833/spur/4/4/1.

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This article assesses outcomes among students who pursued faculty-mentored research in those fields and concurrently participated in programs administered through UCLA’s Undergraduate Research Center for the Humanities, Arts, and Social Sciences. Compared to a quasi-control group of nonresearch students, the research students reported statistically significant better outcomes on average in attaining several of the skills sought by today’s employers.

25

Teo, Thomas. "From Psychological Science to the Psychological Humanities: Building a General Theory of Subjectivity." Review of General Psychology 21, no. 4 (December 2017): 281–91. http://dx.doi.org/10.1037/gpr0000132.

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The development of psychology as a science and the struggle for scientific recognition has disrupted the need to interrogate the discipline and the profession from the perspective of the humanities, the arts, and the concept-driven social sciences. This article suggests that some of the humanities contribute significantly to an understanding of human subjectivity, arguably a core topic within psychology. The article outlines the relevance of the psychological humanities by reclaiming subjectivity as a core topic for general psychology that is grounded in theoretical reconstruction, integration, and advancement. The argument relies on a variety of disciplines to achieve a deeper understanding of subjectivity: Philosophy provides conceptual clarifications and guidelines for integrating research on subjectivity; history reconstructs the movement of subjectivity and its subdivisions; political and social theories debate the process of subjectification; indigenous, cultural, and postcolonial studies show that Western theories of subjectivity cannot be applied habitually to contexts outside of the center; the arts corroborate the idea that subjective imagination is core to the aesthetic project; and science and technology studies point to recent developments in genetic science and information technology, advances that necessitate the consideration of significant changes in subjectivity. The implications of the psychological humanities as an important, justifiable tradition in psychology and for a general theory of subjectivity are discussed.

26

Barrow, Robin. "Social Science, Philosophy and Education." Philosophical Inquiry in Education 26, no. 2 (September 14, 2020): 146–55. http://dx.doi.org/10.7202/1071437ar.

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This essay argues for the urgent need for philosophy as the necessary first step in any educational undertaking. Philosophy is involved with making fine distinctions which are necessary to clarify concepts and terms. The paper focuses primarily on the problems with an overreliance on scientific research in the social sciences, with special emphasis on the dangers posed in educational research. Three specific problems are identified. First, the emphasis on scientific research downgrades non-scientific research, which may be more appropriate as modes of inquiry in many aspects of education. Second, the emphasis on scientific research distorts research in areas such as the arts and humanities because individual success as a scholar is largely measured by criteria that make sense in the natural sciences but not necessarily in the arts. Third, and most significantly, the paper questions whether social action and interaction can be investigated in a truly scientific manner.

27

Hemlin, S., and M. Gustafsson. "Research production in the arts and humanities." Scientometrics 37, no. 3 (November 1996): 417–32. http://dx.doi.org/10.1007/bf02019256.

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28

Benneworth, Paul, and Ben W. Jongbloed. "Who matters to universities? A stakeholder perspective on humanities, arts and social sciences valorisation." Higher Education 59, no. 5 (July 31, 2009): 567–88. http://dx.doi.org/10.1007/s10734-009-9265-2.

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29

Erickson, Frederick. "Arts, Humanities, and Sciences in Educational Research and Social Engineering in Federal Education Policy." Teachers College Record 107, no. 1 (January 2005): 4–9. http://dx.doi.org/10.1111/j.1467-9620.2005.00451.x.

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30

Lundberg, Anita, Kalala Ngalamulume, Jean Segata, Arbaayah Ali Termizi, and Chrystopher J. Spicer. "Pandemic, Plague, Pestilence and the Tropics: Critical Inquiries from Arts, Humanities and Social Sciences." eTropic: electronic journal of studies in the Tropics 20, no. 1 (April 19, 2021): 1–41. http://dx.doi.org/10.25120/etropic.20.1.2021.3802.

