The future of molecular medicine

Abstract

Humanities computing is an ‘interdiscipline’ concerned with the application of computing to the arts and letters. Although it has been practised since the late 1940s, it has only recently begun to gain institutional recognition and a measure of self-awareness. In this contribution to the vigorous debate among practitioners, I argue for a common methodological ground shared by computer using scholars and students across the disciplines of the humanities. In large part because of the commons, these individuals tend to come together physically in laboratory settings as well as virtually online, pursuing traditional research goals by the means they now share, or collaborating on numerous larger projects that computing has enabled. A useful model of their collaboration is Peter Galison's ‘trading zone’, an anthropological–linguistic metaphor he uses to describe interchange among researchers and technicians of the Manhattan Project. Humanities computing functions like a merchant trader in a Galisonian trading zone: it sees to a similar interchange of tools and techniques among the departmentalised cultures with which it deals, and for itself studies the effects and consequences. It thus exemplifies a true interdisciplinarity. Sufficient work has now been done for us to begin to map out a research agenda for humanitites computing as an interdiscipline, and this will help to identify the essential habits of mind and skills our colleagues and students must have to refurbish the humanities in the twenty-first century. Computing presents the humanities with the need and opportunity to reconceptualise and rebuild our inherited scholarly forms, which are as historically contingent as any human artefact. Rethinking how we do what we do in turn requires what Clifford Geertz has called ‘intellectual weed control’. A central project of humanities computing is to help in the construction of a worldwide digital library of resources and tools. Its role within this project is, I argue, primarily to articulate the powers of imagination that computing in the humanities demands of us.     

中世纪欧洲大学生学习及生活费用的考察

大学日常生活史愈益为当代学者所关注。本文则主要对一位中世纪欧洲大学生的总花费及各项主要费用在其中所占的比例作了大致的估算。从总体来看,在中世纪欧洲各大学,膳宿费、获得学位所支出的各项费用和听课费占了大学生花费的绝大部分,而现代大学中学生每学年开学交纳的高额入学注册费在中世纪大学则微乎其微。而且,不同时代、不同地区、不同专业、不同阶层的大学生的花费亦有差别。大学通常本着贫富有别的原则收费,从而使贫富学生获得相对等同的教育机会,而教俗统治者和富人的捐资助学也为学生完成大学教育作出了贡献。可见,让贫穷学生进入大学并完成其学业可以不必通过降低收费标准,而是可以通过减免或免除其部分费用的方法来实现。但总的来看,在中世纪欧洲,就读大学的费用是昂贵的,绝大部分大学生仍然是占人口极少数的富有阶层的子弟。     

Social observation in early commercial print media. Towards a genealogy of the social sketch (ca. 1820–1860)

Nineteenth-century journalism has rarely been an object of attention in the humanities and social sciences – despite its political and cultural significance and its documental value. This article explores the verbal-visual social sketch, as it has evolved as a journalistic genre on the expanding market of periodicals in early nineteenth-century Europe. The social sketches (often referred to as ‘panoramic literature’) provide rich ethnographic micro-analysis and often relate to debates held by statisticians, moralists, folklorists, and ethnologists. This article, rather than providing a close reading analysis of selected texts, attempts to trace a genealogy of the sketch of society from a history of knowledge perspective. After placing the consolidation of the social sketch within its socio-medial contexts, the article considers various literary and epistemic ‘regimes’ that have preconditioned and influenced the evolution of this verbal-visual genre of social observation and formulates cross-genre and interdisciplinary perspectives on the refinement and institutionalization of social inquiry throughout the nineteenth century.     

