Relevant bibliographies by topics / Humanist approach

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Academic literature on the topic 'Humanist approach'

Author: Grafiati
Published: 25 May 2024

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Journal articles on the topic "Humanist approach"

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Oser, Lee. "Was C. S. Lewis a Christian Humanist?" Christianity & Literature 72, no. 2 (June 2023): 193–207. http://dx.doi.org/10.1353/chy.2023.a904916.

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Abstract: Was Belfast native C. S. Lewis (1898–1963) a Christian humanist? I approach this question by revisiting Lewis's critique of Christian humanism in Erasmus, More, Swift, and others. This sets up a contrast between Lewis the critic and Lewis the satirist—I refer particularly to the vein of satire that surfaces in The Pilgrim's Regress and runs through The Screwtape Letters and That Hideous Strength . I show that Lewis the satirist is indebted to the very same Christian humanists whom he disparages elsewhere. While Lewis's relation to Christian humanism is rife with contradiction, it is nonetheless central to his achievement.
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Ng, Karen. "Humanism: A Defense." Philosophical Topics 49, no. 1 (2021): 145–63. http://dx.doi.org/10.5840/philtopics20214919.

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This paper develops an approach to humanist social critique that combines insights from Marx and Fanon. I argue that the concept of the human operative in humanist social critique should be understood both as the normative background against which questions of human flourishing and dehumanization can come into view, and as the evolving demand for universal human emancipation. Far from being abstract, essentialist, or ahistorical, Marx and Fanon show that humanist social critique operates through a dialectic between particular, socially and historically situated forms of oppression and struggle, and the universal species-context of the human life-form in which particular forms of suffering and injustice can come into view as instances of dehumanization. In developing this approach to humanist social critique, I defend humanism against three prominent objections: the charge of speciesism, the charge of essentialism, and the recent charge from Kate Manne who argues that humanism underdescribes relations of social antagonism and that recognition of humanity is compatible with inhumane treatment. In addition to considering the necessary relation between the particular and the universal, I also consider the relation between the psychological and social/political, arguing against the recent approach to the problem of dehumanization in the work of David Livingstone Smith.
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Sri Haryanto and Achmad Zainuri Rosid. "IMPLEMENTASI DAN AKTUALISASI PENDIDIKAN HUMANIS RELIGIUS DI SEKOLAH." Jurnal Cakrawala Ilmiah 2, no. 9 (May 26, 2023): 3497–504. http://dx.doi.org/10.53625/jcijurnalcakrawalailmiah.v2i9.5665.

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The research method used by the researcher in this research is a qualitative approach with a descriptive method. This type of research uses a literature study. Education in Indonesia is still experiencing a character crisis, many violations of norms, juvenile delinquency and far from religious values. Conceptualization of the image of a religious humanist school, namely a school that develops basic humanist values ​​(freedom, creativity, cooperation, honesty, self-actualization) while remaining within a religious framework. Not secular humanism, but humanism by religious values ​​(science, aqidah, worship, morality, ma'rifah). Factors that describe a religiously humanist school include the principal as a motivator, teachers as a motivator, a variety of activity programs, adequate learning facilities, a conducive school culture, a supportive social environment, and responsive parents.
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Isnaini, Rohmatun Lukluk. "Kajian reflektif: Relevansi pendidikan humanis-religius dalam menghadapi era revolusi industri 4.0." Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi 7, no. 1 (February 11, 2020): 26–34. http://dx.doi.org/10.21831/jppfa.v7i1.26945.

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Penelitian ini bertujuan untuk mengkaji pendidikan humanis-religius secara reflektif dalam menghadapi era revolusi industri 4.0. Data dikumpulkan dengan teknik library research (penelitian pustaka). Data yang telah terkumpul kemudian dianalisis secara kualitatif dengan pendekatan deskriptif. Analisis data dilakukan melalui pemaparan suatu pemikiran, pendapat para ahli (Ki Hajar Dewantara dan Prof. Abdurrahman Mas’ud, Ph.D.) atau fenomena yang ada dalam kehidupan masyarakat. Hasilnya menyebutkan bahwa pendidikan humanis-religius akan terus relevan dengan berbagai perubahan zaman, terutama dalam menghadapi era revolusi industri 4.0. Hal ini dikarenakan pendidikan humanis-religius merupakan dasar pondasi dalam kehidupan setiap insan untuk menjadikannya manusia yang berkarakter baik, tidak hanya untuk dirinya sendiri tetapi juga mampu bersikap humanis terhadap sesama dengan landasan agama. Sikap humanis dan religius akan dibutuhkan pada setiap masa oleh manusia, oleh karenanya melalui pendidikan humanis-religius akan ada keseimbangan antara kemajuan intelektual untuk sosial kemasyarakatan, sehingga dapat menghasilkan generasi-generasi yang berkarakter kuat secara humanis dan religius dengan segala potensi yang dimilikinya dan diorientasikan untuk kemashlahatan umat untuk meraih kebahagiaan bagi kehidupan AbstractThis research aims to examine reflective humanist-religious education in the face of the industrial revolution era 4.0. Data collected by library research techniques (library research). The collected data is then analyzed qualitatively using a descriptive approach. Data analysis is carried out through the presentation of thought, opinion of experts (Ki Hajar Dewantara and Prof. Abdurrahman Mas'ud, Ph.D.) or phenomena that exist in people's lives. The results state that humanist-religious education will continue to be relevant to the changing times, especially in the face of the industrial revolution 4.0. This is because humanist-religious education is the basic foundation in the life of every human being to make him a human with good character not only for himself but also able to be humane towards others with a religious foundation. Humanist and religious attitudes will be needed at all times by humans. Therefore, through humanist-religious education, there will be a balance between intellectual progress for social society so that it can produce generations of people who have strong human and religious characteristics with all the potential they have and are oriented to the benefit of the people to achieve happiness for life.
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Gal, Adiv. "Attitude Construction toward Invasive Species through an Eco-Humanist Approach: A Case Study of the Lesser Kestrel and the Myna." Education Sciences 13, no. 11 (October 25, 2023): 1076. http://dx.doi.org/10.3390/educsci13111076.

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The green school in northern Israel has embraced an eco-humanist approach with the aim of mitigating the animosity displayed by fifth-grade students towards invasive species. This antipathy arose due to the negative impact of these invasive species on a local species that the students were monitoring as a component of their environmental education curriculum. Therefore, the purpose of this study was to examine to what extent, if at all, there is a difference in the ethical attitude of the 188 fifth-grade students (10–11 years old) towards the conflict between the Lesser Kestrel (local species) and the Myna (invader species) and the solution to this conflict following the change to an eco-humanist teaching approach. The study, based on content analysis methodology of written self-reflection, and thematic analysis indicated that the fifth-graders’ knowledge was not adversely affected, but the solutions they proposed for resolving the conflict between the Myna and the Lesser Kestrel were more holistic, ethical, and moral after adopting the eco-humanist approach. Eco-humanism encourages an ethical attitude and environmental responsibility toward nature’s fate, including invasive species.
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Vos, Jeroen de, and Arjan W. Braam. "An Empirical Study on the Nature of the Verbal Responses of Humanist Chaplains." Religions 12, no. 12 (December 7, 2021): 1080. http://dx.doi.org/10.3390/rel12121080.

