Journal articles: 'Humanities programme'

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Elcin, Melih, Orhan Odabasi, Kirsten Ward, Sevgi Turan, Canan Akyuz, and Iskender Sayek. "The first medical humanities programme in Turkey." Medical Education 40, no. 3 (March 2006): 278–82. http://dx.doi.org/10.1111/j.1365-2929.2006.02390.x.

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Cushing, Amber L., and Odile Dumbleton. "‘We have to make an effort with it’." IFLA Journal 43, no. 1 (February 3, 2017): 40–50. http://dx.doi.org/10.1177/0340035216686983.

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Fifteen doctoral students enrolled in a variety of humanities and social science programmes from a single metropolitan university in Ireland discussed their practices and habits associated with personal information management via three focus groups, in order to explore personal information management skills at different stages of the doctoral programme. Findings suggest that personal information management needs of doctoral students managing dissertation/thesis information can be categorised as three distinct stages: beginning, middle and end of the doctoral programme. In developing services to meet the needs of this population, information professionals may find it useful to classify such services via these three stages.

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Ginevičius, Romualdas, and Vanda Birutė Ginevičienė. "THE COMPLIANCE OF MASTER'S DEGREE STUDIES WITH THE ECONOMIC NEEDS OF THE COUNTRY." Technological and Economic Development of Economy 15, no. 1 (March 31, 2009): 136–53. http://dx.doi.org/10.3846/1392-8619.2009.15.136-153.

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In the system of higher university education, Master's degree programmes of study making its second stage are of major importance. Therefore, determining the effectiveness of these programmes is a significant problem. The main factor determining Master's degree programme effectiveness is based on how well it meets the needs of state economy. As a complex phenomenon, it can be described only by a set of criteria. To determine which Master's degree programme directions satisfy the market needs better is possible only when all the above criteria are integrated into a single quantity. Multicriteria evaluation methods are most suitable for solving such problems. All the criteria significances or weights should be known in this case. In the present research, 6 directions of studies have been established, e.g. biomedicine, physical, social, technological sciences, humanities and art studies. Multicriteria evaluation has shown that the programme of art studies is the best in satisfying the needs of the state economy. It is followed by the programmes of technological, biomedicine and social sciences, as well as humanities and physical sciences. Santrauka Aukštojo universitetinio mokslo sistemoje ypatingas vaidmuo tenka antrajai jo pakopai – magistrantūrai, todėl svarbi problema yra jos efektyvumas. Esminis efektyvumo rodiklis yra magistrantūros atitiktis šalies ūkio poreikiams. Ją apibūdinti galima tik daugeliu rodiklių, nes tai yra sudėtingas kompleksinis reiškinys. Apibendrintai pasakyti, kuri magistrantūros studijų kryptis geriau atitinka rinkos poreikius, o kuri blogiau, galima tik visus minėtus rodiklius sujungus į vieną dydį. Tokiems uždaviniams spręsti gerai tinka daugiakriteriniai metodai. Juos taikant reikia žinoti lyginamąsias visų rodiklių reikšmes ir svorius. Tiriant buvo nustatytos šešios studijų kryptys – biomedicina, fiziniai, socialiniai, technologiniai, humanitariniai mokslai ir meno studijos. Daugiakriterinės analizės rezultatai parodė, kad šalies ūkio poreikius geriausiai atitinka meno studijos. Po jų eina technologiniai, biomedicinos, socialiniai ir humanitariniai bei fiziniai mokslai.

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Oosterbeek, Luiz. "Higher education in prehistory and archaeology." Revista Arqueologia Pública 13, no. 2 (December 19, 2019): 23–40. http://dx.doi.org/10.20396/rap.v13i2.8658295.

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The growing divide between sciences and humanities has led, in the last decades, to their global weakening, leading to a pragmatic empire of technological solutions deprived from meaning and global reasoning. In parallel, the source o many current disruptive processes is the incapacity of understanding the implications of the global merger of economies and societies, but also the trend towards segregating new identities and cultural networks. We consider that education and training are key elements in the process of building shared landscapes, i.e., shared convergent perceptions of the territories, and that education in prehistory and archaeology should be structured within this framework. Reflecting on general concerns and perspectives of Humanities education at large, and on specific constraints in Europe and Portugal, we argue that the specific relevance of archaeology within a programme for humanities concerns its expertise in assessing adaptation mechanisms, economy-environment balances, techniques and technology, as well as its interdisciplinary approach, going beyond humanities and involving social and natural sciences. The text concludes by presenting the structure and strategy of the Master programme in Prehistoric Archaeology and Rock Art, as part of a wider programme of archaeology and cultural heritage education at the Polytechnic Institute of Tomar.

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Oosterbeek, Luiz. "Higher education in prehistory and archaeology." Revista Arqueologia Pública 14, no. 2 (December 19, 2019): 23–40. http://dx.doi.org/10.20396/rap.v14i2.8658295.

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The growing divide between sciences and humanities has led, in the last decades, to their global weakening, leading to a pragmatic empire of technological solutions deprived from meaning and global reasoning. In parallel, the source o many current disruptive processes is the incapacity of understanding the implications of the global merger of economies and societies, but also the trend towards segregating new identities and cultural networks. We consider that education and training are key elements in the process of building shared landscapes, i.e., shared convergent perceptions of the territories, and that education in prehistory and archaeology should be structured within this framework. Reflecting on general concerns and perspectives of Humanities education at large, and on specific constraints in Europe and Portugal, we argue that the specific relevance of archaeology within a programme for humanities concerns its expertise in assessing adaptation mechanisms, economy-environment balances, techniques and technology, as well as its interdisciplinary approach, going beyond humanities and involving social and natural sciences. The text concludes by presenting the structure and strategy of the Master programme in Prehistoric Archaeology and Rock Art, as part of a wider programme of archaeology and cultural heritage education at the Polytechnic Institute of Tomar.