Learning by doing: enhancing hydrology lectures with individual fieldwork projects

Hydrology teaching deals with processes happening outside the classroom, which calls for active-learning methods to complement lectures. In a geography undergraduate course, new teaching methods and assessment were designed, in which students investigated a river of their choice by completing homework tasks and presenting their results on a poster. During a 3-year implementation process, the changes were evaluated using a combination of formal and informal student and lecturer feedback. Students mentioned that they enjoyed doing the project and that it helped their understanding of theory, their research skills, and their ability to select, organize and present information. Questionnaire results showed that, over the implementation period, students’ perceived value of homework increased strongly, while their perceived value of lectures remained high. In informal feedback, students noted that they enjoyed learning about where they live, preferred doing the projects individually and seeing each other’s projects, and spent more time on the coursework when assessed. When looking back in interviews, students commented that the projects had prepared them well for their dissertation and summer job. The advantage of using homework-based projects complementing lectures is the strong link between theory and practice, which could be further enhanced by discussing the homework in the lectures.     

Cosmopolitan or ethnically identified selves? Institutional expectations and the negotiated identities of international students

The identities of young people, including students, are influenced by their institutional contexts. In central Melbourne over the past decade, international students largely from Southeast Asia have been presented with the expectations of universities in which they are enrolled and churches with which many are affiliated. But the subject positions offered to students by universities and churches diverge: universities expect of their students cross-cultural interaction and a forming global cosmopolitanism, whilst churches expect devoutness to be exhibited through close interaction amongst international students, often in national and ethnically specific groupings. Drawing from lengthy interviews with students and institutional service providers, this paper finds that the influence of religious organisations on the social forming of students is more direct and effective than the influence of universities. The churches draw their student members tightly and persuasively into ethnically identified groups, whose members enact a sociality almost entirely conducted in relation to those churches. The universities, in contrast, are less directive and insistent about their expectations of cosmopolitan interactions. Students whose sociality seems compliant with university statements are those whose plans to be cosmopolitan were developed independently of university expectations.     

Flipping and still learning: experiences of a flipped classroom approach for a third-year undergraduate human geography course

The flipped classroom approach, a form of blended learning, is currently popular in education praxis. Initial reports on the flipped classroom include that it offers opportunities to increase student engagement and build meaningful learning and teaching experiences. In this article, we analyse teacher and student experiences of a trial flipped classroom application in a third year undergraduate human geography course that challenges conventional thinking and practice in resource management, including an explicit focus on the marginalization of Indigenous knowledges in that context. The flipped classroom trial included empirical research with teachers and students to gauge the strengths and weaknesses of this mode of learning. Interviews, focus groups, surveys, reflections and participant-observation activities were conducted before, during and after the course. The research shows that this particular implementation of the flipped classroom approach generated multiple experiences for teachers and students, some constructive, others less so. Overall, space, time and flexibility matters not only to the kinds of pedagogical tools we employed to tailor learning to students’ differing needs, but also to the kinds of learning spaces – online and offline, individually and in groups – in which learning happens.     

巧用多媒体优化小学语文教学

充分运用现代信息技术,能优化教学过程,提高语文学科教学水平。多媒体作为一种现代化信息技术的教学手段,在小学语文教学中被广泛运用。它以形象具体的“图、文、声、像”来创造教学的人文情景,使抽象的教学内容具体化、清晰化,使学生的思维活跃,兴趣盎然地参与教学活动,使其重视实践操作,科学地记忆知识,并且有助于学生发挥学习的主动性,积极思考,使教师以教为主变成学生以学为主,从而提高教学质量。     

SJOT after Twenty Five Years

ABSTRACT

Although it is often assumed that there was continuing conflict between Ishmael and Isaac during their lifetimes, (and therefore, continuing conflict between their descendants as well) the text of Genesis refutes this in-terpretation. Instead the biblical text reveals close connections between their lives. These parallel passages include intersections between the boys’ moth-ers, (Hagar and Sarah); the boys’ births, and early days; threats to each of their lives; the strange behaviors of their mutual father Abraham; events at the time of their greatest danger; and finally additional parallels between the lives of Ishmael and Isaac.     

Gender: A Useful Category in the Analysis of Ego-Documents?