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There has been a limited amount of empirical research conducted in the past on how chaplains, and humanist chaplains in particular, actually interact with their clients during conversations as a part of spiritual care and counselling. The aim of the current study was to gain insight into the extent to which the verbal responses of humanist chaplains corresponded to Rogers’ nondirective approach during conversations with clients. Rogers’ approach has been commonly embraced since the beginning of the professionalization of humanist chaplains in the Netherlands. The study focused on humanist chaplains working at a general hospital in the Netherlands. Ten humanist chaplains took part in the study by audio recording their conversations with clients. The audio recordings were transcribed and analysed, and the verbal responses of humanist chaplains were compared to Rogers’ approach. Subsequently, the verbal responses were analysed via conversation analysis, which also provided insight into how the humanist chaplains actually conversed with clients. Most of the verbal responses (73%) were consistent with Rogers’ nondirective approach, though the ways in which some of the verbal responses were expressed were different; they were more compassionate and comforting. The remaining 27% of the verbal responses were directive and did not correspond to Rogers’ approach. The study shows that, compared to Rogers’ nondirective approach, the approach of the humanist chaplains was more direct and comforting.
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Davim, David Emanuel Madeira, and Eduardo José Marandola Junior. "O pensamento fenomenológico na educação geográfica: caminhos para uma aproximação entre cultura e ciência / Phenomenological thinking in geographic education: an approach for roads between culture and science." Caderno de Geografia 26, no. 47 (September 20, 2016): 684. http://dx.doi.org/10.5752/p.2318-2962.2016v26n47p684.

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<p>Com a intensão de responder à demandas do contexto contemporâneo e seus desafios, principalmente no campo científico, que coloca em cheque sua credibilidade de discurso e sua posição de autoridade diante da produção do conhecimento, nos propomos, com este artigo, a pensar novas alternativas à educação básica, sobretudo à prática do ensino em ciências humanas, destaque maior para a educação geográfica. Para viabilizar esta reflexão nos utilizaremos de uma perspectiva humanista-fenomenológica, que nas últimas décadas reapareceu como uma alternativa epistemológica a este contexto aparentemente fluido, proporcionado pela pós-modernidade que se apresenta. Esta perspectiva humanista na Geografia ressurge no contexto epistemológico contemporâneo como um colaborador em potencial para a superação desta condição apriorística, racional e universalista que ainda orienta o pensamento geográfico atual.</p><p><strong>Palavras-chaves: </strong>Fenomenologia; Geografia Humanista; Educação; Cultura e Ciência.</p><p><strong>Abstract </strong></p><p>With the intention of reply to the demands of the contemporary context and its challenges, mainly in the scientific camp, which puts in check their credibility speech and his position of authority on the production of knowledge, we propose, with this work, to think of new alternatives basic education, especially in the practice of teaching in the human sciences, most prominent for School Geography. To enable this reflection we will use in a humanist-phenomenological perspective, which reappeared in recent decades as a coherent epistemological alternative to this seemingly fluid context provided by that postmodernity is presented. This humanist perspective in Geography resurfaces in contemporary epistemological context as a potential contributor to overcoming this a priori, rational and universal that still guides the current geographical thought condition.</p><p> </p><p><strong>Keywords</strong>: Phenomenology; Humanist Geography; Education; Culture and Science.</p>
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Walker, Rab. "‘Drawing Out’ ‐ a Humanist Approach to Drawing." International Journal of Art & Design Education 21, no. 2 (May 2002): 106–15. http://dx.doi.org/10.1111/1468-5949.00305.

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Dean, Hartley. "A Radical Humanist Approach to Social Welfare." Ethics and Social Welfare 14, no. 4 (June 10, 2020): 353–68. http://dx.doi.org/10.1080/17496535.2020.1777454.

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Heath. "Toward a Humanist Approach to Historic Preservation." Journal of American Folklore 132, no. 526 (2019): 390. http://dx.doi.org/10.5406/jamerfolk.132.526.0390.

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Dissertations / Theses on the topic "Humanist approach"

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Wilt, Donna Michele. "Marking Time: a Figurative Humanist Approach to Drawing." [Johnson City, Tenn. : East Tennessee State University], 2003. http://etd-submit.etsu.edu/etd/theses/available/etd-1120103-173432/unrestricted/WiltD121103f.pdf.

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Thesis (M.F.A.)--East Tennessee State University, 2003.
Title from electronic submission form. ETSU ETD database URN: etd-1120103-173432. Includes bibliographical references. Also available via Internet at the UMI web site.
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LePage, Louise Emma. "Beyond character: a post/Humanist approach to modern theatre." Thesis, University of London, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.588523.

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The thesis explores what it means to be human; specifically, what characters in drama and theatre reveal about what it means to be human. It also explores what it means to talk about dramatic character; specifically, what the human's various forms .reveal about dramatic character and how such forms interact with critical approaches to character. The thesis, thus, has a dual focus but the human and dramatic character are, in the context of my project, importantly, entwined and mutually enlightening. One of the aims of this thesis is to rehabilitate dramatic character. In doing so, it works to rehabilitate humanist subjectivity, too, albeit of a sort that is modified by hybrid structures of being and identity which are informed by posthumanist discourse. Such a structure, I argue, enables humans to be conceived simultaneously as creators and creations. I name this structure post/humanist. The first three chapters consist of theoretically engaged discussions which present the post/humanist framework underpinning this thesis's arguments for identity, subjectivity, and modern dramatic character. Chapter One claims it is a mistake to view the modern human being in exclusively liberal humanist terms and employs Donna Haraway's cyborg to reveal and argue for its indeterminate post/humanist form. Chapter Two makes the case for this thesis's alternative post/humanist account of modern subjectivity by revealing that the representation of liberal humanist subjectivity as the orthodox form of the modern period may have been overstated. Chapter Three argues for a post/humanist method of analysing dramatic character that conceives it as a structure of natural and cultural parts. Chapters Four, Five, and Six present case studies of the characters of Shakespeare's Hamlet (circa 1599-1601), August Strindberg's Miss Julie (1888), and Sarah Kane's Blasted (1995). Focusing in these three different versions of modern dramatic characters, detailed analyses reveal forms and identities in process in a world - dramatic and real - that/arms character and is, in turn, also formed by character. 3
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Khatoonabadi, Ahmad, of Western Sydney Hawkesbury University, Faculty of Environmental Management and Agriculture, and School of Agriculture and Rural Development. "Systemic communication and performance : a humanist learning approach to agricultural extension and rural development." THESIS_FEMA_ARD_Khatoonabadi_A.xml, 1994. http://handle.uws.edu.au:8081/1959.7/641.

