Aims: This study investigates the effectiveness of the Barman Model in enhancing historical knowledge depth and persuasive intelligence among first-year middle school students. Methodology: A quasi-experimental, pretest-posttest control group design was implemented with a sample of 62 first-year middle school students, randomly assigned to either an experimental group (n=31) or a control group (n=31). The experimental group received instruction via the Barman Model, while the control group was taught using conventional methods. Two primary instruments were developed and validated: 1. A Depth of Historical Knowledge Test consisting of 24 items aligned with three cognitive levels: recall and reproduction, application of concepts and skills, and strategic thinking. 2. A 20-item Persuasive Intelligence Scale designed to assess students' capacity for argumentation and influence. The persuasive intelligence scale was administered as a pretest and posttest to both groups. The knowledge test was administered as a posttest only. Data were analyzed using inferential statistics, including t-tests, and educational impact was further assessed using the McGogian gain equation. Results: Statistical analyses revealed that the experimental group demonstrated significantly higher mean scores than the control group on both the posttest Depth of Historical Knowledge Test (p < .05) and the Persuasive Intelligence Scale (p < .05). The calculated gain scores, as determined by the McGogian equation, confirmed a substantial educational impact attributable to the Barman Model intervention. Conclusions: The findings confirm the efficacy of the Barman Model in fostering a deeper, multi-layered understanding of history and in developing students' persuasive intelligence. The model equips learners with the ability to construct evidence-based arguments, engage in reasoned dialogue, and exert intellectual influence. These results underscore the pedagogical value of innovative, student-centered strategies in moving beyond rote memorization to achieve advanced cognitive and skill-based outcomes. Recommendations: It is recommended that educators and curriculum designers integrate the Barman Model into history instruction to cultivate critical thinking and persuasive communication. Teacher training programs should emphasize such evidence-based pedagogical models. Further research is encouraged to explore the model's applicability across different subjects, grade levels, and cultural contexts.
History of scholarship and learning. The humanities
Gregory J. Harper, Roslyn Cameron, Christine Edwards
Abstract A holistic framework for the design of leadership and management programs to accelerate leadership and management capability development in the workplace is presented. Previous models and frameworks have been primarily based on program design inputs and outcomes and have not adequately considered the mediating role of learning processes and learner preferences in the relationship between program design inputs and outcomes. Additionally, most existing models and frameworks do not offer holistic approaches. Four theoretical implications and five practical applications of the framework are presented. The three defining features of the leadership and management learning framework are the focus on the development of competencies that underpin effective leadership, the central role of learning facilitation in this development, and the workplace learning processes that enable leadership and management development, and specifically meta-learning processes. Contributions to theory involve the integration of meta-learning and facilitation in the framework and the six propositions posited. A series of practical implications for advancing leadership program design, delivery and evaluation is also presented.
History of scholarship and learning. The humanities, Social Sciences
Mark Wiykiynyuy Tangwa, Boniface Ngah Epo, Francis Menjo Baye
This paper seeks to investigate the role of housing quality on the relationship between maternal education and child malnutrition using the 2018 Cameroonian demographic and health survey. We employed the control function modelling and the non-self-cluster mean/proportion identification strategies to address potential endogeneity and sample selection concerns. Results indicate that: (a) women with less than ten years of schooling are more likely to have malnourished children than their counterparts with more years; (b) a percentage improvement in housing quality reduces the risk of a child being malnourished by about nine percentage points, and enhances the likelihood that mother's education will reduce child malnutrition; and (c) the mediation role of housing quality on the mother's education-child nutrition nexus is significant overall, but heterogeneous when we consider the different agroecological zones. These findings suggest the need for policy interventions on housing quality as a possible channel to enhance the direct effect of maternal education in reducing the probability of child malnutrition, and the potency of this channel would be increased if agroecological and cultural specificities are accounted for.
History of scholarship and learning. The humanities, Social sciences (General)
يتضمن بحثنا اربعة مباحث، تطرقنا في المبحث الاول لخصائص الوضع السكاني ـ الديمغرافي في منطقة الرضوية، في حين جاء المبحث الثاني في بيان خصائص حالة المساكن في منطقة البحث، اما المبحث الثالث فاهتم بتحليل خصائص الوضع الاقتصادي في المنطقة، ومن ثم جاء المبحث الرابع ليبين خصائص الوضع التعليمي والعلمي بناء على الأوضاع السكنية والسكانية لمنطقة الدراسة. استعان الباحثين ببعض الوسائل لإحصائية لتحليل البيانات لاستخلاص نتائج الدراسة مثل برامج (xl) و (maintab) الاحصائية. وتوصلنا الى نتاج تفيد بان لخصائص السكن العشوائي اثارا سلبية غالبا في مستويات التلاميذ.