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Loughridge, Brendan. "Information technology, the humanities and the library." Journal of Information Science 15, no. 4-5 (August 1989): 277–86. http://dx.doi.org/10.1177/016555158901500410.

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Some current computer-based projects in humanities re search and teaching are reviewed and the implications for the future development of library and information services to humanities scholars and for the professional education of librarians are considered. It is concluded that the penetration of information technology into humanities research and teach ing activities and the development of the concept of the electronic campus justify increased emphasis on information technology, particularly online searching and familiarization with a range of the software packages currently being used by researchers and teachers in the humanities, in the professional education of academic librarians. The Humanities Resources option on the MA Librarianship programme at the Depart ment of Information Studies, University of Sheffield, is de scribed.

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Lilley-Walker, Sarah-Jane, Marianne Hester, and William Turner. "Evaluation of European Domestic Violence Perpetrator Programmes: Toward a Model for Designing and Reporting Evaluations Related to Perpetrator Treatment Interventions." International Journal of Offender Therapy and Comparative Criminology 62, no. 4 (November 24, 2016): 868–84. http://dx.doi.org/10.1177/0306624x16673853.

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This article is based on a review of 60 evaluations (published and unpublished) relating to European domestic violence perpetrator programmes, involving 7,212 programme participants across 12 countries. The purpose of the review, part of the “IMPACT: Evaluation of European Perpetrator Programmes” project funded by the European Commission (Daphne III Programme), was to provide detailed knowledge about the range of European evaluation studies with particular emphasis on the design, methods, input, output, and outcome measures used in order to identify the possibilities and challenges of a multicountry, Europe-wide evaluation methodology that could be used to assess perpetrator programmes in the future. We provide a model to standardise the reporting of evaluation studies and to ensure attention is paid to what information is being collected at different time points so as to understand what and how the behaviour and attitudes of perpetrators might change throughout the course of the programme.

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Langley, Mervin J., Wanda P. Lindsay, Chow S. Lam, and David A. Priddy. "Programme development." Brain Injury 4, no. 1 (January 1990): 77–86. http://dx.doi.org/10.3109/02699059009026151.

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HENNESSY, CATHERINE HAGAN, and ALAN WALKER. "Promoting multi-disciplinary and inter-disciplinary ageing research in the United Kingdom." Ageing and Society 31, no. 1 (September 17, 2010): 52–69. http://dx.doi.org/10.1017/s0144686x1000067x.

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ABSTRACTMulti-disciplinary and inter-disciplinary working has for long been advocated in gerontology, and sometimes contested. Although collaboration between disciplines is common practice in many areas of ageing research, much remains to be done to develop and support such work. Internationally, funding agencies, scientific associations and other stakeholders in ageing research are actively involved in establishing the methods and means to promote cross-disciplinary co-operation in the field. In the United Kingdom (UK) since the late 1990s, the statutory Research Councils with key interests in ageing and older people have been actively pursuing research programmes that feature multi-disciplinarity and inter-disciplinarity. The National Collaboration on Ageing Research (NCAR), a partnership among four of the Research Councils to stimulate cross-disciplinary collaboration, worked with scientists, funding bodies, and research users to develop approaches to multi- and inter-disciplinary research, and their work informed the New Dynamics of Ageing (NDA) Programme, a major cross-Research Council programme of multi-disciplinary research which spans the social, medical, biological and engineering sciences and the arts and humanities. Drawing on the authors' participation in these activities, this article reviews key developments in the promotion of multi-disciplinary science on ageing in the UK and highlights how this is being pursued in the NDA Programme.

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Smith-Norris, Martha, and Jennifer Hansen. "Graduate programme outcomes in history, 1990–2015: a humanities case study in Canada." Journal of Educational Administration and History 50, no. 3 (November 24, 2017): 174–90. http://dx.doi.org/10.1080/00220620.2017.1405916.

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Weijer, Charles, and Monica Taljaard. "Ottawa Statement does not impede randomised evaluation of government health programmes." Journal of Medical Ethics 46, no. 1 (November 26, 2019): 31–33. http://dx.doi.org/10.1136/medethics-2019-105938.

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In this issue of JME, Watson et al call for research evaluation of government health programmes and identify ethical guidance, including the Ottawa Statement on the ethical design and conduct of cluster randomised trials, as a hindrance. While cluster randomised trials of health programmes as a whole should be evaluated by research ethics committees (RECs), Watson et al argue that the health programme per se is not within the researcher’s control or responsibility and, thus, is out of scope for ethics review. We argue that this view is wrong. The scope of research ethics review is not defined by researcher control or responsibility, but rather by the protection of research participants. And the randomised evaluation of health programmes impacts the liberty and welfare interests of participants insofar as they may be exposed to a harmful programme or denied access to a beneficial one. Further, Watson et al’s claim that ‘study programmes … would occur whether or not there were any … research activities’ is incorrect in the case of cluster randomised designs. In a cluster randomised trial, the government does not implement a programme as usual. Rather, researchers collaborate with the government to randomise clusters to intervention or control conditions in order to rigorously evaluate the programme. As a result, equipoise issues are triggered that must be addressed by the REC.