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The Tropics have long been associated with exotic diseases and epidemics. This historical imaginary arose with Aristotle’s notion of the tropics as the ‘torrid zone’, a geographical region virtually uninhabitable to temperate peoples due to the hostility of its climate, and persisted in colonial imaginaries of the tropics as pestilential latitudes requiring slave labour. The tropical sites of colonialism gave rise to urgent studies of tropical diseases which lead to (racialised) changes in urban planning. The Tropics as a region of pandemic, plague and pestilence has been challenged during the COVID-19 pandemic. The novel coronavirus did not (simply) originate in the tropics, nor have peoples of the tropics been specifically or exclusively infected. The papers collected in this Special Issue disrupt the imaginary of pandemics, plague and pestilence in association with the tropics through critical, nuanced, and situated inquiries from cultural history, ethnography, cultural studies, science and technology studies, Indigenous knowledge, philosophy, anthropology, urban studies, cultural geography, literature and film analyses, and expressed through distinctive academic articles, poetry and speculative fiction.

31

Kateregga, Abubakar, Telesphore Ngarambe, Charline Mulindahabi, and Canisius Ruterana. "Transforming Humanities and Social Sciences in the East African Community Universities: From Endangerment to Sustainability." Utafiti 12, no. 1-2 (March 18, 2017): 1–24. http://dx.doi.org/10.1163/26836408-0120102002.

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This study was conducted in eight universities within the East African Community (EAC). Its objective was to investigate the endangerment situation of the Humanities in order to suggest some lessons for Rwanda in transforming the teaching of these subjects. The endangerment was measured in terms of stakeholder salience, declining student enrolment, government budget-cuts as well as the devalorisation of these disciplines and negative society perceptions towards them. The study investigates the causes and consequences of this endangerment and shows how the embattled disciplines can be helped to survive. It draws on the stakeholders’ theory of salience to argue that less salient stakeholders in universities can have their saliency strengthened through policy. Humanities are disciplines holding the key towards solving a set of complex social problems in the current globalised world because they offer a sure channel of imparting analytical and critical thinking skills, effective argumentation and negotiation skills. It is argued that if left unchecked, the current devalorisation of Humanities, Arts and Social Sciences (HASS) in favour of Science, Technology, Engineering and Mathematics (STEM) will eventually lead to a non-holistic education with inadequate skills for all categories of students, including science ones. Graduates need these skills to cope with challenging social demands in their workplace.

32

Foo, Schubert, Xue Zhang, Yun-Ke Chang, Shaheen Majid, Intan Azura Mokhtar, Joanna Sin, and Yin-Leng Theng. "Information Literacy Skills of Humanities, Arts, and Social Science Tertiary Students in Singapore." Reference & User Services Quarterly 53, no. 1 (September 1, 2013): 40–50. http://dx.doi.org/10.5860/rusq.53n1.40.

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33

Elster, Jon. "Hard and Soft Obscurantism in the Humanities and Social Sciences." Diogenes 58, no. 1-2 (February 2011): 159–70. http://dx.doi.org/10.1177/0392192112444984.

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34

Finio, Patricia. "An Anatomy of a Prison Arts and Humanities Program." Prison Journal 66, no. 2 (October 1986): 57–75. http://dx.doi.org/10.1177/003288558606600207.

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35

Evans, H. M. "Medical humanities among the healing arts?" Medical Humanities 28, no. 2 (December 1, 2002): 57–60. http://dx.doi.org/10.1136/mh.28.2.57.

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36

Dodds, Klaus. "Anthropocene Antarctica: Perspectives from the Humanities, Law and Social Sciences." Polar Journal 10, no. 1 (January 2, 2020): 178–80. http://dx.doi.org/10.1080/2154896x.2020.1769908.

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37

Deckker, Thomas. "Architecture and the humanities." Architectural Research Quarterly 18, no. 1 (March 2014): 47–54. http://dx.doi.org/10.1017/s1359135514000293.