History of scholarship and learning. The humanities, Arts in general
Abstract This paper attempts to analyse India’s foreign policy towards Afghanistan in the post-9/11 era. While the 9/11 attacks marked the beginning of a new epoch in world politics, the ensuing US-led military intervention in Afghanistan offered India a much needed opportunity to re-establish diplomatic ties with Kabul. Since then, India has remained cautious in its approach toward Afghanistan by relying more on assistance-driven foreign policy measures rather than on engaging militarily in the war-torn country. However, the question remains as to what extent India has been able to create strategic space for itself in Afghanistan, given the fact that India had to shut down its embassy and consulates in Afghanistan in August 2021 when the Taliban regained control of the country? Or, has India’s policy been too reliant on soft power that India failed to capitalise on the opportunity created by the overthrow of the Taliban regime in late 2001?
History of scholarship and learning. The humanities, Social Sciences
The research entitled The Use of Diorama Learning Media on Student Motivation in Class X Social Sciences 2 SMA Negeri 1 Rundeng District". This study aims to determine the effect of using diorama learning media on students' motivation to learn history at SMA Negeri 1 Rundeng District. This study uses a qualitative approach while the type of research is descriptive. The subjects in this study were all students of class X IPS 2 SMA Negeri 1 Rundeng District, totaling 17 students. Sampling technique using purposive sample or sample purpose. selecting this sample was based on the teacher's reference which allowed the data collection techniques to be used were observation, interviews and documentation.Meanwhile, the data analysis technique in this study begins with data reduction, then data model (data display), and ends with verification (conclusion) Based on the data analysis carried out, the average level of motivation obtained by students in class X IPS 2 SMA Negeri 1 R undeng District is highly motivated. Based on the calculation of the percentage scores obtained by students in class X IPS 2 consisting of 82%, 90%, 94%, 96%, 98%, 100% and if added as a whole, the average percentage score is 88%, the results fall into the category very motivated. It can be concluded that there is an effect of using diorama learning media on the motivation to learn the history of students in class X IPS 2 SMA Negeri 1 Rundeng District.
Despite the increased use of technology in higher education classrooms, we need a better understanding of pedagogical strategies that improve student ability to produce quality scholarly digital content in the humanities. This research was designed to examine student learning through scholarly digital storytelling, a technology-enhanced assessment. The researcher collected data during and after an interdisciplinary, graduate scholarly digital storytelling course, including student work, student reflections, and individual interviews, to examine experiences at key points throughout the learning process. The results indicate that this pedagogical approach, when carefully scaffolded alongside formative feedback and ongoing student support, can increase student capacity—including digital agency, problem-solving skills, and digital knowledge production skills—to produce scholarly digital work in the humanities. Students can also learn to understand the interplay between disciplinary learning and digital skills and the ways in which both are essential for scholarly communication within and beyond the classroom.
This article undertakes an empirical investigation on how firm board characteristics relate with corporate social responsibility disclosure (CSRD) in the banking industry of developing economies with a particular interest in Nigeria. The study focuses on a sample of 11 out of the 13 Nigerian listed national commercial banks which provide similar services and are subject to the same regulations and disclosure requirements by the Central Bank of Nigeria (CBN) from 2007 to 2018. Multiple regression analysis was employed on panel data obtained from the banks’ audited financial statements. The findings show that board with large number of persons, low proportion of persons operating outside the bank operations, and higher percentage of feminine directors on the board support higher level of corporate social responsibility (CSR). The results of large number of persons on board and better proportion of feminine administrators support the resource dependency theory and agency theory which offer the broad theoretical underpinnings for this study. The low percentage of nonexecutive administrators negates stand of bank regulators. This implies that banks with an oversized board size, gender diversity, and less board independence are seemingly favorably disposed to improve on CSR.