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Corat, Saniye Gülser. "Appendix: UNESCO Gender Programme." Diogenes 52, no. 4 (November 2005): 189–90. http://dx.doi.org/10.1177/0392192105059491.

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TEMPLETON, PETER. "On the Couch: The Alpha Male in Therapy in Contemporary American Television Drama." Journal of American Studies 53, no. 3 (January 23, 2018): 799–818. http://dx.doi.org/10.1017/s0021875817001815.

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As ideas of masculinity have changed in the United States, so too has the presentation of men on television. This article, then, explores a range of characters that have characteristics associated with the alpha male in the unusually vulnerable position of the patient, in a variety of programmes from generic detective dramas through to critically acclaimed productions, to analyse how programme makers navigate questions of masculinity against the cultural backdrop of the most recent fin de siècle. It also demonstrates a range of responses by programme makers, including some that question hypermasculine tendencies only to ultimately reinforce them.

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Jandhyala, Kameshwari. "Ruminations on Evaluation in the Mahila Samakhya Programme." Indian Journal of Gender Studies 19, no. 2 (June 2012): 211–31. http://dx.doi.org/10.1177/097152151201900203.

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This article examines the challenges of evaluating Mahila Samakhya (MS), a government sponsored programme for the empowerment and education of poor women. The programme has no fixed targets and aims at enabling such women to go beyond mere literacy and engage in a learning process that facilitates their collective agency and action to question and overcome deep-seated gender barriers. The article explores the issue of evaluation at several levels—negotiating with donors on evaluation parameters and methods, developing qualitative evaluation parameters and also at the conceptual domain of what or who needs to be evaluated especially in programmes that aim at challenging and transforming both gender and social inequity and inequality. The article also comments on the changing external context with its strong emphasis on measurable outcomes and quantitative measures of assessment and its implications for programmes such as MS, where the struggle is to ensure that the processes of empowerment that are often intangible are not overlooked.

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Milkevich, Yelena, and Yelena Severina. "The course of cognitive linguistics in the curriculum of the master’s degree programme on digital humanities." E3S Web of Conferences 273 (2021): 12151. http://dx.doi.org/10.1051/e3sconf/202127312151.

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The Master’s Degree Programme “Digital technologies in philology. Computer linguistics” at Southern Federal University, Russia, Rostov-on-Don, offers innovative multi-disciplinary courses based on the ideology of Digital Humanities. It combines knowledge from various sciences which complement each other in digital research. Cognitive linguistics is interdisciplinary in its essence as it makes use of different sciences, such as philosophy, linguistics, psychology, neuroscience, anthropology, mathematical statistics and others in order to explain the workings of our mind. This humanitarian science widely implements in its linguistic inquiry technologies, methods and tools from other related spheres. All these make it important to incorporate the academic course of cognitive linguistics into the Master’s Degree Programme. To better benefit the Programme the course is divided into two parts, theoretical and practical. During the course the students get knowledge of basic assumptions in cognitive linguistics, which help to set their minds in ‘cognitive linguistics’ thinking. Further course-based experience enables students to carry out linguistic research applying modern methods of corpus analysis, cognitive analysis, introspection and other big data tools. The practical part is based on a definite algorithm of steps, which help to conduct multidisciplinary analysis and easy to follow in the students’ independent research.

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Vanstone, Maurice. "Maintaining Programme Integrity." International Journal of Offender Therapy and Comparative Criminology 54, no. 1 (October 28, 2008): 131–40. http://dx.doi.org/10.1177/0306624x08324471.

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Lin, Simon C., and Eric Yen. "An introduction to Taiwan e-Learning and Digital Archives Program (TELDAP)." International Journal of Humanities and Arts Computing 6, no. 1-2 (March 2012): 1–7. http://dx.doi.org/10.3366/ijhac.2012.0034.

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Taiwan e-Learning and Digital Archives Program (TELDAP) is a long-term, multi-generational, cross-divisional programme that will enhance the cultural, academic, socio-economic and educational values of Taiwan Digital Archives. Among the nine National Projects, TELDAP is the only one focusing on the Arts and Humanities. Unique for its combination of humanities with information technology, TELDAP aims to promote and coordinate content digitisation and preservation at leading museums, archives, universities, research institutes, and other content holders in Taiwan. This paper presents an overview of the history, achievements and challenges of the TELDAP.

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Schindler-Daniels, Angela. "Shaping the Horizon: social sciences and humanities in the EU framework programme “Horizon 2020”." Zeitschrift für Erziehungswissenschaft 17, S6 (November 2014): 179–94. http://dx.doi.org/10.1007/s11618-014-0580-8.

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Bernard, Catherine, and Sara Thornton. "Empathy, indiscipline and employability: A research essay on the bilingual Masters programme ‘Cultural Intelligence and Innovation’ at Université de Paris." Industry and Higher Education 34, no. 4 (June 15, 2020): 230–46. http://dx.doi.org/10.1177/0950422220920777.

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This study considers the 2-year bilingual Masters programme, ‘Cultural Intelligence and Innovation’ at Université de Paris, for which classes are taught in English and in French. Alumni are working as strategic planners, brand managers, community managers, advertisers, futures and trend specialists, web content writers and project leads in a wide variety of organizations throughout the world. This humanities-driven programme has empathy and sensibility at its heart, firstly through the exercise of the imagination and multilingualism and the attendant ability to identify with others, and, secondly, by being attuned to society’s faint frequencies allowing cultural foresight. The programme encourages work outside the confines of discipline as well as critique and counter-thinking. Thinking culture and industry together (academic teachers join forces with those from industry to create hybrid content for courses) is important in preparing the students for work. The programme also fosters the ability to detect shifts in sensibility as a first step in innovation. Finally, the authors consider how the programme might be generalized and similar initiatives established in other higher education institutions.