The article discusses the significance of the concept of gender for historical analysis, particularly on the basis of the importance of different types of ego-documents for the self-expression of the sexes. Attention is focused mainly on the status of autobiographies as a historical source, with some consideration of other types of life writing. It is shown how the form of this genre affects the sexes’ access to self-expression and how their differing ‘cultural space’ opens up opportunities for people's self-creation. The development is viewed in an international light, with reference to both ego-documents and history in general, and it is shown how sources of this kind and women's perspectives are necessary preconditions for the humanities to be able to achieve an important reinterpretation of older historical arguments. Each can provide scholars with opportunities to investigate material that has previously defied their analysis.     

Exploring and developing children's understandings of sustainable development with dialogic diaries

Dialogue is often promoted as a means with which to improve students' conceptual understanding within school, as well as to explore their experiences of the world. More often than not the assumption is that this dialogue is spoken. This article focuses on the use of written ‘dialogic diaries’ to explore and develop the subject-understanding of a class of 14- and 15-year-old geography students in England. I used diaries as a medium for discussion, holding a ‘conversation’ with students about their learning of sustainable development across the course of one academic year. The findings of this study suggest that dialogic diaries can be used to develop students' conceptual understandings within the classroom. Further, as a research method they enable the researcher to explore those subject-understandings, considering how (and why) these develop with time.     

Addressing the 'Seven Principles for Good Practice in Undergraduate Education' with Internet-enhanced Education

This paper evaluates the use of the Internet to enhance learning and to promote good practice in undergraduate education according to Chickering and Gamson's (1991) principles. Results from a survey of 236 geography students over the past 2 years indicate that the Internet can facilitate good educational practices. Students believe use of email encouraged student-faculty contact. Active learning is encouraged, but is not overwhelmingly favoured by students. Prompt feedback is facilitated. Students also believe the Internet materials allow more efficient use of time in and out of the classroom, and enhance their learning .     

Going beyond the grid: literary mapping as creative reading

Drawing from the importance of narrative inquiry in contemporary geographical reasoning and teaching, this paper focuses on some practices set around the relationship between maps and literature. Reader-generated maps, maps produced starting from the reading of a literary text, are at the core of a reflection on the potentialities of literary mapping in higher education; relating maps and literature in an educational environment, I suggest creative reading and creative mapping as co-constructive practices that are able to guide students in addressing and internalising the complexity of spatial categories. Reflecting on the students’ literary mappings, I focus on the various ways that the literary map contributes to mobilising the space of the text, guiding students in approaching spatial issues from a different (and creative) perspective. Time, point of view and literary trans-scalarity are the key narrative concepts that guide and inform possible inductive ruminations on literary mapping as a learning strategy. Following the core question of “what literary mapping might be and do in the digital age”, I aim to resituate contemporary discussions on literary mapping in an educational environment.     

Teaching creative geovisualization: Imagining the creative in/of GIS

Creative geovisualization is situated at the intersection of geography, arts, and digital humanities with a particular emphasis on visualization and mapping that preserves, represents, and generates more authentic, contextual, and nuanced meanings of space and people with an artistic and humanistic perspective and approach. This is a creative expansion in critical GIS practices and a new alternative to traditionally science-rooted approaches to GIS and mapping. Reflecting the experience of teaching a “creative geovisualization” course in an interdisciplinary curriculum, I demonstrate how critical and creative scholarship with mapping and geovisualization is introduced in the classroom and is illuminated in the students' creative practices. The class encompasses key epistemological and methodological groundings of creative geovisualization—including non-representational theories; critical cartography and GIS; the convergence of geography, arts, and humanities; psychogeography; and qualitative and affective geovisualization. Empirical examples of students' works illustrate the blending of different modes of creative engagements with GIS and geovisualization and specific ways to work with various forms of embodied, relational, interpretive, and expressive geographies. GIS and mapping become creative as they continue evolving in process, and it is time that we deeply (re-)imagine “the creative” in/of GIS in critical GIS pedagogies.     