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This study posits a model of 'rural extension' which begins from humans, not from technology or information. The model has been used to facilitate community development at the village level. The research illustrates the potential of drama and participative forms of theatre as empowering 'action' learning/researching tools to reach people in rural communities, and as a means of involving those communities in creativity and learning about themselves and their environment collaboratively. The writer seeks to integrate participatory approaches with community development and human inquiry, humanistic approaches to education, experiential learning theories, and drama education theories and methods. The central questions which this research addresses are : 1/. What are the functions and the methods of participative theatre (as systemic communication) in the process of social change and development? and 2/. How can these participative forms of theatre elicit whole aspects of local knowledge, that is, tacit/explicit knowledge, facilitate learning and foster critical thinking through grass-roots participation? The ideas were formulated and tested through intensive field experiences with Iranian nomads, Iranian farmers, immigrant farmers in NSW, Australia, and within a number of workshops with different groups of students at Hawkesbury. This includes a critique of rural development in Iran, examinations of rural extension from a critical perspective, drama and theatre as process, learning and conscientization, personal construct psychology, systems thinking, learning through metaphor, action theory, Boal's participative forum theatre theory, and action research. Finally, the study explores drama as a form of systemic communication (that is, dialogue through a number of group activity techniques)
Doctor of Philosophy (PhD)
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Khatoonabadi, Ahmad. "Systemic communication and performance : a humanist learning approach to agricultural extension and rural development." Thesis, View thesis, 1994. http://handle.uws.edu.au:8081/1959.7/641.

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This study posits a model of 'rural extension' which begins from humans, not from technology or information. The model has been used to facilitate community development at the village level. The research illustrates the potential of drama and participative forms of theatre as empowering 'action' learning/researching tools to reach people in rural communities, and as a means of involving those communities in creativity and learning about themselves and their environment collaboratively. The writer seeks to integrate participatory approaches with community development and human inquiry, humanistic approaches to education, experiential learning theories, and drama education theories and methods. The central questions which this research addresses are : 1/. What are the functions and the methods of participative theatre (as systemic communication) in the process of social change and development? and 2/. How can these participative forms of theatre elicit whole aspects of local knowledge, that is, tacit/explicit knowledge, facilitate learning and foster critical thinking through grass-roots participation? The ideas were formulated and tested through intensive field experiences with Iranian nomads, Iranian farmers, immigrant farmers in NSW, Australia, and within a number of workshops with different groups of students at Hawkesbury. This includes a critique of rural development in Iran, examinations of rural extension from a critical perspective, drama and theatre as process, learning and conscientization, personal construct psychology, systems thinking, learning through metaphor, action theory, Boal's participative forum theatre theory, and action research. Finally, the study explores drama as a form of systemic communication (that is, dialogue through a number of group activity techniques)
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Khatoonabadi, Ahmad. "Systemic communication and performance : a humanist learning approach to agricultural extension and rural development /." View thesis, 1994. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20060509.105028/index.html.

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Thesis (Ph.D.) -- University of Western Sydney, Hawkesbury,1994. Thesis (Ph.D.) -- University of Western Sydney, Nepean,1994.
A thesis submitted to the School of Agriculture and Rural Development, University of Western Sydney, Hawkesbury, and The Faculty of Visual and Performing Arts, University of Western Sydney Nepean, in part fulfilment of the requirements for the Degree of Doctor of Philosophy. Includes bibliography - leaves 310 - 328 and appendices.
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Maxson, Brian. "Social Historical Approaches to Italian Humanists and Humanism." Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etsu-works/6223.

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Rodrigues, Carla Moraes. "Abordagem contemporânea da mecânica no ensino médio." Universidade Federal de Santa Maria, 2015. http://repositorio.ufsm.br/handle/1/3549.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
In the present work it is presents a Contemporary Approach Physics for High School. For the construction of this approach, starting point was the hypothesis from what for the development of a scientific culture in the students it is necessary to establish the humanistic dimension and the investigative dimension in the classroom. These dimensions include of contents under the approaches historical-philosophical, social, experimental and technological. Based on these assumptions, It was elaborate a planning didactic planning that, to be structured based on the approach developed in this work, it was called Contemporary Mechanics Approach. For the structuring of this educational planning were consulted seven journals of teaching area of physics and education in science. The search held in publications of 2009 to 2012 selected 56 articles, where at least one dimension of Contemporary Physics approach was developed in the classroom. The analysis of these articles, it was observed that the works were carried out at different levels of education and different contents. From the information obtained by reading the articles selected, it was structured the didactic planning deployed to students the first year of high school. During the application of lessons, They were developed with the students ten activities, where six were performed in the classroom and four were published on the site FISQUIM. The analysis of the activities performed by students and diary excerpts class produced by teacher and author of this thesis, stands out that the contents related to mechanics allow a contemporary approach and these narratives in the daily lesson provide information to the reflection of teaching practice. Similarly, data analysis allowed to infer the site FISQUIM expanded dialogue between teacher and students. How implications for teaching practice, the Contemporary Approach Mechanics demonstrated that, even with the own conditions of school routine, a approach that values the contextualizing and research contributes to the formative process of the student
No presente trabalho é apresentada uma Abordagem Contemporânea da Física para o Ensino Médio. Para a construção dessa abordagem, partiu-se da hipótese de que para o desenvolvimento de uma cultura científica nos alunos faz-se necessário o estabelecimento da dimensão humanista e da dimensão investigativa em sala de aula. Tais dimensões contemplam a abordagem dos conteúdos sob os enfoques histórico-filosófico, social, experimental e tecnológico. Partindo desses pressupostos, foi elaborado um planejamento didático que, por ser estruturado com base na abordagem desenvolvida neste trabalho, foi denominado Abordagem Contemporânea da Mecânica. Para a estruturação desse planejamento didático foram consultados sete periódicos da área de ensino de Física e de educação em Ciências. A pesquisa realizada nas publicações de 2009 a 2012 selecionou 56 artigos, onde ao menos uma das dimensões da Abordagem Contemporânea da Física foi desenvolvida em sala de aula. Da análise desses artigos, foi possível observar que os trabalhos foram desenvolvidos em diferentes níveis de ensino e com conteúdos distintos. A partir das informações obtidas com a leitura dos artigos selecionados, foi estruturado o planejamento didático implementado a alunos do primeiro ano do Ensino Médio. Durante a aplicação das aulas, foram desenvolvidas com os alunos dez atividades, onde seis foram realizadas em sala de aula e quatro foram publicadas no site FISQUIM. Da análise das atividades realizadas pelos alunos e de trechos do diário de aula produzido pela professora e autora desta tese, destaca-se que os conteúdos relacionados à mecânica permitem uma abordagem contemporânea e as narrativas presentes nos diários de aula fornecem informações para a reflexão da prática docente. Da mesma forma, a análise dos dados permitiu inferir que o site FISQUIM ampliou o diálogo entre professor e alunos. Como implicações para a prática docente, a Abordagem Contemporânea da Mecânica demonstrou que, mesmo com os condicionantes próprios do cotidiano escolar, uma abordagem que valoriza a contextualização e a investigação contribui para o processo formativo do aluno.
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Neumann, Ziv. "Application du discours analytique dans un hôpital psychiatrique en Israël." Electronic Thesis or Diss., Université Paris Cité, 2021. https://wo.app.u-paris.fr/cgi-bin/WebObjects/TheseWeb.woa/wa/show?t=7005&f=54099.