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This study arose from the UK Arts and Humanities Research Council funded ‘Connected Communities’ project. It was apparent at the outset that the AHRC had not considered that architecture might be important, if not central, to discussions on communities, and it became obvious that this attitude was prevalent throughout the academic and media worlds. Despite evidence that the formal and conceptual structures of architecture permeated numerous disciplines, and that the built environment permeated our personal and social lives, other disciplines in the humanities and social sciences did not think architecture was relevant to the humanities in general.This belief is represented within the institutional structure of the AHRC itself. The AHRC Joint Electronic Submissions funding application process organises research into a three-tiered system of research areas: there are seventy-eight primary research areas including Visual Arts with twelve subcategories, Dance with five, Drama with six, and Design with six, of which architecture is one. There is no other research classification for the spatial environment, built or unbuilt. On the other hand a search for ‘architecture’ gives six primary research areas, encompassing thirty-six third level subject areas. Except for the architecture subcategory under Design, the others have to do with information, computing and software.

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Albertson, Kevin, Matthew Pateman, Katherine Albertson, Ashley Barnes, and David Peplow. "The Role of the Arts, Humanities and Social Sciences in Forming and Informing Responses to Contemporary Social Change." International Journal of Interdisciplinary Civic and Political Studies 11, no. 2 (2016): 29–46. http://dx.doi.org/10.18848/2327-0071/cgp/v11i02/29-46.

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39

Niederer, Sabine, and Raymond Taudin Chabot. "Deconstructing the cloud: Responses to Big Data phenomena from social sciences, humanities and the arts." Big Data & Society 2, no. 2 (July 29, 2015): 205395171559463. http://dx.doi.org/10.1177/2053951715594635.

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40

Luo, Qingzhou, Jianhong Cecilia Xia, Gaby Haddow, Michele Willson, and Jun Yang. "Does distance hinder the collaboration between Australian universities in the humanities, arts and social sciences?" Scientometrics 115, no. 2 (March 9, 2018): 695–715. http://dx.doi.org/10.1007/s11192-018-2686-x.

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41

Diodato, Virgil. "Cross-references in back-of-book Indexes." Indexer: The International Journal of Indexing: Volume 17, Issue 3 17, no. 3 (April 1, 1991): 178–84. http://dx.doi.org/10.3828/indexer.1991.17.3.10.

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An analysis of 447 books in arts/humanities, science/technology, the social sciences, and generalities determined how frequently and for what purpose cross-references were used in back-of-book indexes. Of 376 indexes examined, 300 included cross-references. The average index had 32 cross-references per index or 96 cross-references per 1,000 text pages. Of the three major subject areas, cross-references most commonly occurred in science/technology indexes. ‘See’ references were surprisingly dominant over ‘see also’, especially in science/technology and the social sciences. The references made many kinds of links, most often to show synonomy, class membership, and agent/activity relationships. It is encouraging that many indexes have cross-references, but name indexes could have more.

42

Fontaine, Philippe. "Calling the Social Sciences Names." Revue d'histoire des sciences humaines, no. 37 (December 15, 2020): 163–91. http://dx.doi.org/10.4000/rhsh.5333.

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43

Henrich, Andreas, and Tobias Gradl. "DARIAH(-DE): Digital Research Infrastructure for the Arts and Humanities — Concepts and Perspectives." International Journal of Humanities and Arts Computing 7, supplement (March 2013): 47–58. http://dx.doi.org/10.3366/ijhac.2013.0059.

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DARIAH (Digital Research Infrastructure for the Arts and Humanities) is part of the European Strategy on Research Infrastructures. Among 38 projects originally on this roadmap, DARIAH is one of two projects addressing social sciences and humanities. According to its self-conception and its political mandate DARIAH has the mission to enhance and support digitally-enabled research across the humanities and arts. DARIAH aims to develop and maintain an infrastructure in support of ICT-based research practices. One main distinguishing aspect of DARIAH is that it is not focusing on one application domain but especially addresses the support of interdisciplinary research in the humanities and arts. The present paper first gives an overview on DARIAH as a whole and then focuses on the important aspect of technical, syntactic and semantic interoperability. Important aspects in this respect are metadata registries and crosswalk definitions allowing for meaningful cross-collection and inter-collection services and analysis.

44

Embree, Lester. "Archaeology: the most basic science of all." Antiquity 61, no. 231 (March 1987): 75–78. http://dx.doi.org/10.1017/s0003598x00072549.