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Feuerhahn, Wolf, and Rafael Mandressi. "Les « neurosciences sociales » : historicité d'un programme." Revue d'Histoire des Sciences Humaines 25, no. 2 (2011): 3. http://dx.doi.org/10.3917/rhsh.025.0003.

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Koendjbiharie, Sarita R. "The distinct value of humanities students to employers in student consultancy projects." Industry and Higher Education 34, no. 4 (April 22, 2020): 247–62. http://dx.doi.org/10.1177/0950422220909795.

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This case study analyzes the use by high-profile employers of the brainpower of nearly 1400 humanities undergraduates through “live” projects. At the Faculty of Humanities of Leiden University, a cohort of hundreds advises a set of public, private, and third sector organizations each year in a capstone course within the multidisciplinary Bachelor of Arts in International Studies program. In this course, aptly named PRactising International Studies (PRINS), students have, in teams, successfully consulted for employers including Google, the World Food Programme, and Organisation for Economic Co-operation and Development (OECD). Drawing on experience of designing, recruiting for, and running the PRINS course, the author offers evidence of the distinct value of humanities to practice, which is demonstrable even at the undergraduate level. The analysis entails the ex ante knowledge needs employers sought to have fulfilled by humanities students, and the ex post recommendations in their consultancies that employers have acknowledged as practically relevant. The findings indicate the potential of large-scale consultancy courses in the preparation of students for the labor market and the need for humanities graduates in future workplaces worldwide.

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Zeki, Semir. "Introduction." Philosophical Transactions of the Royal Society of London. Series B: Biological Sciences 358, no. 1435 (July 29, 2003): 1175. http://dx.doi.org/10.1098/rstb.2003.1320.

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The papers in this issue of Philosophical Transactions have an interesting history. They were prepared within a research programme entitled Cognitique, instituted by the French Ministry of Education and Research within the broader context of a research effort that sought to combine, as far as possible, a study of the humanities and cognitive sciences, including studies that explore brain function through modern imaging techniques. The programme was launched and given a high priority by the then French Minister for Education and Research, Claude Allègre, in a far-sighted move that presages future directions in research into the human brain.

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Trench, Brian. "Masters (MSc) in Science Communication. Dublin City University." Journal of Science Communication 08, no. 01 (March 20, 2009): C05. http://dx.doi.org/10.22323/2.08010305.

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The Masters (MSc) in Science Communication at Dublin City University (Ireland) draws on expertise from several disciplines in human and physical sciences. The programme takes a broad view of communication that includes the various kinds of interaction between institutions of science and of society, as well as the diverse means of exchanging information and ideas. Nearly 200 students from a wide variety of backgrounds have completed the programme since its start in 1996, and they work in many different types of employment, from information and outreach services, to science centres, to publishing and journalism. Through the programme, and in the dissertation in particular, students are encouraged to reflect critically on the place and performance of science in society, and on relations between the cultures of natural sciences and of humanities and social sciences.

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Lachapelle, Richard, Thibault Zimmer, and Anita Sinner. "The Professional Training of Museum Educators in Canada / La formation professionnelle en éducation muséale au Canada." Canadian Review of Art Education / Revue canadienne d’éducation artistique 46, no. 1 (January 29, 2019): 101–12. http://dx.doi.org/10.26443/crae.v46i1.64.

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Abstract: A review of museum training programs was undertaken to assess the current state of professional museum education training in Canada. Out of 18 post-secondary museum studies programs, four programs include one museum education course and two programs include two courses. We found no evidence of museum education content in any of the eight Canadian curatorial practice programs. In terms of specialized programs, a Masters of Museum Education program has existed at UBC since 2012. Another Canadian university is currently examining the possibility of setting up a program. We conclude that the offer of professional museum education training in Canada is slowly improving. Keywords: Museum Education; Museum Education Training; Post-secondary Professional Education; Professionalization of Museum Education. [1] This research has been made possible by a grant from the Social Sciences and Humanities Research Council of Canada.Résumé : Une analyse des différents programmes de formation muséale a été menée pour déterminer l’état actuel de la formation muséale professionnelle au Canada. Quatre des dix-huit programmes d’études muséales postsecondaires proposent un seul cours d’éducation muséale tandis que deux programmes en offrent deux. Nous n’avons trouvé aucune trace de contenu d’éducation muséale parmi les huit programmes canadiens de pratique des conservateurs. En ce qui concerne les programmes spécialisés, l’Université de la Colombie-Britannique propose depuis 2012 un programme de maîtrise en éducation muséale. Une autre université canadienne étudie présentement la possibilité de mettre sur pied un tel programme. Il semblerait donc que la formation professionnelle en éducation muséale offerte gagne lentement du terrain.Mots-clés : éducation muséale, formation à l’éducation muséale, formation professionnelle postsecondaire, professionnalisation de l’éducation muséale.[1]Cette recherche a bénéficié d’une subvention du Conseil de recherches en sciences humains du Canada.

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Epstein, Debbie, and Deborah Lynn Steinberg. "All Het Up!: Rescuing Heterosexuality on the Oprah Winfrey Show." Feminist Review 54, no. 1 (November 1996): 88–115. http://dx.doi.org/10.1057/fr.1996.35.