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La situation actuelle des institutions psychiatriques en Israël est partagée entre un discours d'orientation médicale mêlée à une orientation de réhabilitation. La question qui guide la recherche est de savoir si la psychanalyse, dans une orientation freudo-lacanienne, pourrait guider la pratique thérapeutique dans un service psychiatrique, pourrait s’écarter du réel de la pulsion, de l’objet a dans le contexte de la vie institutionnelle, pourrait donner des possibilités de rééducation dans la pratique médicale et dans toute l’activité existant dans le service d’un hôpital psychiatrique dans lequel on prendrait en compte le sujet au sens psychanalytique. Dans le cadre de cette thèse, nous essayerons de chercher un éclairage de certains aspects de la vérité de la pratique d'un service psychiatrique, au travers de l’orientation psychanalytique lacanienne, par l'intermédiaire d'une lecture de la pratique et d'entretiens qualitatifs avec les membres clés d’un service de psychiatrie en Israël, et par conséquent ajouter ou ouvrir de nouvelles possibilités permettant de meilleurs soins.Cette recherche nous permettra de démontrer à travers trois présentations de cas, l’usage du discours psychanalytique dans un service psychiatrique de l’hôpital Shalvata dont le lien avec la psychanalyse est étroit. Pourtant, la confusion entre l’approche humaniste et l’orientation psychanalytique y est grande. Quand l'humanisme prend les commandes de la rencontre thérapeutique et que la psychanalyse ou la psychothérapie devient un outil pour réaliser le but humaniste, elles perdent de leur puissance et ne servent plus que comme défense contre l'angoisse. L’approche humaniste est une condition nécessaire mais non suffisante, pour que la psychanalyse soit un discours utilisé pour guider la cure dans un service. Il s'agit de s’appuyer sur le discours analytique, faire du réel une question clinique commune. Notre analyse indique que la psychanalyse appliquée à la thérapie dans un service psychiatrique n’est pas une affaire de cadre, de setting, mais bien une affaire de discours. L’orientation pratique dans l’institution est telle qu’il s’agit de traiter le symptôme du sujet avec respect et de tenter de l’accompagner dans la recherche pragmatique d’une solution plus efficace, qui lui permettrait de mieux s’entendre avec l’autre, de modérer sa jouissance, de mieux s’entendre avec son corps, tout cela à partir des indications que nous donne le sujet
The current situation of psychiatric institutions in Israel is divided between a discourse of medical orientation mixed with a rehabilitation orientation. The question which guides the research is to know if psychoanalysis, in a Freudo-Lacanian orientation, could guide the therapeutic practice in a psychiatric service, could deviate from the real of the drive, of the object a in the context of the institutional life, could provide possibilities for re-education in medical practice and in all the activity existing in the service of a psychiatric hospital in which the subject is taken into account in the psychoanalytic sense.In the framework of this thesis, we will try to shed light on certain aspects of the truth of the practice of a psychiatric service, through the Lacanian psychoanalytic orientation, through a reading of the practice and of qualitative interviews with key members of a psychiatric service in Israel, and therefore add or open up new possibilities enabling better care. This research will allow us to demonstrate, through three case presentations, the use of psychoanalytic discourse in a psychiatric service of the Shalvata hospital, which has a close link with psychoanalysis. However, there is a great confusion between the humanist approach and the psychoanalytic orientation. When humanism takes control of the therapeutic encounter and psychoanalysis or psychotherapy becomes a tool to achieve the humanist goal, they lose their power and only serve as a defense against anxiety. The humanist approach is a necessary but not sufficient condition for psychoanalysis to be a discourse used to guide the treatment in a service. It is about using the analytical discourse, making of the real a common clinical question. Our analysis indicates that psychoanalysis applied to therapy in a psychiatric service is not a matter of frame, of setting, but rather of discourse. The practical orientation in the institution means treating the subject's symptom respectfully and of trying to accompany him in the pragmatic search for a more effective solution, which would allow him to better manage with the other, to moderate his jouissance, to get along better with his body, all this based on the indications given to us by the subject
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Bessey, Benjamin James. "Humanity, virtue, justice : a framework for a capability approach." Thesis, University of Birmingham, 2015. http://etheses.bham.ac.uk//id/eprint/6225/.

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This Thesis reconsiders the prospects for an approach to global justice centring on the proposal that every human being should possess a certain bundle of goods, which would include certain members of a distinctive category: the category of capabilities. My overall aim is to present a clarified and well-developed framework, within which such claims can be made. To do this, I visit a number of regions of normative and metanormative theorising. I begin by introducing the motivations for the capability approach, and clarifying some of its most distinctive features. Next, I focus on Martha Nussbaum's version of the approach, and identify several problems therein. The most important concerns epistemology, and especially the challenges that constructivist theories pose. The middle part of the Thesis presents an alternative, based on the work of John McDowell, which I argue has superior prospects. Then, I turn to two further problems: that of making sense of the universalistic aspirations of cosmopolitanism, and that of integrating the microscopic prescriptions of ethics with the macroscopic analyses of political philosophy. Using the Aristotelian interpretation of its core framework that I have developed, I conclude that the capability approach can provide compelling answers to important questions about global justice.
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Ferry, Victor. "La raison humaniste: une approche rhétorique des preuves en histoire." Doctoral thesis, Universite Libre de Bruxelles, 2014. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/209342.

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De quels critères disposons-nous pour évaluer la validité d’une opinion ?La

première partie de la thèse revient sur les tentatives des approches contemporaines

de l’argumentation de répondre à cette question. Les approches normatives

(pragma-dialectique et logique informelle) évaluent la construction des preuves à

l’aune d’un idéal de rationalité, lui-même garanti par un ensemble de règles quant à

la construction et la formulation publique des arguments. Les approches descriptives

(travaux de Plantin et Doury en particulier) se fondent sur une critique de cette

méthode :en prétendant fournir des évaluations objectives des arguments, les

théoriciens normatifs s’engagent dans le processus argumentatif et, en définitive,

produisent des contre-argumentations et non des évaluations. C’est à l’aune du

problème du statut épistémologique de la preuve en histoire que j’ai choisi d’illustrer

les limites de l’approche descriptive. En particulier, l’oeuvre du critique littéraire

Hayden White se caractérise par une même relation entre (1) un scepticisme sur la

possibilité d’établir des critères de rationalité et (2) un parti-pris descriptif :les

explications historiques pourraient être décrites comme autant de figures rhétoriques,

mais on ne saurait définir un critère permettant d’en évaluer la validité. Comme l’a

bien montré Carlo Ginzburg, le scepticisme de White ouvre la porte à toutes les

dérives négationnistes.

