Digital Texts and Textual Data: A Pedagogical Anthology

This collection features pedagogical artifacts created by the participants of the 2018-2019 NEH Institute for Advanced Topics in the Digital Humanities, “Textual Data and Digital Texts in the Undergraduate Classroom.” The artifacts--assignments, syllabi, sample student work, rubrics, workshops, and more--are grouped thematically in four sections: digital exhibits and narratives, textual analysis, distant reading and data visualization, and data-driven research. Each artifact begins with an overview in which the creator summarizes the artifact type, the intended audience, the time required, and the DH method and tool used, and provides a brief description of the artifact

"I am the Devil's own": Crime, class, and identity in the seventeenth century Dutch East Indies

"I am the Devil's Own" examines the ways the criminal justice system interacted with social services and military regulation to foster and impose class, gender, and ethnic identities on inhabitants of the Dutch East Indies during the period between the promulgation of the first independent Dutch East India Company (VOC) legal code and the restructuring of the criminal courts in 1689 and 1690. Using the case of the prosecution of Nicolaes Schagen as a point of entry into the criminal justice system, the study moves on to consider the concerns of elites and the regulation of daily life as expressed in VOC laws. The Company legislated separately for particular ethnic groups, different classes, and for women and children, shaping the expectations of courts and social services regarding their clients. The study also examines church council minutes in some detail, to show how the official church shaped private and public behavior, primarily through extra-legal means. Records of the criminal courts in Batavia, Timor, Ternate, and Melaka show that government, expectations of particular groups largely matched their criminal activity, that penalties for crimes were matched to defendants' sex, social status, and ethnicity, and that penalties were often designed to reinforce role-appropriate behavior. Finally, the study considers the interaction of women with social services and the legal system, showing that women took an active role in defining and sustaining respectable society, even as the government in turn sought to constrain them to respectable behavior.U of I OnlyETDs are only available to UIUC Users without author permissio

Good Practices in Accounting Education: Classroom Configuration and Technological Tools for Enhancing the Learning Environment

ABSTRACT This article explores how classroom configuration and instructional technologies (IT) can be used to leverage good practices in accounting education and improve core competencies of undergraduate students. The Seven Principles for Good Practice in Undergraduate Education, (Chickering and Gamson 1987, AAHE Bulletin, 39(7), pp. 3–7.) and the AICPA core competencies provide a framework to rethink educational practices in accounting and to evaluate the benefits of classroom configuration and IT within accounting curricula and pedagogy. Benefits of the enhanced classroom design and IT were assessed through a three-part student survey conducted at the end of semester coursework. Overall, students reported that classroom configuration and technology leverage certain of the Seven Principles of Good Practice in Higher Education, such as ‘cooperation among students’ and ‘respect for diverse talents and ways of learning,’ and enhance the development of core competencies identified for accounting education, including communication skills, decision-making skills, and social and teamwork skills.Instructional technology, seven principles for good practice in undergraduate education, classroom configuration, AICPA core competencies,

Smoking relapse and weight gain prevention program for postmenopausal weight-concerned women: A pilot study

OBJECTIVE: Postmenopausal women have substantial concerns about weight gain when quitting smoking, which may contribute smoking relapse. There is a need for smoking cessation and weight gain prevention programs effective in this population. METHODS: Two formats of a smoking cessation/weight gain prevention follow-up intervention in postmenopausal weight concerned women were compared: a minimally-tailored group format and a highly tailored, multidisciplinary individual format. Effects on sustained abstinence and postcessation weight gain were assessed. Postmenopausal smokers received 6 sessions of behavioral counseling over a 2-week period, 8weeks of the nicotine transdermal patch, and subsequent random assignment to receive follow-up relapse prevention sessions at 1, 3, 8, and 16weeks postcessation in either group or individual format. RESULTS: The sample (N=98) was 67% Caucasian and 33% African-American. Age: m=52.3 (7.8) years, follicle stimulating hormone: m=42.6 (25.7), body mass index (BMI): m=27.4 (6.2), daily smoking rate: m=20.3 (11.5), for m=29.4 (10.7) years, Fagerström Test for Nicotine Dependence (FTND): m=6.4 (2.1), and carbon monoxide: m=23.8 (13.0) ppm. Abstinence rates in the group condition were significantly higher at 8weeks posttreatment. Group format significantly predicted abstinence rates at 8 and 16weeks posttreatment, even while controlling for age, race, BMI, CPD, years smoking, FTND, and weight concern. Weight concern predicted postcessation weight gain at 8 and 16weeks posttreatment. CONCLUSIONS: Results indicate that smoking cessation programs for postmenopausal women may best be delivered in a group format and that postcessation weight concerns be dealt with prior to a quit date