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The Oprah Winfrey Show provides an interesting set of contradictions. On the one hand, it appears to challenge common-sense assumptions about relationships, specifically heterosexual relationships (for example, by consistently raising issues of sexual violence within a heterosexual context). Yet, at the same time, Oprah's presentation often works to reinforce precisely the norms she seeks to challenge. Through a close analysis of a selection of programme clips from one particular programme among many about relationships, sexuality and families, this article will consider the ways in which the Oprah Winfrey Show both problematizes and yet normalizes the boundaries of heterosexuality. Here we shall discuss both the resolute exposure and exploration of what could be termed the casualities of normative (and compulsory) heterosexuality and, paradoxically, its recuperation as a ‘rational’ ideal. In exploring the ways in which this recuperation takes place, we shall begin with a brief consideration of two of the key discourses which shape the show: the discourse of therapy and that of kinship. Our analysis of the sexual politics of the Oprah Winfrey Show in these terms will focus on the programme, ‘How to Make Love Last’ (18 January 1993). Like so many other programmes, ‘How to Make Love Last’ intends to highlight and deal with problems within heterosexual relationships as distressing but solvable (through the medium of therapeutic self-help). At another level, however, the programme also (unwittingly) reveals a different order of problems which, ironically, can only be reinforced by the mode of rescue proposed and staged.

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Schoeman, Maxi, and Heather Thuynsma. "Editorial." Journal of Decolonising Disciplines 1, no. 2 (February 20, 2021): 1–5. http://dx.doi.org/10.35293/jdd.v1i2.369.

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In July 2019, the University of Pretoria, in association with Wits, UFS, Rhodes, UKZN, UWC, Stellenbosch University and UCT, its partners inthe Mellon programme titled ‘Unsettling paradigms: The decolonial turn in the Humanities curriculum at universities in South Africa’,hosted a conference on the theme ‘The decolonial turn and the humanities: Prospects, practice and interventions’. A number of papers were subsequently reworked as articles and submitted for peer review with a view to their publication in this second issue of the first volume of the Journal of Decolonisng Disciplines (JDD). The six articles selected for publication speak to some of the broad themes of the conference, butwhat binds them together is their shared focus on pedagogy, practice and interventions—some of the core issues underlying the quest for the decolonisation of the humanities curriculum.

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Samawi, Fadi S. "The effect of a relaxation-based training on reducing the level of suspicious thinking among warned students." Cypriot Journal of Educational Sciences 15, no. 6 (December 31, 2020): 1519–34. http://dx.doi.org/10.18844/cjes.v15i6.5295.

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The present study aims at measuring the effect of a relaxation-based training programme on reducing the level of suspicious thinking among warned students at Al-Balqa Applied University. To achieve the objectives of the study, a relaxation-based training programme was prepared and the Kurmash Scale was used to measure the students’ level of suspicious thinking. The results indicated that the training programme had an effect on reducing the students’ level of suspicious thinking, and there were statistical differences attributed to the gender variable, in favour of females, and the faculty variable, in favour of humanities faculties. This study recommends holding a series of seminars and lectures that aim at raising students’ awareness about the adverse effects of suspicious thinking and how to overcome it. The significance of this study lies in identifying the important role of relaxation in reducing the level of suspicious thinking among university students, at both the academic or behavioural levels. Keywords: Training programme, relaxation, suspicious thinking, warned students, Al-Balqa Applied University.

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Nyirenda, Deborah, Tamara Chipasula Makawa, Greyson Chapita, Chisomo Mdalla, Mzati Nkolokosa, Thomasena O’byrne, Robert Heyderman, and Nicola Desmond. "Public engagement in Malawi through a health-talk radio programme ‘Umoyo nkukambirana’: A mixed-methods evaluation." Public Understanding of Science 27, no. 2 (June 30, 2016): 229–42. http://dx.doi.org/10.1177/0963662516656110.

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Radio is an effective source of health information in many resource poor countries. In Malawi, 53% of households own radios however few radio programmes in Malawi focus on health issues in the context of medical research. An interactive health-talk radio programme ‘ Umoyo nkukambirana’ was introduced by Malawi-Liverpool-Wellcome Trust Clinical Research Programme on a national radio station. The aim was to increase awareness of health and medical research, and improve engagement between researchers, healthcare workers and the public. The content and presentation were developed through participatory community consultations. Focus Group Discussions were conducted with established Radio Listening Clubs whilst quantitative data was collected using toll free FrontlineSMS to explore national response. A total of 277 to 695 SMS (Median: 477) were received per theme. The majority of SMS were received from men (64%) and mainly from rural areas (54%). The programme improved knowledge of medical research, health and dispelled misconceptions. This study suggests that the radio may be an effective means of increasing the exposure of men to health information in resource poor settings.

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Ad�s, Dawn, and Fiona Williams. "Editorial." Journal of the British Academy 9 (2021): 1–2. http://dx.doi.org/10.5871/jba/009.001.

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Welcome to the start of the 2021 volume (Volume 9) of the Journal of the British Academy, our multi- and interdisciplinary journal publishing articles in the humanities and social sciences. It was in 2013 that the British Academy added to its academic publishing portfolio �an open access online journal that would meet the expectations of modern scholars and be more easily available for new readerships�. The Journal of the British Academy has continued the tradition of publishing articles drawn from the Academy�s own programme of lectures. But in the last few months of 2020 the Journal extended its range of content to include important contributions on the COVID-19 pandemic drawn from other Academy research and policy programmes. These articles demonstrate the expanded vision that we now have for the Journal of the British Academy. We are looking to strengthen the Journal as a platform for high-quality informed comment by scholars working in the humanities and social sciences, on matters of political, social and cultural interest. It will tap new and exciting thinking and research. It will provide space for reflection on current scholarship, and the exploration of new areas. It will highlight the international range of the British Academy�s interests.