Using GIS in an Earth Sciences field course for quantitative exploration,data management and digital mapping

Field courses are essential for subjects like Earth Sciences, Geography and Ecology. In these topics, GIS is used to manage and analyse spatial data, and offers quantitative methods that are beneficial for fieldwork. This paper presents changes made to a first-year Earth Sciences field course in the French Alps, where new GIS methods were introduced. Students use GIS in preparation to explore their research area using an elevation model and satellite images, formulate hypotheses and plan the fieldwork. During the fieldwork, a pilot group managed their field-observations using GIS and made digital maps. Students praise the use of quantitative digital maps in the preparation. Students made use of the available techniques during the fieldwork, although this could be further intensified. Some students were extra motivated due to the technical nature as well as the additional analytical possibilities. The use of GIS was experienced as a steep learning curve by students, and not all staff members are confident in supervising students using GIS, which calls for a sufficient preparation and training of both students and staff. The use of GIS adds abstract analyses and quantitative assessment, which is a complementary learning style to fieldwork that mostly focuses on practical skills.     

The Mythos,Ethos, and Pathos of the Humanities

Summary

Justifications of the humanities often employ a mythos that exceeds their historical dispositions and reach. This applies to justifications that appeal to an ‘idea’ of the humanities grounded in the cultivation of reason for its own sake. But the same problem affects more recent accounts that seek to shatter this idea by admitting an ‘event’ capable of dissolving and refounding the humanities in ‘being’. In offering a sketch of the emergence of the modern humanities from early modern humanism, the paper argues that these twin philosophical justifications fail to capture both the array of intellectual arts that have informed the humanities disciplines and the variety of uses to which these arts have been put. Nonetheless, the two philosophical constructions have had a concrete impact on the disposition of the modern humanities, seen in the respective structuralist and poststructuralist reconfigurations of the disciplines that began to take place under the banner of ‘theory’ during the 1960s. In discussing the effects of theory on the humanities in Australia, the paper focuses on the unforeseeable consequences of attempts to provide arts-based disciplines with a foundation either in cognitive structures or in an ‘event’ that shatters them.     

Iranian Studies in Turkey

Among other Middle Eastern countries, Iran and Turkey stand out as the two neighboring countries with many linguistic and cultural similarities. The question that comes to the fore is: to what extent do these two countries know each other? This article attempts to provide a picture of the state of Iranian Studies in Turkey with specific attention to three monographs originally written as PhD dissertations in various Turkish universities over the last three decades. Produced from within three different social science and humanities divisions, i.e. Political Science, Persian Literature and History, these are three of the very few scholarly monographs produced on Iran in Turkey. Based on a close reading of these studies, it seems possible to observe that they are mostly ill-balanced by methodological, ethnocentric as well as Turkish nationalist biases.     

Teaching and learning on a transnational education programme: opportunities and challenges for flying faculty in Geography and related disciplines

Within the context of the internationalization of UK higher education, an increasing number of UK-based institutions are developing collaborative degree programmes with overseas institutions, of which partnerships with institutions in China are the most common. This paper employs a critical reflective approach to explore, from different perspectives (self-reflection, student feedback, our colleagues’ experiences), some of the opportunities and challenges that exist for flying faculty through critical reflection on the author’s own flying faculty experiences delivering an introductory Physical Geography module in China. Teaching in an unfamiliar environment brings with it a plethora of challenges, however; for staff in Geography and related disciplines, active engagement with the external world through field-based learning is perhaps the most challenging aspect of any overseas teaching experience. As such, a particular focus of this paper is on the challenges, and potential solutions, of incorporating field-based learning and teaching in the international classroom. Ultimately, faculty with international teaching experience are best placed to develop and enhance the internationalization of their own institution’s curricula.     

CANDID DISCUSSIONS ABOUT FIELDWORK: The New Ethnographer pre-field training workshop

In this conference review, the author reviews the first The New Ethnographer (TNE) pre-fieldwork training workshop for doctoral students that took place over two days at the London School of Economics and Political Science in February 2020. TNE's approach to pre-fieldwork training runs counter to institutionalized approaches of risk management: it acknowledges fieldwork's inherent messiness and ethnographers’ emotional and embodied entanglements, while inviting participants to rethink the language of ‘risk’ and ‘danger’. TNE's contribution lies in facilitating frank and experimental conversations between early career researchers, first via its digital platform, and now through scenario-based learning in the classroom.