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The last British minister of education refused ever to use the phrase ‘social sciences’, since these studies were so soft – by comparison with the real hard sciences like physics – they did not count to him as sciences at all. Archaeology, sometimes accepted as a social science, is often placed in the ‘arts’ departments of universities, a conventional word which nevertheless may suggest the creative arts, rather than an attempt at rigorous empirical research. Yet, ever since Sir John Lubbock (1865: 2) said of the new prehistory of the 1860s, ‘a new Science has, so to say, been born among us’, the aspiration of archaeology to the status of a ‘real science’ has been a recurring theme within the subject. Meanwhile, its place in the academic pecking-order stays dismally low. Here a philosopher takes a fresh look at what sort of science archaeology adds up to.

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Huss, Ephrat, and Michal Sela-Amit. "Art in Social Work: Do We Really Need It?" Research on Social Work Practice 29, no. 6 (January 4, 2018): 721–26. http://dx.doi.org/10.1177/1049731517745995.

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The arts have been used in social work practice with individuals and communities since the beginning of the profession, and yet an articulation of a rationale for their use is missing. An exploration of how the arts fit within the profession’s mission is also lacking. The lack of a theoretical foundation for the arts in social work has thus resulted in the marginalization of arts practice in the field. This article examines fundamental questions regarding the use of the arts in social work: the relevance of the arts to clients, to social workers, and whether the arts can provide evidence to promote professional work. Addressing these concerns will clarify the relevance of the arts to social work theory and practice and explore their advantages and limitations, thus helping to create more nuanced collaborations between social work and the humanities, arts therapy, and the arts in general.

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Swijghuisen Reigersberg, Muriel. "Problematizing Digital Research Evaluation using DOIs in Practice-Based Arts, Humanities and Social Science Research." F1000Research 4 (July 7, 2015): 193. http://dx.doi.org/10.12688/f1000research.6506.1.

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This paper explores emerging practices in research data management in the arts, humanities and social sciences (AHSS). It will do so vis-à-vis current citation conventions and impact measurement for research in AHSS. Case study findings on research data inventoried at Goldsmiths’, University of London will be presented. Goldsmiths is a UK research-intensive higher education institution which specialises in arts, humanities and social science research. The paper’s aim is to raise awareness of the subject-specific needs of AHSS scholars to help inform the design of future digital tools for impact analysis in AHSS. Firstly, I shall explore the definition of research data and how it is currently understood by AHSS researchers. I will show why many researchers choose not to engage with digital dissemination techniques and ORCID. This discussion must necessarily include the idea that practice-based and applied AHSS research are processes which are not easily captured in numerical ‘sets’ and cannot be labelled electronically without giving careful consideration to what a group or data item ‘represents’ as part of the academic enquiry, and therefore how it should be cited and analysed as part of any impact assessment. Then, the paper will explore: the role of the monograph and arts catalogue in AHSS scholarship; how citation practices and digital impact measurement in AHSS currently operate in relation to authorship and how digital identifiers may hypothetically impact on metrics, intellectual property (IP), copyright and research integrity issues in AHSS. I will also show that, if we are to be truly interdisciplinary, as research funders and strategic thinkers say we should, it is necessary to revise the way we think about digital research dissemination. This will involve breaking down the boundaries between AHSS and other types of research.

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Sandelin, Bo, and Nikias Sarafoglou. "Language and scientific publication statistics." Language Problems and Language Planning 28, no. 1 (June 10, 2004): 1–10. http://dx.doi.org/10.1075/lplp.28.1.02san.

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The article examines the number of contributions to scientific journals by authors from various OECD (Organization for Economic Cooperation and Development) countries in 1998–2000 according to the commonly used ISI (Institute for Scientific Information) databases SSCI (Social Sciences Citation Index), A&HCI (Arts and Humanities Citation Index) and SCI Expanded (Science Citation Index Expanded). The number of contributions per million inhabitants is related to the main language of the country, the gross domestic product per capita and whether a country is a former socialist country or not. The social sciences, the arts and humanities, and the natural sciences are studied separately. It turns out that there is a tendency for a higher publication rate for English-language countries, slightly lower for countries with small languages, and even smaller for countries with large non-English languages. This is consistent with the hypotheses that there is a bias in the data bases from the ISI such that English-language journals tend to be overrepresented, that scholars from English-language countries write almost exclusively in English, and that scholars from other countries tend to publish less in English and more in their domestic language the larger their domestic language. This calls for caution in using these databases for international comparisons of research activity.