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Scott, Theresa L., Nancy A. Pachana, and Kate Sofronoff. "Survey of Current Curriculum Practices within Australian Postgraduate Clinical Training Programmes: Students' and Programme Directors' Perspectives." Australian Psychologist 46, no. 2 (June 2011): 77–89. http://dx.doi.org/10.1111/j.1742-9544.2011.00030.x.

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de Cheveigné, Suzanne, and Eliséo Véron. "Science on TV: forms and reception of science programmes on French television." Public Understanding of Science 5, no. 3 (July 1996): 231–53. http://dx.doi.org/10.1088/0963-6625/5/3/004.

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We report a study of the reception by adults of science programmes broadcast on French television. Long, semi-directive interviews were carried out during which a number of short fragments of the programmes were shown. This research, which is part of a wider study (including children, scientists and professionals involved in the production of such programmes), shows that there are not one but several, very different, readings of science programmes. That implies that, from the point of view of the public, there is no unique, `ideal' form for a science programme and that, indeed, the term `popularization of science' can have several very different meanings.

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Campbell, Rosie, and Merl Storr. "Challenging the Kerb Crawler Rehabilitation Programme." Feminist Review 67, no. 1 (March 2001): 94–108. http://dx.doi.org/10.1080/01417780122701.

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During recent years in North America and Europe many feminists have become increasingly critical of responses to street prostitution that concentrate solely on punishing women who sell sex while ignoring their male clients. In order to address this gender imbalance some feminists have advocated the enforcement and/or strengthening of kerb crawling legislation and other schemes that target men who pay for sex. During 1998–9 one initiative, which aimed to target men who pay for sex in the UK, the Kerb Crawler Rehabilitation Programme (KCRP), was piloted in Leeds, West Yorkshire. Although the KCRP received considerable media coverage there has been relatively little critical debate among feminists about this approach to working with clients of sex workers. This article draws attention to some of the opposition to the Leeds KCRP.

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FAVIER, THIERRY, and MARIE DEMEILLIEZ. "JEAN-PHILIPPE RAMEAU: INTERNATIONAL ANNIVERSARY CONFERENCE ST HILDA’S COLLEGE OXFORD, 11–14 SEPTEMBER 2014." Eighteenth Century Music 12, no. 2 (August 24, 2015): 263–66. http://dx.doi.org/10.1017/s1478570615000184.

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This conference coincided with the two hundred and fiftieth anniversary of the composer's death and formed part of the Rameau Project, a large-scale multidisciplinary research programme devoted to the operas of Jean-Philippe Rameau, supported by The Oxford Research Centre in the Humanities and directed by Graham Sadler (University of Oxford and Birmingham Conservatoire), Alain Viala (University of Oxford) and Jonathan Williams (University of Oxford).

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Ong, Eng Koon. "HAPPE—A pilot programme using humanities to teach junior doctors empathy in a palliative medicine posting." Asia Pacific Scholar 6, no. 1 (January 5, 2021): 83–92. http://dx.doi.org/10.29060/taps.2021-6-1/oa2251.

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Introduction: Physician empathy is declining due to an unproportionate focus on technical knowledge and skills. The medical humanities can counter this by allowing connection with our patients. This is a pilot study that aims to investigate the acceptability, efficacy, and feasibility of a humanities educational intervention to develop physician empathy. Methods: Junior doctors at the Division of Supportive and Palliative Care at the National Cancer Centre Singapore between July 2018 and June 2019 attended two small-group sessions facilitated by psychologists to learn about empathy using literature and other arts-based materials. Feasibility was defined as a completion rate of at least 80% while acceptability was assessed by a 5-question Likert-scale questionnaire. Empathy was measured pre- and post-intervention using Jefferson’s Scale of Physician Empathy (JSPE) and the modified-CARE (Consultation and Relational Empathy) measure. Results: Seventeen participants consented, and all completed the programme. Acceptability scores ranged from 18 to 50 out of 50 (mean 38, median 38). There was an increase in JSPE scores (pre-test mean 103.6, SD=11.0 and post-test mean 108.9, SD=9.9; t (17) =2.49, P=.02). The modified-CARE score increased between pre-test mean of 22.9(SD=5.8) and a post-test mean of 28.5(SD=5.9); t (17) = 5.22, P<0.001. Conclusion: Results indicate that the programme was acceptable, effective, and feasible. The results are limited by the lack of longitudinal follow-up. Future studies that investigate the programme’s effect over time and qualitative analysis can better assess its efficacy and elicit the participants' experiences for future implementation and refinement.

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Saunders, Clare. "Developing researchers in the arts and humanities: lessons from a pilot programme to develop discipline‐specific research skills." International Journal for Researcher Development 1, no. 1 (April 1, 2009): 45–69. http://dx.doi.org/10.1108/1759751x201100004.

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Although increasing emphasis is placed on the provision of research training for doctoral students, much of the support currently available is generic in nature, rather than tailored to the student’s particular field(s) of study. In this paper, I briefly review UK graduate education for arts and humanities research students, and some of the ways in which the distinctive demands of their discipline(s) shape the research student experience and hence their development needs. I describe the design and delivery of a pilot programme of discipline‐specific research skills development, co‐ordinated by the Subject Centre for Philosophical and Religious Studies, which aims to address such needs; and I evaluate its success. I conclude with some recommendations for future practice; in particular, I argue that doctoral training provision is more effective when it involves a subject‐specific approach in which practising academics from the discipline(s) play a significant role – both in terms of fostering an improved level of student engagement with the programme, and of delivering training and development opportunities which are tailored to the student’s particular context and needs.

