Being Untruthful

2021 ◽  
Keyword(s):  
Graduate School ◽  
Literary Studies ◽  
Wide Range

Lies constitute one of several variants of non-factual communication. Based on the Interdisciplinary Graduate School on Factual and Fictional Narration, the contributions in this volume are both theoretical and historical and span a wide range of different approaches. While the essays from literary studies focus on the traditional accusation of fiction as lying and analyse the modern and postmodern play with mimesis and illusion in novels and plays, the psychological, philosophical, legal and historical contributions offer a variety of insights into the ubiquity of lying and its functions in various historical and pragmatic contexts. With contributions by Katrin Althans, Ronald Asch, Ingo Berensmeyer, Dallas Denery, Monika Fludernik, Cynthia Guo, Rüdiger Heinze, Daniel Morgenroth, Michael Navratil, Stephan Packard, Martin Riedelsheimer, Eva Ries, Philippe Rochat, Frank Schäfer, Vid Stevanović, Stefan Tilg and Tom Vanassche.

Reading Beyond the Code

2018 ◽  
Keyword(s):  
Relevance Theory ◽  
Literary Studies ◽  
The Novel ◽  
Human Communication ◽  
Communicative Acts ◽  
Face To Face ◽  
Code Model ◽  
Wide Range ◽  
Central Claim

This book explores the value for literary studies of relevance theory, an inferential approach to communication in which the expression and recognition of intentions plays a major role. Drawing on a wide range of examples from lyric poetry and the novel, nine of the ten chapters are written by literary specialists and use relevance theory both as an overall framework and as a resource for detailed analysis. The final chapter, written by the co-founder of relevance theory, reviews the issues addressed by the volume and explores their implications for cognitive theories of how communicative acts are interpreted in context. Originally designed to explain how people understand each other in everyday face-to-face exchanges, relevance theory—described in an early review by a literary scholar as ‘the makings of a radically new theory of communication, the first since Aristotle’s’—sheds light on the whole spectrum of human modes of communication, including literature in the broadest sense. Reading Beyond the Code is unique in using relevance theory as a prime resource for literary study, and is also the first to apply the model to a range of phenomena widely seen as supporting an ‘embodied’ conception of cognition and language where sensorimotor processes play a key role. This broadened perspective serves to enhance the value for literary studies of the central claim of relevance theory: that the ‘code model’ is fundamentally inadequate to account for human communication, and in particular for the modes of communication that are proper to literature.

scholarly journals When marks become graphics. Rediscovering a forgotten Bertin’s fork?

2019 ◽  
Vol 1 ◽  
pp. 1-2
Author(s):  
Gilles Rouffineau
Keyword(s):  
Graduate School ◽  
Graphic Design ◽  
Graphical Methods ◽  
Electric Industry ◽  
Training Course ◽  
Educational Domain ◽  
Wide Range ◽  
School Pedagogy ◽  
French Design ◽  
The Impact

<p><strong>Abstract.</strong> Adaptations of <i>Semiology of Graphics: Diagrams, Networks, Maps</i> (Bertin, 1967), and more broadly Jacques Bertin’s graphics research published since the mid-sixties, are manifold. So is the wide range of fields chosen to present various visual transformations and deep interpretations proposed to explain his actual graphical methods. From agriculture to demography, or european electric industry to animal behaviour responding to the light (pill bugs…), anything that can be quantified, compared and classified could fit in some graphic treatment for a better understanding. In this respect, graphics is able to go deeper and faster than any other analysis.</p><p>I would like to present a forgotten, unusual, rather unfinished, attempt to make use of graphics in a french design graduate school pedagogy during the eighties. Obviously, the impact of Bertin's research is huge in the cartography and social or historical sciences, but it seems seldom in the more casual educational domain, and more particularly in graphic design training course. Is it a paradox?</p>

scholarly journals The expanding role(s) of eosinophils in health and disease

Blood ◽  
2012 ◽  
Vol 120 (19) ◽  
pp. 3882-3890 ◽  
Author(s):  
Elizabeth A. Jacobsen ◽  
Richard A. Helmers ◽  
James J. Lee ◽  
Nancy A. Lee
Keyword(s):  
Graduate School ◽  
Blood Cells ◽  
White Blood Cells ◽  
Basic Research ◽  
Medical Graduate ◽  
Parasitic Infections ◽  
Consensus Opinion ◽  
Wide Range ◽  
Health And Disease ◽  
Healthy Persons