Partant, dans une seconde partie, je propose un modèle d’analyse alternatif. Ce

modèle s’appuie sur la définition de la rhétorique comme une dunamis par Aristote :

une capacité perfectible à porter un regard technique sur les preuves. Il s’agit,

concrètement, de prendre en compte trois points de vues sur la preuve :(1) le point

de vue de l’orateur qui invente ses preuves face à un problème concret ;(2) le point

de vue de l’artisan qui façonne la matière persuasive; (3) le point de vue de

l’auditoire qui reçoit les preuves. L’exercice de ces trois points de vues permet à

l’analyste de juger les choix rhétoriques d’un orateur à l’aune de sa propre

conscience, perfectible par l’exercice, des alternatives possibles et de leur pertinence

en fonction des auditoires concernés. Le critère de rationalité n’est alors pas idéaliste

ou transcendant, il est humaniste (Chaïm Perelman, Emmanuelle Danblon) :il est de

l’ordre de l’expérience acquise.

Dans une troisième partie, j’applique mon modèle à trois ouvrages d’histoire :

(1) Les traites négrières d’Olivier Pétré-Grenouilleau ;(2) La vie fragile d’Arlette

Farge ;(3) The Ascent of Money de Niall Ferguson. Dans chaque cas, j’évalue les

choix rhétoriques des historiens (quant aux usages des preuves extra-techniques et

à la construction des trois preuves techniques) au regard des problèmes

épistémologiques qu’ils affrontent* et des auditoires potentiels auxquels ils

s’adressent. Dans chaque cas, je consacre une partie de l’analyse aux réactions

suscitées par leurs ouvrages. Ce faisant, je peux mesurer le caractère anti-rhétorique

des pratiques actuelles de la critique :le repérage d’une figure de rhétorique

(analogie ou métaphore), d’une forte personnalité ou d’un appel aux émotions

suffisent à disqualifier un argument aux yeux des critiques. En d’autres termes, notre

tradition critique est pétrie d’illusions normatives et, en premier lieu, l’illusion selon

laquelle une preuve pourrait être administrée sans technique. Je conclus en montrant

que ces illusions, entretenues par notre tradition philosophique, nous ont fait perdre

beaucoup de temps dans le développement d’une formation à l’argumentation qui

soit de nature à exercer la dunamis critique des étudiants.

*

(1) établir la vérité historique sur un sujet à fort potentiel polémique ;(2) exprimer les intuitions de la

phase de découverte ;(3) formuler et justifier une prédiction.
Doctorat en Langues et lettres
info:eu-repo/semantics/nonPublished

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Books on the topic "Humanist approach"

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A humanist approach to sustainable development. Warszawa: Wydawn. Uniwesytetu Kardynała Stefana Wyszyńskiego, 2010.

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Clark, Arnold M. Understanding science through evolution: A humanist approach. Springfield, Ill., U.S.A: C.C. Thomas, 1987.

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Valuing older people: A humanist approach to ageing. Bristol, UK: Policy Press, 2009.

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Science, society, and philosophy: A new radical humanist approach. Delhi: Ajanta Publications, 1985.

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Heath, Geoff. Believing in nothing and something: An approach to humanist beliefs and values. Chesterfield: Bowland Press, 2003.

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McKay, Veronica I. People's education in theoretical perspective: Towards the development of a critical humanist approach. Cape Town: Maskew Miller Longman, 1992.

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Humanistic approach to psychotherapy. London: Whurr, 2003.

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Insights into Islamic humanism: A comprehensive approach. New Delhi: MD Publications, 2007.

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Ren, Kneisl Carol, and Ames Sue Ann, eds. Adult health nursing: A biopsychosocial approach. Reading, Mass: Addison-Wesley, 1986.

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Gill, Scherto. Rethinking secondary education: A human-centred approach. Harlow, Essex, England: Pearson, 2012.

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Book chapters on the topic "Humanist approach"

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Harvey, Geoffrey. "Critical approach: liberal-humanist formalism." In Sons and Lovers, 52–55. London: Macmillan Education UK, 1987. http://dx.doi.org/10.1007/978-1-349-18507-8_8.

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Buket Cengiz, N. "Imagining the Migration Experience: A Humanist Approach." In Literary Urban Studies, 81–118. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-61221-4_5.

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Pinn, Anthony B. "The Longevity of Justice: Assessing Peter Derkx’s Approach." In Meaningful Aging from a Humanist Perspective, 63–77. Cham: Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-53869-8_3.

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Contreras, Baruc Jiménez. "Technoscientific Rationality and Capitalist Accumulation. Transhumanism as Alienation in Marx’s Humanist Approach." In Palgrave Studies in the History of Economic Thought, 87–106. Cham: Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-40139-8_5.

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Anjani, Septi Laila, Winawati, Cindy Meisya, Teofilus Ardian Hopeman, Dhea Adela, and Utomo Utomo. "The Relationship of Bullying to Self-Confidence Students Through a Humanist Approach." In Advances in Social Science, Education and Humanities Research, 130–48. Paris: Atlantis Press SARL, 2024. http://dx.doi.org/10.2991/978-2-38476-249-1_17.

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Amini, Puji Prastyaning, Vivi Yosafianti Pohan, and Edy Soesanto. "The Effeck PRIMA Supervision as a More Humanist and Professional Approach in Improving Nurse Performance." In Advances in Health Sciences Research, 425–29. Dordrecht: Atlantis Press International BV, 2023. http://dx.doi.org/10.2991/978-94-6463-132-6_48.

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Cicha, Aleksandra, Francesco Colace, Vicky Katsoni, Tatyana Koukoleva, Maciej Pietrzykowski, Theologos Prokopiou, Virginia Rosania, et al. "Digital Humanist: An Innovative Learning Approach for a New ICT Specialist in the Field of Creative Industry." In Mobility for Smart Cities and Regional Development - Challenges for Higher Education, 984–97. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-93904-5_95.

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Efal-Lautenschläger, Adi. "Self-examination, Understanding, Transmission: On Becoming a Teacher in Clauberg’s Logica vetus et nova." In Reading Descartes, 101–28. Florence: Firenze University Press, 2023. http://dx.doi.org/10.36253/979-12-215-0169-8.07.

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This paper takes a fresh look at Johannes Clauberg’s Logica vetus et nova, in order to try to clarify its nature and character. Differently from prior readings of Clauberg that analyze his philosophy from the point of view of the construction of ‘ontology’, the approach of the present paper sees in Clauberg’s philosophy a late-Humanist work, accentuating his pedagogic and hermeneutical interests. Indeed, in Clauberg’s philosophy, hermeneutics and pedagogy are intrinsically bound together. This, the paper suggests, is supported not only by the concrete subject-matters of his logic, but also by the examination of Clauberg’s milieu and of his sources. Analysis, in this framework, has a strictly hermeneutical usage.
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Steen, Marc. "A humanistic approach." In Ethics for people who work in tech, 3–14. Boca Raton: Chapman and Hall/CRC, 2022. http://dx.doi.org/10.1201/9781003088776-2.

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Arnold, Jane, and José Manuel Foncubierta. "The Humanistic Approach." In The Routledge Handbook of the Psychology of Language Learning and Teaching, 36–47. New York: Routledge, 2021. http://dx.doi.org/10.4324/9780429321498-5.