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Alejandro Sanchez, Wilder. "An overview of Colombia’s Antarctic programme." Polar Journal 8, no. 2 (July 3, 2018): 386–96. http://dx.doi.org/10.1080/2154896x.2018.1541565.

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Yoo, Juyoung. "Bridging art viewing and making: Constructivist museum tour and workshop programmes." International Journal of Education Through Art 17, no. 3 (September 1, 2021): 373–88. http://dx.doi.org/10.1386/eta_00074_1.

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The purpose of this study is to investigate how constructivist approaches are conceptualized and implemented in ‘gallery tour and studio workshop’ educational programmes at art museums, and the relationship that exists between the gallery and studio learning for children. A qualitative multi-case study was employed, and three art museums were involved. Data collection methods included programme observations, participant interviews, photos and museum documents. The findings of the study offer examples of educators’ teaching approaches, which reflect constructivist tenets, as well as factors that might strengthen the connection across gallery and studio learning. An inviting learning environment, consideration of students’ prior knowledge and experience, use of themes and motivating questions and facilitation of reflections, as well as educators’ collaboration all promoted well-connected tour and workshop programmes. This study offers insights and strategies to interested museum professionals and educators who aim to provide children with meaningful and well-connected art-viewing and art-making programmes.

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Kristiansen, Kristian. "The black and the red: Shanks & Tilley's programme for a radical archaeology." Antiquity 62, no. 236 (September 1988): 473–82. http://dx.doi.org/10.1017/s0003598x00074573.

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Prominent in the new literature of a ‘post-processual’, ‘critical’ or ‘radical’ archaeology are a pair of books, conveniently colour-coded as one black and one red, written by Michael Shanks 6. Christopher Tilley, and both published in 1987. The ‘black book’, from Cambridge University Press, has a stark cover mostly of solid black; the cover of the ‘red book’, from Polity Press, is a more cheerful crimson, though its picture, a 19th-century Comedy of death, is a despairing image of dismal decay.Kristian Kristiansen, of the Center for Research in the Humanities, University of Copenhagen, reviews here the black and the red, and the post-modern vision of archaeology they amount to.

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Have, H. t. "Unesco's Ethics Education Programme." Journal of Medical Ethics 34, no. 1 (January 1, 2008): 57–59. http://dx.doi.org/10.1136/jme.2006.019364.

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Robin, Bernard, and Sara McNeil. "Webscapes: An academic vision for Digital Humanities Projects on the web." Book 2.0 4, no. 1 (October 1, 2014): 121–41. http://dx.doi.org/10.1386/btwo.4.1-2.121_1.

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An overarching goal of the Instructional Technology Programme at the University of Houston has been to help students in our graduate courses learn technology skills by involving them in web-based ‘Digital Humanities Projects’ with local non-profit organizations. In this article, we discuss the benefits and challenges associated with the collaborative design, development and evaluation of real-world projects with community stakeholders serving as clients. Over the past decade, we have developed and used Webscapes, a theoretical model that serves as the framework for the creation of these projects. We define Webscapes as information landscapes, delivered over the web, which include a rich variety of content; challenging, cognitive explorations; intuitive navigation structures; and user-oriented interfaces. We describe the characteristics of the model and include reflections from students and community partners about accomplishments and challenges they faced. We also provide examples and discussion of Webscape projects, several of which have been completed, two that are ongoing and one that is in the early stage of development.

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Craven, Paul. "Computer Applications in Comparative History: The Master & Servant Project at York University (Canada)." History and Computing 7, no. 2 (June 1995): 69–80. http://dx.doi.org/10.3366/hac.1995.7.2.69.

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The Master and Servant Project at York University (Toronto) analyses employment laws torn a hundred Britishjurisdictionsoverfourcenturies, examiningthe lexical relationships among many hundreds of statutes, and seeking explanations for the clustering of particular legal provisions in particular parts of the imperial economy. The complexity, redundancy, and sheer bulk of the material invited computer analysis. Commercial database software (askSam) documents the paper archive; analysis reUes largely on programmes developed in the project and on TACT, a text retrievalpackage from the Centre for Computing in the Humanities, University of Toronto. Lexical content is approached with programmes that calculate the overlap oflanguage among sentences across the whole archive; high scores identify candidate terms for detailed examination in TACT. Analysis of the policy of the acts (independent of their lexical form) relies on coded versions of the statutes, created with a coding engine that minimizes errors. A conceptual clustering programme, in which the computer repeatedly sorts the coded versions according to subsets ofcharacteristics, groups the statutes into unambiguous sets with common features. The techniques described are applicable wherever the language or conceptual content oflarge numbers oftexts needs to be compared in detail.

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Owen, Martin. "A Task Focused Management Development Programme." School Organisation 13, no. 3 (January 1993): 243–49. http://dx.doi.org/10.1080/0260136930130303.

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Ehrich, Lisa Catherine. "A Mentoring Programme for Women Educators." School Organisation 14, no. 1 (January 1994): 11–20. http://dx.doi.org/10.1080/0260136940140102.