History of scholarship and learning. The humanities, Social Sciences
The article is a review of a new textbook on the history of ancient Rome, written by a famous scientist, candidate of historical sciences V. O. Nikishin, senior lecturer at the Department of Ancient History at the History Faculty of Moscow State University. The history of Ancient Rome is the final stage of the ancient history of the Mediterranean. By the beginning of the new era, there was a powerful state that united within its borders the vast territories of the Eastern and Western Mediterranean - the Roman Empire, which absorbed the colossal cultural heritage of ancient Mediterranean civilizations. Ancient Roman society accumulated and synthesized in order to then transmit to the next generations the greatest achievements of ancient culture at the highest stage of its development, which explains the exceptional importance of Ancient Rome in world history. The author gives a fairly detailed analysis of the textbook, and comes to the conclusion that it is written just brilliantly, but needs to expand some sections.
Law, History of scholarship and learning. The humanities
AbstractThis short article discusses whether it matters if non-computational colleagues fail to understand our (i.e. the digital humanists) work. The case study of the article is Hebrew literature and its community of scholars: surprisingly, despite the fact that the initial conditions are promising, it would appear that the digital humanities do not find access into the departments of Hebrew literature and the journals dedicated to it easy to come by. The article examines the reasons for this and describes a possible remedy for it—one where a conceptual rather than a technical foundation would provide the basis for a fruitful and critical dialogue between computational researchers and the rest. Such an approach is necessary not just for the research of small-scale literatures but also for the development of (computational) literary studies in general.
En este trabajo se abordan los cambios que ha sufrido el concepto de edición desde la perspectiva de un nuevo género de expresión literaria: la literatura digital. Se detallan los géneros de literatura digital con mayor proyección repasando su historia y actualidad, y las nuevas fórmulas de edición digital que han surgido a raíz de los anteriores. Es una historia de la literatura digital y de aquellos aspectos o herramientas nuevos que estas nuevas producciones han motivado: nuevos códigos o formatos, nuevos programas informáticos de producción, nuevos aparatos o mecanismos de lectura, nuevos usuarios que son lectores-visualizadores-partícipes-etc., nuevos métodos de edición, nuevos espacios de preservación, etc.
History of scholarship and learning. The humanities
The article analyzes the interrelation between L.S. Vygotsky’s and Uznadze’s views on some important issues of developmental and pedagogical psychology. This, in particular, refers to the problem of concept formation, periodisation of child development, relation between development and teaching, motive forces of development. Special attention is paid to “coincidence theory” and the principle of solving “empirical postulate” which is a methodological basis for the whole system of D.N. Uznadze’s psychological conception including issues of development and education. It is pointed out that in spite of not being very well acquainted with each other’s works, the difference between viewpoints of L.S. Vygotsky and D.N. Uznadze is considerably less than the things they have in common. As for the principal questions, their approaches are often consistent and, in some cases, identical. Also, a lot of interesting outcomes can be expected from a deeper analysis of the general psychological views of the author of the cultural-historical concept and the author of the theory of set.
History of scholarship and learning. The humanities
The article draws attention to some aspects of creating professionally oriented tasks in the context of the formation of future specialists’ communicative self-efficacy. The recommendations presented are based on the analysis of theoretical and methodological literature, as well as taking into account the author’s own experience. The article is addressed to teachers interested in using professionally oriented tasks in the practice of working with students.
International audience British philosopher and reformer Jeremy Bentham (1748-1832) left over 60,000 folios of unpublished manuscripts. The Bentham Project, at University College London, is creating a TEI version of the manuscripts, via crowdsourced transcription verified by experts. We present here an interface to navigate these largely unedited manuscripts, and the language technologies the corpus was enriched with to facilitate navigation, i.e Entity Linking against the DBpedia knowledge base and keyphrase extraction. The challenges of tagging a historical domain-specific corpus with a contemporary knowledge base are discussed. The concepts extracted were used to create interactive co-occurrence networks, that serve as a map for the corpus and help navigate it, along with a search index. These corpus representations were integrated in a user interface. The interface was evaluated by domain experts with satisfactory results , e.g. they found the distributional semantics methods exploited here applicable in order to assist in retrieving related passages for scholarly editing of the corpus.