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Conference papers on the topic "Humanist approach"

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Darmayasa, I. Nyoman, I. Made Marsa Arsana, I. Made Agus Putrayasa, and Putu Indah Larasati. "Reconstruction of Compliance Risk Management Towards a Humanist Approach." In International Conference on Applied Science and Technology on Social Science 2021 (iCAST-SS 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220301.081.

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Widhiarto, I. Ketut, and Hieronymus Soerjatisnanta. "Law Enforcement of Criminal Acts of Terrorism Through a Humanist Approach based on Pancasila Law." In Universitas Lampung International Conference on Social Sciences (ULICoSS 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220102.046.

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Mardiana, Dina, Iwan Fauzi, and Natalina Asi. "Humanist literacy education of language learning in the digital era of the 21st century: An interpersonal rhetoric approach." In INTERNATIONAL SCIENTIFIC SESSION ON APPLIED MECHANICS XI: Proceedings of the 11th International Conference on Applied Mechanics. AIP Publishing, 2023. http://dx.doi.org/10.1063/5.0148788.

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Langa, Claudiu, and Liana Tausan. "INVESTIGATING ICT SHARE IN THE ENSEMBLE OF METHODS IN HIGHER EDUCATION - COMPARATIVE STUDY." In eLSE 2013. Carol I National Defence University Publishing House, 2013. http://dx.doi.org/10.12753/2066-026x-13-029.

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One of the dimensions of contemporary pedagogy principles underlying the construction of current educational systems aims at using information technologies in education (computer, internet, etc.) in: teaching designing, learning direction, didactical act monitoring. Given the use of information and communication technologies in modern society, the educational environment constantly attempts to integrate the use of ICT, both in the initial and continuous training of human resources, and in the managerial act specific to the higher education field. ICT integration in the performance of the educational act in higher education and the adaptation of such technology potential to the specific nature of the instructive and educative process constitute proactive measures and desiderates of the higher education reform. The purpose of the study is to investigate the share of using the means specific to the information and communication technology in the ensemble of teaching and learning methods and means, the modalities of acquiring the possession of course materials, the bibliographic information sources indicated by teachers, the modalities of presenting seminar papers by students. The general research hypothesis of this study is: the share of using the means specific to the information and communication technology in the university environment is lower in performing the instructive and educative activities specific to philological specializations than in the case of IT and engineering specializations. Two working hypotheses resulted from this hypothesis: 1. there are significant differences between the students at the humanist specializations and those from exact science specializations as regards the presentation of seminar papers by means of computer. 2. There are significant differences between the humanist science didactical staff and the exact science teachers as regards the use of the information and communication technology in the ensemble of teaching and learning methods and means. The methodology used in this investigative approach is the questionnaire applied on a group of 85 students from the humanist and exact sciences from the "1 decembrie 1918" Alba Iulia University and the University of Pitesti. The findings and results of this study have aimed at the verification of research hypotheses. The working hypotheses have been confirmed following data processing and interpretation.
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Torris-Steele, Geraldine. "I Do Better, Feel Less Stress and Am Happier” – A Humanist and Affective Perspective on Student Engagement in an Online Class." In InSITE 2022: Informing Science + IT Education Conferences. Informing Science Institute, 2022. http://dx.doi.org/10.28945/4964.

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Aim/Purpose: Fostering student engagement is one of the great challenges of teaching, especially in online learning environments. An educators’ assumptions and beliefs about what student engagement is and how it manifests will shape the strategies they design to engage students in learning. However, there is no agreement on the definition of concept of student engagement and it re-mains a vague construct. Background: Adopting the principles of user-centered design, the author maintains that to design learning experiences which better support student engagement it is important to gain insights into how students perceive and operationalize the concept of engagement in learning. The recent challenges of teaching effectively online prompted the author to reflect more deeply on the concept of engagement and how it might be achieved. Methodology: In the tradition of reflective teaching, the author undertook an informal, qualitative inquiry in her classroom, administering a brief questionnaire to students in her online class. When the themes which emerged were integrated with other literature and findings from the author’s earlier classroom inquiry, some insights were gained into how students ‘operationalize’ the concept of engagement, and weight was added to the authors’ premise of the value of humanistic approaches to university teaching, the need for greater emphasis on student-teacher connection and the necessity of considering the affective domain alongside the cognitive domain in learning in higher education. The insights were brought together and visualized in a conceptual model of student engagement. Contribution: The conceptual model presented in the present paper reflects the author’s present ‘mental model’ of student engagement in classes online and, when the opportunity arrives, in face-to-face classes as well. This mental model shapes the authors’ course design, learning activities and the delivery of the course. Although the elements of the model are not ‘new’, the model synthesizes several related concepts necessary to a humanist approach to under-standing student engagement. It is hoped that the model and discussion presented will be stimulus for further rich discussion around the nature of student engagement. Findings: Interestingly, the affective rather than the cognitive domain framed students’ perspectives on what engagement ‘looks like to them’ and on what teachers should do to engage them. Recommendations for Practitioners: By sharing the process through which the author arrived at this understanding of student engagement, the author has also sought to highlight three key points: the importance of including the ‘student perspectives and expectations’ against which educators can examine their own assumptions as part of the process reflective teaching practices; the usefulness of integrating theoretical and philosophical frameworks in our understandings of student engagement and how it might be nurtured, and finally the necessity of affording greater influence to humanism and the affective domain in higher education. The findings emphasize the necessity of considering the affective dimension of engagement as an essential condition for cognitive engagement and as inextricable from the cognitive dimension of engagement. Recommendations for Researchers: The emphasis in research engagement learning and teaching is on how we (the educators) can do this better, how we can better engage students. While the student perspective is often formulated from data obtained through surveys and focus groups, researchers in learning engagement are working with their own understandings (albeit supported by empirical research). It is crucial for deeper insight to also understand the students’ conceptualization of the phenomena being researched. Bringing the principles of design thinking to bear on educational research will likely provide greater depth of insight. Impact on Society: Empirical, formal, and structured research is undeniably essential to advancing human endeavor in any field, including learning and teaching. It is however important to recognize informal research in the form of classroom inquiry as part of teachers’ reflexive practice is also legitimate and useful to advancing understanding of complex phenomenon such as student engagement in learning through multiple perspectives and experiences. Future Research: Further research on the nature of student engagement in different contexts and against different theoretical frameworks is warranted as is empirical investigation of the premise of the value of humanism and the affective do-main in defining and measuring student engagement in higher education.
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Softaoğlu, Hidayet. "Unhuman Entities that Shaped a Century: Non- Anthropocentric Analysis of the Case of Great Stink and Pandemic, Victorian London." In 4th International Conference of Contemporary Affairs in Architecture and Urbanism – Full book proceedings of ICCAUA2020, 20-21 May 2021. Alanya Hamdullah Emin Paşa University, 2021. http://dx.doi.org/10.38027/iccaua2021268n5.