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Hervieux, C., M. Bastien-Toniazzo, C. Lancon, A. M. Gendron, B. Martano, and G. Umido. "Un nouveau programme de Réhabilitation Sociale PRACS (Programme de Renforcement de l’Autonomie et des Capacités Sociales)." L'Encéphale 35 (January 2009): S24—S32. http://dx.doi.org/10.1016/s0013-7006(09)75529-0.

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Poirier, Nicolas. "Castelsarrasin, Saint-Porquier, Escatalens (Tarn-et-Garonne). Programme Reperage." Archéologie médiévale, no. 48 (December 20, 2018): 237–39. http://dx.doi.org/10.4000/archeomed.16877.

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Wardle, K., and R. Parikh. "44SHOULD WE INTEGRATE THE HUMANITIES INTO THE DELIVERY OF GERIATRIC MEDICINE? A SURVEY OF TRAINING PROGRAMME DIRECTORS." Age and Ageing 45, suppl 1 (April 2016): i14.1—i14. http://dx.doi.org/10.1093/ageing/afw029.01.

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Watson, Samuel I., Mary Dixon-Woods, Celia A. Taylor, Emily B. Wroe, Elizabeth L. Dunbar, Peter J. Chilton, and Richard J. Lilford. "Revising ethical guidance for the evaluation of programmes and interventions not initiated by researchers." Journal of Medical Ethics 46, no. 1 (September 3, 2019): 26–30. http://dx.doi.org/10.1136/medethics-2018-105263.

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Public health and service delivery programmes, interventions and policies (collectively, ‘programmes’) are typically developed and implemented for the primary purpose of effecting change rather than generating knowledge. Nonetheless, evaluations of these programmes may produce valuable learning that helps determine effectiveness and costs as well as informing design and implementation of future programmes. Such studies might be termed ‘opportunistic evaluations’, since they are responsive to emergent opportunities rather than being studies of interventions that are initiated or designed by researchers. However, current ethical guidance and registration procedures make little allowance for scenarios where researchers have played no role in the development or implementation of a programme, but nevertheless plan to conduct a prospective evaluation. We explore the limitations of the guidance and procedures with respect to opportunistic evaluations, providing a number of examples. We propose that one key missing distinction in current guidance is moral responsibility: researchers can only be held accountable for those aspects of a study over which they have control. We argue that requiring researchers to justify an intervention, programme or policy that would occur regardless of their involvement prevents or hinders research in the public interest without providing any further protections to research participants. We recommend that trial consent and ethics procedures allow for a clear separation of responsibilities for the intervention and the evaluation.

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Chew, Fiona, Sushma Palmer, and Soohong Kim. "Sources of information and knowledge about health and nutrition: can viewing one television programme make a difference?" Public Understanding of Science 4, no. 1 (January 1995): 17–29. http://dx.doi.org/10.1088/0963-6625/4/1/002.

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This three-stage national longitudinal survey of 300 respondents evaluated the impact on levels of nutrition knowledge of a specially designed television programme. These levels were assessed among subgroups using different sources of health information. The study was fielded before programme viewing, within three days of programme viewing and about six months after programme viewing. Up to five sources per respondent were obtained. Health information sources analysed included magazines, television, newspapers and doctor/clinic/hospital. Results showed that knowledge levels consistently increased among all groups after programme viewing and also across time ( p<0.001). In general, media users showed higher levels of knowledge than their non-user counterparts; however, only magazine users showed higher and significant differences in knowledge. Programme viewing led to an increased selection of television and newspapers as sources of health information. Magazine use and the use of doctors as health information sources remained the same after programme viewing.

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Bycroft, Michael Trevor, and Michael Trevor Bycroft. "Ideals and Practices of Rationality – An Interview with Lorraine Daston." Exchanges: The Interdisciplinary Research Journal 4, no. 2 (April 30, 2017): 173–88. http://dx.doi.org/10.31273/eirj.v4i2.157.

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Lorraine Daston is a historian of science based at the Max Planck Institute for the History of Science in Berlin, where she has directed a research group since 1995. Her career spans five decades and has included award-winning monographs such as Classical Probability in the Enlightenment (1988), Wonders and the Order of Nature (with Katherine Park, 1998), and Objectivity (with Peter Galison, 2007), as well as a large number of collective works. She visited the University of Warwick in March 2017 to deliver the Vice-Chancellor’s Distinguished Lecture. In a wide-ranging interview, she spoke about the evolution of the discipline of the history of science; the research programme known as historical epistemology; the nuts and bolts of collaboration in the humanities; her current research on archives in the sciences and the humanities; and the transience of scientific theories.

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Besteman, Catherine. "Individualisation and the assault on customary tenure in Africa: title registration programmes and the case of Somalia." Africa 64, no. 4 (October 1994): 484–515. http://dx.doi.org/10.2307/1161370.

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Over the past forty years, programmes intended to individualise rights to land have been introduced across Africa. These programmes are supported by an ideology which argues that individualisation is a necessary prerequisite of agricultural investment and development. Utilising data collected on the effects of the national title registration programme in Somalia, and drawing on similar studies of registration programmes in other African countries, this article challenges the assumption that individualisation and registration necessarily result in improved agricultural investment and productivity. On the contrary, the data reviewed here suggest that such programmes have contributed to concentration of ownership, growing landlessness, insecurity of tenure, wealth inequalities, and even declining productivity in many areas. The motivation behind individualisation and registration programmes is analysed, including an examination of the colonial and Western ideological distinction between African ‘communal’ land tenure and modern Western individualised tenure, struggles for power over control of resources, and a tendency to treat land tenure as solely an economic (rather than social) institution.

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Journal articles on the topic 'Humanities programme'

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