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Wilkinson, Nicholas. "Editorial." Open House International 32, no. 1 (March 1, 2007): 5–6. http://dx.doi.org/10.1108/ohi-01-2007-b0001.

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2006 was our 30th year of publication - quite a feat considering that our financial muscle is dependent on a relatively small group of subscribers and seven institutional subscribers. Like a poor distant Elsevier relative we had no cash to have a party or to give away subscriptions but we did look around and say that we had achieved a lot with some color issues, a web site and some double length issues. In 2006, Open House International was covered by the Thomson ISI products namely, The Social Science Citation Index, The Arts & Humanities Citation Index, Social Sci-Search, Current Contents/Social & Behavioral Sciences, Current Contents/Arts & Humanities and Journal Citation Reports / Social Sciences Edition. This was a kind of 30th birthday present. It must not be overlooked that this success was not without the unfailing support of our Board of Editors (referees) and guest editors of theme issues who have maintained the highest standards of editing through their rigorous approach to the written words of authors and to referencing and citation levels of author's manuscripts. My job, more managerial by nature, has been and still is to ensure that timely publication is maintained and that a healthy flow of quality articles is achieved. Without all these attributes citation index rating cannot be considered.

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Pentecost, Michelle, Berna Gerber, Megan Wainwright, and Thomas Cousins. "Critical orientations for humanising health sciences education in South Africa." Medical Humanities 44, no. 4 (November 27, 2018): 221–29. http://dx.doi.org/10.1136/medhum-2018-011472.

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In this article, the authors make a case for the ’humanisation' and ’decolonisation' of health sciences curricula in South Africa, usingintegrationas a guiding framework.Integrationrefers to an education that is built on a consolidated conceptual framework that includes and equally values the natural or biomedical sciences as well as the humanities, arts and social sciences, respecting that all of this knowledge has value for the practice of healthcare. An integrated curriculum goes beyond add-on or elective courses in the humanities and social sciences. It is a curriculum that includes previously marginalised sources of knowledge(challenging knowledge hierarchies and decolonising curricula); addresses an appropriate intellectual self-image in health sciences education(challenging the image of the health professional); promotes understanding of history and social context, centring issues of inclusion, access and social justice(cultivating a social ethic)and finally, focuses on care and relatedness as an essential aspect of clinical work(embedding relatedness in practice). The article offers a brief historical overview of challenges in health and health sciences education in South Africa since 1994, followed by a discussion of contemporary developments in critical health sciences pedagogies and the medical and health humanities in South Africa. It then draws on examples from South Africa to outline how these four critical orientations or competencies might be applied in practice, to educate health professionals that can meet the challenges of health and healthcare in contemporary South Africa.

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Gruenwald, Oskar. "The Third Culture." Journal of Interdisciplinary Studies 17, no. 1 (2005): 139–60. http://dx.doi.org/10.5840/jis2005171/28.

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This essay explores a new conceptual paradigm for bridging the gulf separating what C. P. Snow called The Two Cultures--science and the humanities. Central to this rainbow paradigm is a more unified, holistic, and integral understanding of human life in society. A fruitful science-theology dialogue presupposes a much broader context of a revitalized Third Culture which weaves together insights from all the arts and sciences, social sciences and humanities. The essay thus invokes the incarnational dimension of man as God's creation and truth as the Logos or ultimate Reality. The conclusion follows that a new lingua franca--a more felicitous conceptual understanding focusing on man as the missing link-requires integrative insights across all disciplines. Such an integral vision of what it means to be fully human reflects a sapiential, existential, and eschatological challenge of unity in diversity, that is, a truly human culture or a culture of cultures.

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