Abstract Surprisingly, the role(s) of eosinophils in health and disease is often summarized by clinicians and basic research scientists as a pervasive consensus opinion first learned in medical/graduate school. Eosinophils are rare white blood cells whose activities are primarily destructive and are only relevant in parasitic infections and asthma. However, is this consensus correct? This review argues that the wealth of available studies investigating the role(s) of eosinophils in both health and disease demonstrates that the activities of these granulocytes are far more expansive and complex than previously appreciated. In turn, this greater understanding has led to the realization that eosinophils have significant contributory roles in a wide range of diseases. Furthermore, published studies even implicate eosinophil-mediated activities in otherwise healthy persons. We suggest that the collective reports in the literature showing a role for eosinophils in an ever-increasing number of novel settings highlight the true complexity and importance of this granulocyte. Indeed, discussions of eosinophils are no longer simple and more often than not now begin with the question/statement “Did you know …?”

Literature and Communication

1979 ◽  
Vol 9 (2) ◽  
pp. 117-126
Author(s):  
Dennis F. Bratchell
Keyword(s):  
High School ◽  
Communication Skills ◽  
Teaching And Learning ◽  
Literary Studies ◽  
Unified Approach ◽  
Wide Range ◽  
Critical Approaches ◽  
New Situation

Frequent attention is drawn to the decline in the standards of written English. High school examinations are changing to meet a new situation. Attempts are being made to find a unified approach to all aspects of English study. Literary studies figure prominently in the education of teachers of English. New critical approaches bring linguistic and literary studies together. Form and content are seen as combined in structure. Basic critical approaches can be applied to a wide range of texts. This is significant for the teaching and learning of communication skills in English.

scholarly journals A model for training undergraduate students in collaborative science

FACETS ◽  
2018 ◽  
Vol 3 (1) ◽  
pp. 818-829 ◽  
Author(s):  
Nora J. Casson ◽  
Colin J. Whitfield ◽  
Helen M. Baulch ◽  
Sheryl Mills ◽  
Rebecca L. North ◽  
...  
Keyword(s):  
Undergraduate Students ◽  
Graduate School ◽  
Early Stage ◽  
Undergraduate Research ◽  
Learning Objectives ◽  
Research Experience ◽  
Faculty Advisors ◽  
Scientific Disciplines ◽  
Wide Range ◽  
Collaborative Skills

Engagement of undergraduate students in research has been demonstrated to correlate with improved academic performance and retention. Research experience confers many benefits on participants, particularly foundational skills necessary for graduate school and careers in scientific disciplines. Undergraduate curricula often do not adequately develop collaborative skills that are becoming increasingly useful in many workplaces and research settings. Here, we describe a pilot program that engages undergraduates in research and incorporates learning objectives designed to develop and enhance collaborative techniques and skills in team science that are not typical outcomes of the undergraduate research experience. We conducted a collaborative science project that engaged faculty advisors and upper year undergraduates at four institutions and conducted a review to assess the program’s efficacy. Students developed a broad suite of competencies related to collaborative science, above and beyond the experience of completing individual projects. This model also affords distinct advantages to faculty advisors, including the capacity of the network to collect and synthesize data from different regions. The model for training students to conduct collaborative science at an early stage of their career is scalable and adaptable to a wide range of fields. We provide recommendations for refining and implementing this model in other contexts.

