The Rhetoric of Health and Medicine as a “Teaching Subject”: Lessons from the Medical Humanities and Simulation Pedagogy

The rhetoric of health and medicine has only begun to intervene in health pedagogy. In contrast, the medical humanities has spearheaded curriculum to address dehumanizing trends in medicine. This article argues that rhetorical scholars can align with medical humanities’ initiatives and uniquely contribute to health curriculum. Drawing on the author’s research on clinical simulation, the article discusses rhetorical methodologies, genre theory, and critical lenses as areas for pedagogical collaboration between rhetoricians and health practitioners

What the humanities are for - a semiotic perspective

In the wake of both 9/11 and the financial crisis of 2008, the humanities have been offered as constituents of higher education which, if more prominent and more strenuously promoted, might have prevented both events. At the same time, the humanities have undergone an assault from governments in the West, with massively reduced or wholly cut funding as part of an attempt to promote science, technology, engineering and mathematics (STEM) in universities. The response from parts of the humanities to these government initiatives has been strident, insisting that a thriving humanities or liberal arts curriculum is crucial to democracy, ethics and citizenship, and that the humanities should be an essential ingredient of science and business education. Contemporary semiotics’ deployment of the concept of Umwelt demonstrates that the contribution the humanities might make to theory, practice and social life remains indispensable. Yet this contribution is of a rather different character to that portrayed in the traditional defence of ’humanistic’ study. Indeed, the example of semiotics reveals that the humanities themselves are regularly misconceived

Visualizing Evaluative Language in Relation to Constructing Identity in English Editorials and Op-Eds

This thesis is concerned with the problem of managing complexity in Systemic Functional Linguistic (SFL) analyses of language, particularly at the discourse semantics level. To deal with this complexity, the thesis develops AppAnn, a suite of linguistic visualization techniques that are specifically designed to provide both synoptic and dynamic views on discourse semantic patterns in text and corpus. Moreover, AppAnn visualizations are illustrated in a series of explorations of identity in a corpus of editorials and op-eds about the bin Laden killing. The findings suggest that the intriguing intricacies of discourse semantic meanings can be successfully discerned and more readily understood through linguistic visualization. The findings also provide insightful implications for discourse analysis by contributing to our understanding of a number of underdeveloped concepts of SFL, including coupling, commitment, instantiation, affiliation and individuation

Pledging to harm:A linguistic appraisal analysis of judgment comparing realized and non-realized violent fantasies

Intent is a psychological quality that threat assessors view as a required step on a threatener’s pathway to action. Recognizing the presence of intent in threatening language is therefore crucial to determining whether a threat is credible. Nevertheless, a ‘lack of empirical guidance’ (p. 326) is available concerning how violent intent is expressed linguistically. Using the subsystem of judgment in Appraisal analysis, this study compares realized with non-realized ‘pledges to harm’, revealing occasionally counterintuitive patterns of stancetaking by both author types – for example, that the non-realized texts are both prosodically more violent and more threatening, while the realized pledges are more ethically nuanced – which may begin to shed light on which attitudinal markers reliably correlate with an author’s intention to do future harm

DH Benelux Journal 3. DH Benelux Online

The third volume of the DH Benelux Journal. This volume includes six full-length, peer-reviewed articles that are based on accepted contributions to the 2020 virtual DH Benelux conference. Contents: 1. Editor's Preface (Wout Dillen, Marijn Koolen, Marieke van Erp); 2. Introduction: Digital Humanities Online (Antske Fokkens, Christian Gosvig Olesen); 3. I Catching. Computationally Operationalising Narrative Perspective for Stylometric Analysis (Lisanne M. van Rossum, Joris J. van Zundert, Karina van Dalen-Oskam); 4. Reconstructing Gavin Douglas’s Translation Practice in the Eneados Using a Corpus Linguistic-Based Method (Megan Bushnell); 5. Using Linked Data to Track and Trace Processes of Canonization in Early Modern Dutch Literature (Harm Nijboer, Lieke van Deinsen, Leon van Wissen, Judith Brouwer, Ton van Strien, Frans Blom); 6. Vehemence and Victims: Emotion Mining Historical Parliamentary Debates on War Victims in the Netherlands (Milan van Lange and Ralf Futselaar); 7. #Bookstagram and Beyond. The Presence and Depiction of the Bachmann Literary Prize on Social Media (2007-2017) (Lore De Greve, Gunther Martens); 8. The Digital Humanities Classroom as a “Node”. From Toolbox to Mindset? (Florentina Armaselu)

Quality Teaching, Learning Language and Technology in Didactic Practice on the Time of Pandemic

It is in the dynamics of a world out of step, sometimes disoriented, strongly   impacted by the Covid19 Coronavirus pandemic in particular, the 21 st century presents itself as a new world exposing a new geo-political map: the world is moving, changing vertiginously at an incredible speed ! Then, the prerogatives of education presupposed in traditional pedagogy have been called into question by new didactic prerogatives. And it is indeed in this pandemic context that researchers, linguists, and educational specialists are reflecting on the dizzying development of digital technology by innovating new approaches that are becoming the backbone of the educational challenge because learning is variable over time. In this international conference, as an invited speaker, we ask the main following question : to what extent does our study fit in with current pedagogical and technological innovation ? So we define the concept of quality in the context of educational sciences and its relationship between language learning (French /English) and technology. Computer sciences (the tool of ICT, distance learning) are an asset to Faerber (2002)  Model of “pedagogical tetrahedron’. This is why quality assessment procedures for language learning (acquisition, cognitive training and distance learning) are essential. However, Our study is structured in three ways : firstly, it defines three concepts : the quality of teaching, language learning (French/English) and distance learning, secondly, the author examines two groups of students at two different levels, belonging to the alternative class and having taken distance education courses. Finally, the author arrives at the results by evaluating distance learning thanks to information technology, which brings a new way of thinking

HiER 2015. Proceedings des 9. Hildesheimer Evaluierungs- und Retrievalworkshop

Die Digitalisierung formt unsere Informationsumwelten. Disruptive Technologien dringen verstärkt und immer schneller in unseren Alltag ein und verändern unser Informations- und Kommunikationsverhalten. Informationsmärkte wandeln sich. Der 9. Hildesheimer Evaluierungs- und Retrievalworkshop HIER 2015 thematisiert die Gestaltung und Evaluierung von Informationssystemen vor dem Hintergrund der sich beschleunigenden Digitalisierung. Im Fokus stehen die folgenden Themen: Digital Humanities, Internetsuche und Online Marketing, Information Seeking und nutzerzentrierte Entwicklung, E-Learning