In Professional Academic Writing in the Humanities and Social Sciences, Susan Peck MacDonald tackles important and often controversial contemporary questions regarding the rhetoric of inquiry, the social construction of knowledge, and the professionalization of the academy. MacDonald argues that the academy has devoted more effort to analyzing theory and method than to analyzing its own texts. Professional texts need further attention because they not only create but are also shaped by the knowledge that is special to each discipline. Her assumption is that knowledge-making is the distinctive activity of the academy at the professional level; for that reason, it is important to examine differences in the ways the professional texts of subdisciplinary communities focus on and consolidate knowledge within their fields. Throughout the book, MacDonald stresses her conviction that academics need to do a better job of explaining their text-making axioms, clarifying their expectations of students at all levels, and monitoring their own professional practices. MacDonald’s proposals for both textual and sentence-level analysis will help academic professionals better understand how they might improve communication within their professional communities and with their students.

The field of Soft Computing in Humanities and Social Sciences is at a turning point. The strong distinction between “science” and “humanities” has been criticized from many fronts and, at the same time, an increasing cooperation between the so-called “hard sciences” and “soft sciences” is taking place in a wide range of scientific projects dealing with very complex and interdisciplinary topics. In the last fifteen years the area of Soft Computing has also experienced a gradual rapprochement to disciplines in the Humanities and Social Sciences, and also in the field of Medicine, Biology and even the Arts, a phenomenon that did not occur much in the previous years. The collection of this book presents a generous sampling of the new and burgeoning field of Soft Computing in Humanities and Social Sciences, bringing together a wide array of authors and subject matters from different disciplines. Some of the contributors of the book belong to the scientific and technical areas of Soft Computing while others come from various fields in the humanities and social sciences such as Philosophy, History, Sociology or Economics. Rudolf Seising received a Ph.D. degree in philosophy of science and a postdoctoral lecture qualification (PD) in history of science from the Ludwig Maximilians University of Munich. He is an Adjoint Researcher at the European Centre for Soft Computing in Mieres (Asturias), Spain. Veronica Sanz earned a Ph.D. in Philosophy at the University Complutense of Madrid (Spain). At the moment she is a Postdoctoral Researcher at the Science, Technology and Society Center in the University of California at Berkeley. Veronica Sanz earned a Ph.D. in Philosophy at the University Complutense of Madrid (Spain). At the moment she is a Postdoctoral Researcher at the Science, Technology and Society Center in the University of California at Berkeley.

Teaching Humanities and Social Sciences, 7e prepares teachers to develop and implement programs in the humanities and social sciences learning area from F-10. It successfully blends theory with practical approaches to provide a basis for teaching that is engaging, inquiry-based and relevant to students’ lives. Using Version 8.1 of the Australian Curriculum, the text discusses the new structure of the humanities and social sciences learning area. Chapters on history, geography, civics and citizenship, and economics and business discuss the nature of these subjects and how to teach them to achieve the greatest benefit for students, both as sub-strands within the Year F-6/7 HASS subject and as distinct Year 7-10 subjects. Throughout, the book maintains its highly respected philosophical and practical orientation, including a commitment to deep learning in a context of critical inquiry. With the aid of this valuable text, teachers can assist primary, middle and secondary students to become active and informed citizens who contribute to a just, democratic and sustainable future.

CD-ROm contains: Multimedia that provides unique approach to various disciplines in the social sciences and humanities -- Links to related resources.

This book presents a collection of papers written by educators and researchers. The topics include the analysis of social science textbooks, the teacher image in newspapers, the relationship between self-efficacy and cognitive level and the role of organizational silence on the loneliness of academics in work life.

Grants and fellowships are increasingly essential to an academic career, and competition over federal and foundation funding is fiercer than ever. Yet there has hitherto been little training available for this genre of writing. Funding Your Research in the Humanities and Social Sciences demystifies the process of writing winning grant proposals in the humanities and social sciences. Offering practical guidance, step-by-step instructions, and examples of successful proposals, Walker and Unruh outline the best practices to crack the proposal writing code. They reveal the most common peeves of proposal reviewers, and offer advice on how to avoid frequent problem areas in conceptualizing and crafting a research proposal in the humanities and social sciences. Contributions from agency and foundation program officers offer the perspective from the other side of the proposal submission portal, and new research funding trends, including crowdfunding and public scholarship, are also covered. This book is essential reading for all those involved in funding applications. Graduate students, research administrators, early career faculty members, and tenured professors alike will gain new and effective strategies to write successful applications.

The papers in this volume, presenting a stimulating appraisal of graduate education in America, were delivered during the seventy-fifth anniversary celebration of the Graduate School of the University of Pennsylvania. Though the writers of these papers approach the overall topic from many different points of view, one striking, basic conclusion is held by all: graduate training must change from the study of "subjects" to the study of institutional aggregates evolving in time, such as cultures or civilizations, basing more of its research on the use of models, on the application of the most rigorous instruments of thought and analysis, and on a more effective assessment of value. The papers of Max Black, Charles Frankel, and S. S. Wilks all indicate that we are developing more precise methods of definition, discovery, and communication—methods which are difficult to teach, to learn, and to use. Do we really face the problem of how well do we teach them? These papers likewise indicate a new concept of cooperation and sharing of insight, particularly in the fields of the social sciences and the humanities. Whatever gap exists between them should be bridged by the faculty, and the students should be led constantly back and forth across the bridge. John P. Gillin describes the need for the bridge and gives some specifications for planning and building it. In this matter of specifications, Whitney J. Oates, Daniel H. H. Ingalls, Leo Gershoy, and Henri Peyre join with him in stressing the "cultural" concept. There are entities in space and time, population aggregates, which have folkways and characteristics of behavior which can be defined, analyzed, and compared. The implications as well as the definite recommendations of these papers underline the inadequacies of much of our orientation toward present Ph.D. training and add greatly to the difficulties of our situation. If we are to place the study of any phase of human behavior in its proper setting, we must provide our students with a cultural frame of reference which most of them do not now have. The study of the ancient world, Eastern cultures, recurrent behavioral patterns, and the intricate process of the creation and transmission of ideas all provide guideposts along a new road which society should demand that we travel. Pendleton Herring, Howard Mumford Jones, and Donald Young offer suggestions, sometimes rather at variance with one another, as to the philosophy which should direct a scholarly reorientation. A need exists for more careful attention to the implications of a graduate school as an association of a mature group of scholars with a younger generation who are being trained to carry on. There should be a greater sense of men and women of varied skills working together and sharing their curiosities as well as their information, their thoughts as well as their discoveries. Contributors: John P. Gillin, Max Black, S. S. Wilks, Howard Mumford Jones, Charles Frankel, Leo Gershoy, Henri Peyre, Pendleton Herring, Whitney J. Oates, Daniel H. H. Ingalls, Donald Young.