scholarly journals Geneza i początki Studium Słowiańskiego UJ

LingVaria ◽  
2019 ◽  
Vol 14 (27) ◽  
pp. 11-33
Author(s):  
Mirosław Skarżyński
Keyword(s):  
Higher Education ◽  
Young People ◽  
Early Years ◽  
The Other ◽  
Literary Studies ◽  
Wide Range ◽  
Communist Government ◽  
The One ◽  
And Linguistics ◽  
Slavic Studies

The Origin and Early Years of the Slavic Institute of the Jagiellonian UniversityIn 1925, the Slavic Institute was opened at the Jagiellonian University with a view to educate experts in Slavic studies. The intention was for the studies to be interdisciplinary, it was planned to create departments not only in literary studies and linguistics, but covering a possibly wide range of disciplines. The idea of the Study was born not in the academic milieu, but among politicians. The intention was to create an institution which, on the one hand, would educate Poles about Slavdom, and on the other, would win Poland sympathizers in other countries by inviting young people from Slavic countries and making it possible for them to study in Cracow. It was also planned that Polish graduates of the Institute would be given scholarships to various Slavic countries. Another goal of the Institute was to prevent Czechoslovakia from dominating Slavdom. Due to the economic situation of Poland in late 1920s and early 1930s, the project was implemented only partially. The contribution of the Institute to the development of Slavic studies in Poland, however, is unqestionable, especially in the field of personnel education. The Institute was closed in 1951, as part of the reform of higher education that was undertaken by the communist government and destroyed the academic milieu in Poland.

scholarly journals Social Network Analysis in Russian Literary Studies

2020 ◽  
pp. 517-536
Author(s):  
Frank Fischer ◽  
Daniil Skorinkin
Keyword(s):  
Social Network ◽  
Social Network Analysis ◽  
Network Analysis ◽  
Literary Texts ◽  
Literary Studies ◽  
War And Peace ◽  
The Social ◽  
Wide Range ◽  
Russian Literary ◽  
Simple Fashion

AbstractNetwork analysis as a method has applications in a wide range of fields from physics to epidemiology and from sociology to political science, and in the meantime has also reached the literary studies. Networks can be leveraged to examine intertextual relations or even artistic influences, but the main application so far has been the analysis of social formations and character interactions within fictional worlds. To make this possible, texts have to be formalized into a set of nodes and edges, where nodes represent characters and edges describe the relations between these characters in a very simple fashion: Do they or don’t they interact? Based on a selection of Russian plays and Tolstoy’s novel War and Peace, we will describe approaches to the social network analysis of literary texts.

scholarly journals Introduction

2021 ◽  
Vol 2 (2) ◽  
pp. 1-8
Author(s):  
Jonathan A. Allan ◽  
Chris Haywood ◽  
Frank G. Karioris
Keyword(s):  
Social Sciences ◽  
Scientific Method ◽  
Gender And Sexuality ◽  
Literary Studies ◽  
Validity And Reliability ◽  
Arts And Humanities ◽  
Making Sense ◽  
Minimal Sample ◽  
Wide Range ◽  
Sexual Processes

We are delighted to introduce the second issue of volume 2. We are beginning to see a pattern in the various submissions that we receive for the journal. While the editors have backgrounds in Literary Studies, Sociology, and Anthropology, the journal has appealed to the traditional social sciences and has reached out and connected to other disciplines, such as Art, Film Studies, Historical Studies, and Literary Studies. The journal is therefore beginning to see the making sense of gender and sexuality, moving beyond the established and perhaps somewhat hegemonic disciplinary focus on sociology and psychology. It is also important to keep in mind that when we say “social sciences,” we are talking about not only a range of different disciplines, but also heterogeneous approaches within those disciplines. For example, a journal recently advised an author that they would only accept qualitative research papers if the minimal sample was 35. Although the logic and explanation for this number in terms of saturation of themes and rigor of analysis appeals to themes of validity and reliability (although why 35 and not 36 or 34 remains unexplained), the idea of research on gender and sexuality as being framed through the scientific method still endures. This is not to say that we need to abandon approaches that aspire to the scientific method. On the contrary, such approaches are important, often providing systematic mapping and documenting of gendered and sexual processes and practices. By being grounded in the possibilities that the existing epistemologies are able to deliver, they provide an internal logic of certainty and a feeling of confidence. However, the criteria of validity and reliability in themselves limit what can or cannot be captured. This is part of the reason why we welcome submissions from the Arts and Humanities, as much as we do submissions from all other disciplines: we argue that they are able to open up and explore gender and sexuality differently. We are hopeful that we can develop the journal further to facilitate a platform to share a wide range of driven disciplinary perspectives and support a range of epistemologies.