History of scholarship and learning. The humanities, Bibliography. Library science. Information resources
AbstractAn authorship attribution investigation ideally begins with a well-defined set of possible authors and an adequate number of firmly attributed roughly contemporaneous long texts in the same genre by those authors. Many significant or intriguing problems, however, suffer from deficiencies or limitations that reduce the effectiveness or validity of some kinds of analysis and make others impossible. These problematic situations can be approached by creating simulations that are designed to overcome or mitigate the difficulties of the problems. The results of the simulations can be used to suggest at least tentative solutions. Here, simulations are used to investigate four difficult problems. One involves fewer and shorter texts than would be ideal–texts that are also chronologically earlier than the known texts by the target author. The second involves too small a number of well attributed texts by the authors in question, and initial uncertainty about the genres of the texts, the number of authors involved, and their genders. The third is a tricky case of co-authorship with only relatively vague and uncertain evidence about the nature and extent of each author’s contribution; here simulations with sections of well-attributed texts by the two authors are used to test Rolling Classify. The fourth addresses the sparsity of well-attributed and confidently-dated Early Modern plays, using simulations to evaluate Brian Vickers’ rare n-gram approach to the attribution of such plays.
AbstractThis research starts from the observation that Bernard Stiegler’™s general organology draws from the philosophical rethinking of the original practice of organology in musicology. Stiegler’™s main philosophical concepts that led to the establishment of general organology, as well as the trajectory of development of Stiegler’ general organology from his musical/musicological experience are discussed and explained. The main claim of this article is that the philosophical platform of general organology has an activist potential for the revitalization of the contemporary humanities and the transformation of the humanities into digital studies. This transformation takes place in the manner of two-level transcontextualization. The first level concerns the transcontextualization of the musicological organology into the general organology as a philosophical platform for understanding the phenomenological and ontological questions of a human being in the world mediated by digital technology. The second level concerns the activist potential of the general organology in relation to the humanities. The transformation of the humanities into digital studies is enabled through the transcontextualization of the general organology as the new, revitalized philosophical ground of the humanities that are dealing with the conditions of humanity in our contemporaneity. This means that digital studies involve not only the digital mediation of the knowledge, but researching that should be implemented in improving the humans' skills, knowledge, attention, and perceptive capabilities through digital technologies.
This essay demonstrates how topic modeling can be fruitfully applied to TEI-encoded plays, which allows scholars to analyze speeches by individual characters. Our analysis centers on Shakespeare’s corpus and characters who reappear in multiple plays. Specifically, we use topic models to show that young Prince Hal (in 1 and 2 Henry IV) does not speak the same language as his later self, Henry V (in his titular play): his linguistic shift mirrors his shift in status. Hal himself announces, “I have turned away my former self”—his change in diction bears out his assertion. Conversely, topic models reveal that Falstaff is Falstaff across multiple plays and genres (notably, 1 and 2 Henry IV and The Merry Wives of Windsor), despite scholarly claims to that the Falstaff of comedy is a watered-down version of the braggart drunk of the history plays. Ultimately, we hope that this algorithmically-informed analysis of Shakespeare’s plays is not taken as a final answer, but, instead, as a prompt. As this research reveals, topic modeling plays with attention to each speaker opens the door for new comparisons, and in turn, expands on previous interpretations of literature. Cet essai démontre que les modèles à thèmes (topic model) peuvent être appliqués avec succès à des pièces encodées en TEI, ce qui permet aux érudits d’analyser le discours de personnages individuels. Notre analyse se concentre sur le corpus de Shakespeare et sur ses personnages qui réapparaissent dans plusieurs pièces. Particulièrement, nous employons des modèles à thèmes pour montrer que le jeune Prince Hal (1 et 2 Henri IV) ne parle pas le même langage que celui qu’il parle après être devenu Henri V (Henri V): son changement linguistique reflète son changement de standing. Hal, lui-même, annonce: « j’ai renoncé à mon passé » —son changement de diction confirme cette affirmation. Inversement, les modèles à thèmes révèlent que Falstaff est Falstaff à travers plusieurs pièces et genres (notamment, 1 et 2 Henri IV et Les Joyeuses Commères de Windsor), malgré des affirmations érudites que le Falstaff dans la comédie est une version édulcorée du vantard ivre des pièces d’histoire. Finalement, nous espérons que cette analyse algorithmique des pièces de Shakespeare n’est pas considérée comme une solution finale, mais plutôt comme une réplique. Comme cette recherche le montre, l’usage de modèles à thèmes pour analyser des pièces, ce qui se concentre sur chaque personnage, offre de nouvelles voies de comparaisons et étoffe donc nos interprétations de la littérature. Mots-clés: Shakespeare; pièces de théâtre; modèle thématique; modèles à thèmes; Falstaff; Prince Hal; Henry V; Henri IV; Joyeuses commères de Windsor
History of scholarship and learning. The humanities, Electronic computers. Computer science