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The history of architectural and urban design has expanded its scope and started adopting new philosophical approaches from other disciplines to explore the built environment. Theorist discusses whether we still live in a humanist world where a human being has more priority over the unhuman things or not to answer that; should we design architecture and urban within an anthropocentric approach. As a recent pandemic show, things that are not human, like animals or viruses, could control and navigate a new style of living. This research will introduce Bruno Latour's ANT and Graham Harman's Object-Oriented Ontology (OOO) as a new constructive method to analyse how human and unhuman bodies are equally the affective actors of daily practices in the urban realm. 19th-century Great Stink and epidemic in Victorian London will be a case study to picture urban dwellers of London that shaped determined the destiny of health and hygiene of London in 1858.
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Fisher, E., and R. L. Mahajan. "Midstream Modulation of Nanotechnology in an Academic Research Laboratory." In ASME 2006 International Mechanical Engineering Congress and Exposition. ASMEDC, 2006. http://dx.doi.org/10.1115/imece2006-14790.

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No clear implementation methods exist for US legislation on integrating societal considerations into nanotechnology research and development. An empirical study was thus undertaken to investigate the possibility and utility of "sociotechnical integration" during nanoscale engineering research in an academic setting. For twelve weeks, an "embedded humanist" interacted with three graduate engineering researchers to identify and assess opportunities for influencing research decisions in accordance with societal concerns. The study focused not on the nature of societal concerns, but on the nature of engineering decisions, and on the potential capacity of researchers to perform integration by "modulating" their decisions. Engineering research decisions were found to be subject to societal influences, and researchers were found to become aware of the possibility of modulating their decisions accordingly. The interactions were not found to hamper research and were found to add value to research. No attempt was made to alter research decisions, only to stimulate awareness of the possibility of doing so. Still, one researcher did alter several decisions as a result of the study. Midstream modulation represents a promising approach for implementing US nanotechnology policy.
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Azaria, Amos. "Irrational, but Adaptive and Goal Oriented: Humans Interacting with Autonomous Agents." In Thirty-First International Joint Conference on Artificial Intelligence {IJCAI-22}. California: International Joint Conferences on Artificial Intelligence Organization, 2022. http://dx.doi.org/10.24963/ijcai.2022/813.

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Autonomous agents that interact with humans are becoming more and more prominent. Currently, such agents usually take one of the following approaches for considering human behavior. Some methods assume either a fully cooperative or a zero-sum setting; these assumptions entail that the human's goals are either identical to that of the agent, or their opposite. In both cases, the agent is not required to explicitly model the human’s goals and account for humans' adaptation nature. Other methods first compose a model of human behavior based on observing human actions, and then optimize the agent’s actions based on this model. Such methods do not account for how the human will react to the agent's actions and thus, suffer an overestimation bias. Finally, other methods, such as model free reinforcement learning, merely learn which actions the agent should take at which states. While such methods can, theoretically, account for human adaptation nature, since they require extensive interaction with humans, they usually run in simulation. By not considering the human’s goals, autonomous agents act selfishly, lack generalization, require vast amounts of data, and cannot account for human’s strategic behavior. Therefore, we call for pursuing solution concepts for autonomous agents interacting with humans that consider the human’s goals and adaptive nature.
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DeMott, Diana L., Roger Boyer, and Mark A. Bigler. "And the Humans Saves the Day or Maybe They Ruin It, The Importance of Humans in the Loop." In 19th AIAA Non-Deterministic Approaches Conference. Reston, Virginia: American Institute of Aeronautics and Astronautics, 2017. http://dx.doi.org/10.2514/6.2017-1098.

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Satake, Satoru, Takayuki Kanda, Dylan F. Glas, Michita Imai, Hiroshi Ishiguro, and Norihiro Hagita. "How to approach humans?" In the 4th ACM/IEEE international conference. New York, New York, USA: ACM Press, 2009. http://dx.doi.org/10.1145/1514095.1514117.

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Reports on the topic "Humanist approach"

1

Forero-Alvarado, Santiago, Nicolás Moreno-Arias, and Juan J. Ospina-Tejeiro. Humans Against Virus or Humans Against Humans: A Game Theory Approach to the COVID-19 Pandemic. Banco de la República, May 2021. http://dx.doi.org/10.32468/be.1160.

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Externalities and private information are key characteristics of an epidemic like the Covid-19 pandemic. We study the welfare costs stemming from the incomplete information environment that these characteristics foster. We develop a framework that embeds a game theory approach into a macro SIR model to analyze the role of information in determining the extent of the health-economy trade-off of a pandemic. We apply the model to the Covid-19 epidemic in the US and find that the costs of keeping health information private are between USD $5.9$ trillion and USD $6.7$ trillion. We then find an optimal policy of disclosure and divulgation that, combined with testing and containment measures, can improve welfare. Since it is private information about individuals' health what produces the greatest welfare losses, finding ways to make such information known as precisely as possible, would result in significantly fewer deaths and significantly higher economic activity.
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Дирда, І. А., and З. П. Бакум. Linguodidactic fundamentals of the development of foreign students’ polycultural competence during the Ukrainian language training. Association 1901 "SEPIKE", 2016. http://dx.doi.org/10.31812/123456789/2994.

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The paper shows the analysis of scientists’ views to the definitions of terms “approaches to studying”,”principles”, “methods” and “techniques”. The development of foreign students’ polycultural competence is realized in particular approaches (competence, activity approach, personal oriented, polycultural approach); principles (communicative principle, principles of humanism, scientific nature, visual methods, systematicness and succession, consciousness, continuity and availability, individualization, text centrism, native language consideration, connection between theory and practice); usage of some methods (method of reading, direct, purposeful and comparative, purposeful and practical, communicative methods) and techniques (explanation of the teacher, usage of speech clichés, sound and letter analysis, etc.).
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Бакум, З. П., and І. А. Дирда. Linguodidactic Fundamentals of the Development of Foreign Students' Polycultural Competence During the Ukrainian Language Training. Криворізький державний педагогічний університет, 2016. http://dx.doi.org/10.31812/0564/398.

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The paper shows the analysis of scientists' views to the definitions of terms "approaches to studying", "principles", "methods" and "techniques". The development of foreign students' polycultural competence is realized in particular approaches (competence, activity approach, personal oriented, polycultural approach); principles (communicative principle, principles of humanism, scientific nature, visual methods, systematicness and succession, consciousness, continuity and availability, individualization, text centrism, native language consideration, connection between theory and practice); usage of some methods (method of reading, direct, purposeful and comparative, purposeful and practical, communicative methods) and techniques (explanation of the teacher, usage of speech clichés, sound and letter analysis, etc).
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Rees-Jones, Alex, and Dmitry Taubinsky. Taxing Humans: Pitfalls of the Mechanism Design Approach and Potential Resolutions. Cambridge, MA: National Bureau of Economic Research, October 2017. http://dx.doi.org/10.3386/w23980.

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Oken, Barry. A Systems Approach to Stress and Resilience in Humans: Mindfulness Meditation, Aging, and Cognitive Function. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2696.

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Balali, Vahid, Arash Tavakoli, and Arsalan Heydarian. A Multimodal Approach for Monitoring Driving Behavior and Emotions. Mineta Transportation Institute, July 2020. http://dx.doi.org/10.31979/mti.2020.1928.