scholarly journals Of Emptiness and Revolution

Prism ◽  
2020 ◽  
Vol 17 (1) ◽  
pp. 35-56
Author(s):  
Yiju Huang
Keyword(s):  
Dominant Mode ◽  
Buddhist Philosophy ◽  
Literary Studies ◽  
Close Reading ◽  
Lu Xun ◽  
May Fourth Movement ◽  
Wild Grass ◽  
Fourth Movement ◽  
Modern Chinese ◽  
Wide Range

Abstract Lu Xun 魯迅 (1881–1936) has remained a most prominent figure in modern Chinese literary studies, but not so in modern Buddhism scholarship. This article shows the interlacing of Lu Xun's revolutionary vision with Buddhism on three primary terrains: his indebtedness to his teacher Zhang Taiyan 章太炎 (1868–1936), his immersion in a wide range of Buddhist texts before the May Fourth movement, and a close reading of selected poems from Yecao 野草 (Wild Grass) in light of Buddhist philosophy. The author argues that Yogācāra conceptions promoted by Zhang, wanfa weixin 萬法唯心 (all phenomena are nothing but mind), bushi 佈施 (the bodhisattva ideal of sacrificial giving), and kong 空 (emptiness as boundless potentiality), greatly influenced Lu Xun's aesthetics. Ultimately, this article shows how revolution, the dominant mode of secularism, is theistically conditioned. The Buddhist notion of emptiness, rather than an impediment to modernity, informs the worldly action of revolution and the phenomenal possibility of change.

How Nice to Be an Outsider

2012 ◽  
Author(s):  
Roald Hoffmann
Keyword(s):  
Comparative Literature ◽  
Graduate School ◽  
Vested Interest ◽  
Literary Studies ◽  
Central Problem ◽  
Good Science ◽  
The Subject ◽  
Do So ◽  
The Way

Every one of my scholarly/literary activities is outside literary studies as such. Yet to a varying degree all that I do is the subject of the amoeboid activities of the field. I also have, in principle, no vested interest in the flow of students into your departments [this was a lecture to an audience in comparative literature], nor do I have to worry about jobs for them, nor the level of remuneration of your sluggers and sometime pinch hitters. It seems to me that given this practical disinterest (reading Burke and Kant) I am ideally situated to make aesthetic judgments if not prognoses of the future of literary studies. Which is the reason, I suppose, that I was asked to do so. But first let me count the ways in which I am marginal. First of all, I am a chemist, of the theoretical subspecies. I have done some good science, even shaped the way that chemists think of the motion of electrons in molecules, and how the electrons determine the shape and reactions of those persistent groupings of atoms we’ve learned to see without seeing. My and my collaborators’ work is divulged, some of my colleagues would say preached, in over 450 scientific articles (our stock in trade, rather than books). Such “texts” have become the subject of a burgeoning field of literary studies of science. But no one would bother with my texts; they are individually unimportant (though what they collectively teach is of value; I think of my articles as chapters in a serialized text, but please don’t tell the editors of the journals in which I publish). And perhaps when I write science I am too self-conscious of the central problem of representation for me to play the role of an innocent native (or his artifacts) awaiting the sage pseudo-anthropo/ sociological investigation of the way I construct knowledge. Also the cognitive, intrascientific background needed to assess my papers is moderately formidable; there is a reason why chemists spend five years in graduate school .

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