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Studies have indicated that emotions can significantly be influenced by environmental factors; these factors can also significantly influence drivers’ emotional state and, accordingly, their driving behavior. Furthermore, as the demand for autonomous vehicles is expected to significantly increase within the next decade, a proper understanding of drivers’/passengers’ emotions, behavior, and preferences will be needed in order to create an acceptable level of trust with humans. This paper proposes a novel semi-automated approach for understanding the effect of environmental factors on drivers’ emotions and behavioral changes through a naturalistic driving study. This setup includes a frontal road and facial camera, a smart watch for tracking physiological measurements, and a Controller Area Network (CAN) serial data logger. The results suggest that the driver’s affect is highly influenced by the type of road and the weather conditions, which have the potential to change driving behaviors. For instance, when the research defines emotional metrics as valence and engagement, results reveal there exist significant differences between human emotion in different weather conditions and road types. Participants’ engagement was higher in rainy and clear weather compared to cloudy weather. More-over, engagement was higher on city streets and highways compared to one-lane roads and two-lane highways.
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Noronha, S. Climate Change and Generation Zero – Analysing the 50/50 Campaign: A Communication for Social Change Approach. Unitec ePress, December 2012. http://dx.doi.org/10.34074/ocds.12013.

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Climate change does not respect national boundaries or distinguish between big and small polluters. It is one of the truly global problems humanity faces today. In spite of this, there is a reluctance to believe in the existence of climate change even though the scientific consensus is that human influence bears much of the responsibility. In less than 200 years, human activity has increased the atmospheric concentration of greenhouse gases by some 50 percent relative to pre-industrial levels, leading to an increase in global temperatures. 1 Yet contrarian perspectives abound, given prominence by the media and promoted by fossil fuel lobbies. One such example is Dennis Avery and Fred Singer’s Unstoppable Global Warming: Every 1,500 Years, a book whose premise is that “human-emitted CO2 has played only a minor role” in contributing to climate change.
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Noronha, S. Climate Change and Generation Zero – Analysing the 50/50 Campaign: A Communication for Social Change Approach. Unitec ePress, December 2012. http://dx.doi.org/10.34074/ocds.12013.

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Climate change does not respect national boundaries or distinguish between big and small polluters. It is one of the truly global problems humanity faces today. In spite of this, there is a reluctance to believe in the existence of climate change even though the scientific consensus is that human influence bears much of the responsibility. In less than 200 years, human activity has increased the atmospheric concentration of greenhouse gases by some 50 percent relative to pre-industrial levels, leading to an increase in global temperatures. 1 Yet contrarian perspectives abound, given prominence by the media and promoted by fossil fuel lobbies. One such example is Dennis Avery and Fred Singer’s Unstoppable Global Warming: Every 1,500 Years, a book whose premise is that “human-emitted CO2 has played only a minor role” in contributing to climate change.
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Dalglish, Chris, and Sarah Tarlow, eds. Modern Scotland: Archaeology, the Modern past and the Modern present. Society of Antiquaries of Scotland, September 2012. http://dx.doi.org/10.9750/scarf.09.2012.163.

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The main recommendations of the panel report can be summarised under five key headings:  HUMANITY The Panel recommends recognition that research in this field should be geared towards the development of critical understandings of self and society in the modern world. Archaeological research into the modern past should be ambitious in seeking to contribute to understanding of the major social, economic and environmental developments through which the modern world came into being. Modern-world archaeology can add significantly to knowledge of Scotland’s historical relationships with the rest of the British Isles, Europe and the wider world. Archaeology offers a new perspective on what it has meant to be a modern person and a member of modern society, inhabiting a modern world.  MATERIALITY The Panel recommends approaches to research which focus on the materiality of the recent past (i.e. the character of relationships between people and their material world). Archaeology’s contribution to understandings of the modern world lies in its ability to situate, humanise and contextualise broader historical developments. Archaeological research can provide new insights into the modern past by investigating historical trends not as abstract phenomena but as changes to real lives, affecting different localities in different ways. Archaeology can take a long-term perspective on major modern developments, researching their ‘prehistory’ (which often extends back into the Middle Ages) and their material legacy in the present. Archaeology can humanise and contextualise long-term processes and global connections by working outwards from individual life stories, developing biographies of individual artefacts and buildings and evidencing the reciprocity of people, things, places and landscapes. The modern person and modern social relationships were formed in and through material environments and, to understand modern humanity, it is crucial that we understand humanity’s material relationships in the modern world.  PERSPECTIVE The Panel recommends the development, realisation and promotion of work which takes a critical perspective on the present from a deeper understanding of the recent past. Research into the modern past provides a critical perspective on the present, uncovering the origins of our current ways of life and of relating to each other and to the world around us. It is important that this relevance is acknowledged, understood, developed and mobilised to connect past, present and future. The material approach of archaeology can enhance understanding, challenge assumptions and develop new and alternative histories. Modern Scotland: Archaeology, the Modern past and the Modern present vi Archaeology can evidence varied experience of social, environmental and economic change in the past. It can consider questions of local distinctiveness and global homogeneity in complex and nuanced ways. It can reveal the hidden histories of those whose ways of life diverged from the historical mainstream. Archaeology can challenge simplistic, essentialist understandings of the recent Scottish past, providing insights into the historical character and interaction of Scottish, British and other identities and ideologies.  COLLABORATION The Panel recommends the development of integrated and collaborative research practices. Perhaps above all other periods of the past, the modern past is a field of enquiry where there is great potential benefit in collaboration between different specialist sectors within archaeology, between different disciplines, between Scottish-based researchers and researchers elsewhere in the world and between professionals and the public. The Panel advocates the development of new ways of working involving integrated and collaborative investigation of the modern past. Extending beyond previous modes of inter-disciplinary practice, these new approaches should involve active engagement between different interests developing collaborative responses to common questions and problems.  REFLECTION The Panel recommends that a reflexive approach is taken to the archaeology of the modern past, requiring research into the nature of academic, professional and public engagements with the modern past and the development of new reflexive modes of practice. Archaeology investigates the past but it does so from its position in the present. Research should develop a greater understanding of modern-period archaeology as a scholarly pursuit and social practice in the present. Research should provide insights into the ways in which the modern past is presented and represented in particular contexts. Work is required to better evidence popular understandings of and engagements with the modern past and to understand the politics of the recent past, particularly its material aspect. Research should seek to advance knowledge and understanding of the moral and ethical viewpoints held by professionals and members of the public in relation to the archaeology of the recent past. There is a need to critically review public engagement practices in modern-world archaeology and develop new modes of public-professional collaboration and to generate practices through which archaeology can make positive interventions in the world. And there is a need to embed processes of ethical reflection and beneficial action into archaeological practice relating to the modern past.
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Blanchflower, David, and Andrew Oswald. Do Humans Suffer a Psychological Low in Midlife? Two Approaches (With and Without Controls) in Seven Data Sets. Cambridge, MA: National Bureau of Economic Research, August 2017. http://dx.doi.org/10.3386/w23724.

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